5th Grade - Gateway 1

The instructional materials reviewed for Ready Grade 5 meet the expectations for assessing grade-level content.

The program provides Interim Assessments available in the student edition and online for each unit. There is a separate Ready Assessments book containing three assessments. There are also two versions (Form A and Form B) of the Mid-Unit and Unit assessments for each of the units.

Assessments contain grade-level content questions. Examples of questions include the following:

• Ready Assessments book Assessment 1 Assessment Problem 25 asks students which number is three hundred thirty and seventy-six thousandths. Students are given a choice of four numbers, and each of the distractors represents a misconception students may have about decimals and place value. (5.NBT.A)
• Unit 2 Assessment Problem 13 provides students with two expressions, a unit fraction divided by a whole number and a whole number divided by a unit fraction. Students select the situations that could be modeled by these expressions. (5.NF.7)

Overall, assessment items are aligned to Grade 5 standards.

The instructional materials reviewed for Ready Grade 5 meet the expectations for spending the majority of class time on the major clusters of the grade including all clusters in 5.NBT and 5.NF along with 5.MD.C. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

• Grade 5 instruction is divided into five units. Unit 1 addresses 5.NBT. Unit 2 addresses 5.NF. Half of Unit 4 addresses 5.MD.C. Therefore, 2.5 out of 5 units, approximately 50 percent, focus on major work of the grade.
• Grade 5 instruction is divided into 31 lessons. Twenty-two out of 31 lessons, approximately 71 percent, focus on major work of the grade.
• Grade 5 instruction consists of approximately 161 instructional days. One hundred and thirty-seven out of 161, approximately 85 percent, of the instructional days focus on major work of the grade.

The instructional materials reviewed for Grade 5 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of the connections between supporting work and major work include the following:

• Unit 4 Lesson 21 Convert Measurement Units (5.MD.1) is connected to the major work of computation with decimals (5.NBT.7). Students compare different units of measure within the same system, for example, meters to kilometers; and compare different units of measure between systems, for example, standard to metric. Students complete tables where they use the four operations to make comparisons.
• Unit 4 Lesson 22 Solve Word Problems Involving Conversions (5.MD.1) is connected to the major work of computation with multiplication and division of fractions (5.NF.4). Students apply the concept of converting between units of measure to real-world problems.
• Unit 4 Lesson 23 Make Line Plots and Interpret Data (5.MD.2) is connected to operations using fractions (5.NF.A and B).

The instructional materials reviewed for Ready Grade 5 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades. The suggested pacing includes 132 days of lessons, 15 days of Math in Action, and another 14 days for assessment making 161 days of materials. According to the Teacher Guide, pages A42-A43, each lesson is expected to last between 30-45 minutes.

The instructional materials reviewed for Ready Grade 5 meet the expectation for being consistent with the progressions in the standards. Content from prior grades is identified or connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, materials develop according to the grade-by-grade progressions in the Standards. Typically, material related to prior and future grades is clearly identified or related to grade-level work.

The materials relate grade-level concepts to prior knowledge from earlier grades. Each Lesson Overview provides a Learning Progression. The Learning Progression explains connections between prior grades and the lesson. For example, in Unit 3 Lesson 20 the progression states, “In Grade 4 students analyzed number and shape patterns. They described and generated number patterns and identified explicit rules in patterns.” Additionally, each unit begins with a progression overview document. This document connects grade level concepts to specific standards from prior grades, and this document also connects grade-level concepts to future standards. Student prior knowledge is activated and connected to new skills and concepts on the first day of each lesson in Use What You Know. For example, in Unit 1 Lesson 5 students are reminded that "(i)n grade 4, you multiplied two-digit numbers by two-digit numbers. Now you'll multiply three-digit numbers by two-digit numbers."

The instructional materials provide given extensive work with grade-level problems. Lessons provide grade-level problems for students. Students spend three, four, or five days in a lesson working with grade-level standards. During modeled and guided instruction, students explore ways to solve problems using multiple representations and prompts to reason and explain their thinking. The guided practice allows students to solve problems and discuss their solution methods. The independent practice provides students the opportunity to work with problems in a variety of formats to integrate and extend concepts and skills. The Practice and Problem Solving Guide provides additional practice problems for each of the lessons, and the back of the Practice and Problem Solving Guide provides problems for additional skills practice. Each lesson also has math center activities which provide additional practice with grade-level problems.

The instructional materials reviewed for Ready Grade 5 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.

Instructional materials are clearly shaped by CCSSM cluster headings. The units are divided into instruction focused on domains. Grade 5 standards are clearly identified in the Table of Contents and a CCSSM Focus box found at the beginning of each lesson. Additionally, a CCSSM Correlation Chart identifies which lessons address specific standards. Instructional materials shaped by cluster headings include the following examples:

• Unit 1 Lesson 2 Understand Powers of Ten is shaped by 5.NBT.A, understand the place value system.
• Unit 2 Lesson 10 Add and Subtract Fractions in Word Problems is shaped by 5.NF.A, use equivalent fractions to add and subtract fractions.
• Unit 4 Lesson 24 Understand Volume is shaped by 5.MD.C, geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Instructional materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where the connections are natural and important.

• Unit 5 Lesson 29 connects graphing data (5.G.A) to numerical patterns (5.OA.3).
• Unit 1 Math in Action connects place value understanding (5.NBT.A) to operations with multi-digit numbers, including those with decimals (5.NBT.B).
• Unit 1 Lesson 1 connects understanding place value (5.NBT.A) to performing operations with whole numbers and decimals (5.NBT.B).