The instructional materials reviewed for Ready Grade 5 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

• Unit 1 Lesson 3 is focused on how to deepen students’ understanding of the relationship between fractions and decimals (5.NBT.3) through representations of decimals and fractions on place value charts, number lines, and double number lines.
• Unit 5 Lesson 29 provides guidance to explore coordinates with decimal values (5.G.2). Students are asked to graph points on a coordinate plane with decimal values, i.e. (1, 6.50), (3, 3.50), etc.

Clusters 5.NBT.A and 5.NBT.B focus on understanding the place value system and performing operations with multi-digit whole numbers and decimals to hundredths.

• In Unit 1 Lesson 3 Read and Write Decimals (5.NBT.3) students use a meter stick in pairs to measure pieces of strings given in tenths and hundredths to write down and read decimals correctly. During this lesson, groups of students are also given cards to build a model of expanded from. Students also draw a place-value chart for the number 1.016 and deconstruct sixteen thousandths to create the expanded form. Finally, students create place-value charts and use counters to model decimal numbers given by the teacher.
• In Unit 1 Lesson 6 Divide Whole Numbers (5.NBT.6) students use base ten blocks to estimate quotients and build their understanding of place value by finding partial quotients.

Cluster 5.MD.C addresses concepts of volume and how volume relates to multiplication and addition.

• In Unit 4 Lesson 25 Finding Volume Using Unit Cubes (5.MD.4) students draw models to connect finding the area of a rectangle to finding the volume of a prism. Students show how they can determine the number of cubes in the bottom layer of a rectangular prism without counting them. Student groups get unit cubes and create the bottom layer of a prism and take measurements of the length and width. They continue adding layers to the prism and find its height. Once the prism is built, students calculate the volume then check their work by counting the cubes.

The instructional materials reviewed for Ready Grade 5 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the course, including fluency of multiplying multi-digit whole numbers using the standard algorithm (5.NBT.5).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contain fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• Unit 1 Lesson 5 focuses on multiplying multi-digit whole numbers using the standard algorithm, which is the fifth grade fluency. The lesson connects partial products to the standard algorithm. In addition, the Practice and Problem Solving Book for this lesson has students practice using the standard algorithm.
• Units 1 and 5 Math in Action integrates multi-digit multiplication (5.NBT.5).
• In Unit 2 Lessons 10 and 11 students add and subtract fractions with different numerators and denominators (5.NF.A).
• In Unit 3 Lesson 19 students write and evaluate expressions containing parentheses, using whole numbers, fractions, and decimals (5.OA.A).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available on the Apple platform. The game includes the fluencies for Grade 5.

The instructional materials reviewed for Ready Grade 5 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics without losing focus on the major work of each grade.

Opportunities to work with engaging applications are provided throughout the instructional materials. Each unit contains a lesson called Math in Action where students are exposed to non-routine problems that contain many points of entry, have more than one possible solution, integrate multiple standards, and include a Persevere on Your Own section. During guided practice Try It and independent practice Practice by Myself, students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students use multiplication of fractions and mixed numbers (5.NF.6) and use division of unit fractions to solve real-world problems (5.NF.7c). The following are examples of the applications included in the instructional materials:

• In Unit 2 Lesson 16 students are presented with several opportunities to solve real-world problems that involve multiplication of fractions and mixed numbers.
• In Unit 2 Lesson 18 students are presented with several opportunities to solve real-world problems that involve dividing a unit fraction by a whole number and dividing a whole number by a unit fraction.
• In Unit 3 Math in Action Expressions, Patterns and Relationships students analyze and try different approaches to price snacks at a theater, reasoning about whether to use whole dollars or dollars and cents, and evaluate how different entry points yield information. Next, students write and evaluate expressions for different snack combinations, resulting in multiple solutions dependent on the number of combinations. Finally, they estimate the cost for two different program formats.

The instructional materials reviewed for Ready Grade 5 meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 1 Lesson 4 Compare and Round Decimals students use place value to estimate and round decimals. They are shown models of number lines, inequality statements ($$<$$, =, $$>$$), and tables to order numbers. They use these same models to determine how best to round numbers and to what value. Students apply their procedural skills to problems with various constraints and use their conceptual understanding of decimal order and place value to explain how their solutions represent the given situation. The Unit 1 Lesson 4 Quiz also includes problems where students demonstrate procedural fluency, a task where students must compare statements and determine their veracity based on underlying concepts of place value and decimals, and a two-part application problem.

Math in Action lessons occur at the end of most units. These lessons focus on application problems where students apply procedural fluency and conceptual understanding to solve problems in a non-routine, real-world context.

The instructional materials reviewed for Ready Grade 5 meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 1 Lesson 4: MPs 1, 2, 4, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP1 states, “Students might not realize it, but the Model It activities are helping them make sense of the problem by presenting a variety of entry points for understanding what the numbers mean and how they are related. Ask students how these models add to their understanding of the problem and ways they could solve it.” The SMP TIP in the lesson for MP4 states, “Support students’ efforts to use mathematical models when they solve problems. Encourage students to represent the quantities in Try It on a number line or in a place-value chart.”
• Unit 2 Lesson 11: MPs 1, 2, 3, 4, 5, 6, 7, and 8 are identified in the Lesson Overview. The SMP TIP for MP5 states, “Take time to demonstrate how to draw a number line with benchmark fractions and give students an opportunity to practice. This number line is a practical tool that students can use in many situations to help the estimate a solution. When students are comfortable constructing this number line, they will use it often.” The SMP TIP for MP6 states, “Encourage students to attend to precision in their pictures and models. Point out the way that the number line and the fraction strips are labeled. Ask students to suggest additional ways to label the models.”
• Unit 4 Lesson 21: MPs 1, 2, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP7 states, “Students are looking for and making use of structure as they examine numerical patterns and relate the pattern to a rule. Encourage students to use a table to help them understand how to convert units of measure.” The SMP TIP in the lesson for MP2 states, “Students use quantitative reasoning to convert measurements. When converting units of measurement, they need to decide whether they should multiply or divide by comparing the relative sizes of the units they are converting.”

The instructional materials reviewed for Ready Grade 5 meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

• MP1: In the Unit 1 Lesson 8 Try It teachers are prompted to encourage students to verbalize their understanding of the problem before solving the problem. In Unit 2 Lesson 16 students complete problems that involve multiplying fractions. Students have to persevere in completing the problems as they come to recognize that one strategy for fraction multiplication might be more efficient than another.
• MP2: In Unit 4 Lesson 23 students are asked to generate questions to be answered using a line plot. Students then work with partners to answer each other’s questions. In Unit 4 Lesson 25 students reason about how the volume of a box would change if the height of the box changes.
• MP4: In Unit 2 Lesson 10 students model fractions visually to help them determine same-size parts of the whole when adding and subtracting fractions that have different denominators.
• MP5: In Unit 3 Lesson 20 students choose from creating tables, arrays, graphs, or pictures to help them analyze patterns and determine relationships among variables in several problems.
• MP7: In Unit 2 Lesson 15 students look at and use the structure of products greater than one of the factors and products less than one of the factors and predict what will happen with a different factor. In Unit 5 Lesson 21 students look for and make use of structure as they convert between metric units.
• MP8: In Unit 1 Lesson 2 students describe shortcuts that come from reasoning about the patterns they are investigating and state a “rule” for multiplying or dividing by powers of 10. In Unit 3 Math in Action students look for patterns and use repeated reasoning to solve problems.

The instructional materials reviewed for Ready Grade 5 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

• Unit 1 Lesson 3 Question 19 students choose which of the four answers correctly represents 4.082. The student then answers questions about a fictional student: “Rachel chose D as the correct answer. How did she get the answer? Does Rachel's answer make sense?”
• Unit 1 Lesson 4 Question 4 states: “How does rewriting the fractional part or decimal part of 3.24 make it easier to compare 3.24 to 3.275?”
• Unit 3 Interim Assessment Performance Task students analyze 6 equations from Sophie, who omitted parentheses from the equations to determine which equations are correct and which ones need parentheses. Students also write a letter to Sophie to explain why parentheses were needed in some of the equations.

The instructional materials reviewed for Ready Grade 5 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

• Unit 1 Math In Action Mathematical Discourse 1 has a note for teachers that states, “Invite students to discuss how they might begin to solve this problem. Allow them to describe different approaches, but don’t yet carry through an actual solution.” This is followed by a note for Mathematical Discourse 2 that states, “Explain that students will look at the sample solution on the next page to see one way the problem could be solved. Then they will read it again and discuss what makes it a good solution by using the Problem-Solving Checklist.”
• Unit 2 Lesson 13 SMP TIP states: “Encourage students to share their thinking or solution. This provides an opportunity for students to practice constructing viable arguments and critiquing the reasoning of others. Model and explain how students can explain their reasoning step by step, rephrase each other’s explanations, ask for clarification, or point out the misconception.”

The instructional materials reviewed for Ready Grade 5 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics.

• The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined.
• The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions.
• Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 4 Lesson 24 Let’s Talk About It states, “Remind students that when finding volume, they should label their answer as cubic units.”
• Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students.
• Lessons contain language objectives. For example, Unit 1 Lesson 2 states, “Use language of equivalent fractions to describe equivalent decimals.”

The instructional materials reviewed for Ready Grade 5 meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose.

Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know, Find Out More, Reflect, Picture It, and Model It sections. At the conclusion of lesson instruction, students complete exercises in the Guided Practice and Independent Practice that engage them in exercises to practice skills and in problems to apply learning.

The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Unit 2 Lesson 17 Guided Practice students Connect “Ideas About Dividing with Unit Fractions.” They engage in problems that ask them to compare, analyze and justify equivalence between the division of a unit fraction by a whole number and the multiplication of two equivalent unit fractions. For example ¼ ÷ 4 and ¼ x ¼. During Independent Practice students use their knowledge of equivalent unit fractions to solve one problem from a choice of two. Their solutions must include a model of the problem, and a multiplication and division equation that represent the problem.

The instructional materials reviewed for Ready Grade 5 meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences.

Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing what students have learned in previous grades connected to what they will learn in Grade 5 and how this will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what was learned in the previous grade, what students are learning in Grade 5 and how it relates the current lesson, and what will happen in the next grades.

Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, in Unit 2 lessons are sequenced to build understanding of fractions as numbers and operations with fractions. Instruction begins in Lesson 10 with students adding and subtracting fractions with unlike denominators using pictorial and symbolic representations as well as number lines. Lesson 11 requires students to work with real world contexts to apply the strategies learned in Lesson 10. Students connect fractions as division in Lesson 12. Multiplication of fractions with area models and multiplication as scaling appears in Lessons 13 through 15. In Lesson 16, students solve word problems requiring multiplying fractions. Finally, students divide with unit fractions in Lesson 17 and apply this knowledge in Lesson 18 with word problems in various contexts. The culminating Math in Action requires students to use the learned knowledge about fractions to solve given real-world problems and incorporates all Unit 2 operations with fractions.

The instructional materials reviewed for Ready Grade 5 meets expectations that there is a variety in what students are asked to produce.

Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning.

Lessons are designed with a consistent routine that includes whole group, partner, and independent work. The Picture It, Model It, Connect It, and Try It portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. The Pair/Share portion of each lesson asks students to discuss their approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Lesson 23 students complete short answer questions based on interpreting a line plot, create line plots based on reading a problem or interpreting information given through pictures, answer true-false and multiple choice items, and reflect on their learning by completing a Self Check page.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson students use a variety of manipulatives including number cubes, unit cubes, fact triangles, hundreds charts, base-ten blocks, clocks, stopwatches, volume containers, and pattern blocks. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 10 students use fraction tiles to model equivalent fractions in order to help them add and subtract fractions with unlike denominators.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 7 students use base-ten blocks to model and solve a subtraction problem. Then they use a place value chart to line up decimals for addition and subtraction. Students discuss and make sense of the models connecting the place value model to the traditional algorithm. Finally, students have to select all the models in a multiple choice problem that represent a subtraction expression, showing understanding of the connection between the manipulatives and written representation.

The instructional materials reviewed for Ready Grade 2 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

• Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 10 students are presented a problem about determining how much water is in a bottle, and teachers are prompted with: “Discuss the meaning of the problem. Ask: What operation will you use to find the solution? [Subtraction, because Gavin had some water and drank some, and the problem is to find how much is left.]”
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 25 Mathematical Discourse prompt states: “Suppose Abigail stands the box up so that it is 4 cm tall. Does the volume of the box remain the same? Explain your reasoning.” Question 2 asks: “What are the dimensions of other prisms that also have a volume of 24 cubic centimeters?” The idea of thinking of volume as layers of cubes is explored in the corresponding Visual Model section provided for the teacher.

The instructional materials reviewed for Ready Grade 5 meet expectations that they contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials provide resources to support teacher planning.

• The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
• The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson.
• Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
• The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

• At a Glance explains what students will be doing during each component of the lesson.
• Step by Step organizes the lesson into chunks and provides guiding questions.
• SMP Tips highlight specific Standards for Mathematical Practice.
• Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
• Try It Solutions provide complete explanations and multiple solutions.
• Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
• Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
• Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach.
• Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

• Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
• i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction.

i-Ready (available for additional purchase and used by most Ready users) is an Online Diagnostic and Instruction component.

The instructional materials reviewed for Ready Grade 5 meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts.

• In Unit 2 Lesson 15 the Learning Progression states, “In this lesson, students are introduced to the concept of multiplication as scaling or resizing using visual models. They understand a product in terms of the relationship between a quantity and a resizing factor. Students reason about the size of the product when one factor is multiplied by a number greater than 1, a number less than 1, and a number equivalent to 1.”
• In Unit 5 Lesson 29, the SMP TIP for MP4 states, “Students use a coordinate plane to model the relationship between the number of games played and the amount of money left. Discuss how the relationship shown visually in the graph is also modeled in the equations and table on the previous page.” The Concept Extension for this lesson coordinates with decimal values that are explored.

Throughout Ready Grade 5 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

The instructional materials reviewed for Ready Grade 5 meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 5. For example, Unit 4 Lesson 27 builds upon Grade 3 Lesson 27 and Grade 5 Lessons 25 and 26. The chart also lists lessons that students are preparing for. For example, Unit 4 Lesson 24 is preparing students for Grade 6 Lesson 25 and Grade 7 Lesson 23.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 4. The Learning Progression explains the lesson's overall connection to Grade 5 and the mathematical content of the lesson. This section also explains connections to Grade 6 and, if appropriate, to other future grades.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• Each lesson follows a gradual release model in which scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice.
• Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations.
• The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, and real-world connections.
• Each lesson contains a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation.

The instruction materials reviewed for Ready Grade 5 meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

• Each lesson includes a section called Small Group Differentiation that consists of three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Specific lessons from earlier in the material, as well as the previous grade-level material in the series, are identified and can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
• The marginal notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities.
• The Math In Action section for each unit has a Differentiated Instruction page that includes an Intervention and a Challenge Activity.
• The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations.

The instructional materials reviewed for Ready Grade 5 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies.

• In Unit 1 Lesson 8 students multiply decimals by whole numbers using decimal grids and partial products.
• In Unit 1 Lesson 9 Hands-on Activity students use a string, meter sticks, and scissors to demonstrate dividing a decimal by a whole number. In Unit 2 Lesson 13 Visual Model the teacher demonstrates fraction multiplication using fraction circles.
• Unit 3 Math in Action features open-ended problems with many entry points and more than one possible solution. For example, students are provided a list of snacks and their cost. Students then “Choose 2 food items. Decide on a selling price for each. Use ordered pairs to compare the amount of money they will take in by selling 0, 1, 2, 3, 4, and 5 of each item. Describe how the numbers in each ordered pair are related.”

The instructional materials reviewed for Ready Grade 5 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

The Teacher Resource Book and online Teacher Toolbox contain the following support:

• ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example, Unit 2 Lesson 12 includes an English Language Learners Tip: “Show students actual tubes (oil paint or acrylic) or bottles of paint (poster paint) to provide a realistic understanding of the problem context.”
• Prerequisite lessons include specific ELL support as needed. For example, in Unit 5 Lesson 29 there are two prerequisite lessons. Prerequisite Lesson 28 includes an English Language Learners support that states: “Help students understand the meaning of the phrase 'ordered pair.' Point out that order means “arranged in a certain way.” Remind students that a pair is two of an item, in this case, two numbers. Explain that the numbers in an ordered pair are always arranged a certain way.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 24 Understand Volume includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Math Center Activities are provided On Level, Below Level, and Above Level.

The instructional materials reviewed for Ready Grade 5 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book provides a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, in Unit 3 Lesson 19 Challenge Activity students insert parentheses into the given expression, 2 x 3 + 4 x 5 - 6, by grouping three of the values and creating an expression equal to 40.
• The Math In Action section for each unit of the Teacher Resource Book has a Differentiated Instruction page that includes a Challenge Activity. For example, Unit 4 Math in Action: Work with Measurement and Data Challenge Activity Backyard Barbecue extends the original problem by having students find out how many pounds of baked beans are needed if between ⅙ and ¼ of the guests are vegetarian.
• A Differentiated Instruction page that provides Challenge activities is included in some lessons of the Teacher Resource Book. For example, Unit 1 Lesson 2 Understand Powers of Ten includes a Challenge Activity to extend patterns of powers of ten.

The instructional materials reviewed for Ready Grade 5 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• Student edition pictures include students from a variety of cultures.
• The Let’s Talk About It section in each lesson includes four faces of various demographics and represents both genders.
• The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
• Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.