The instructional materials reviewed for Ready Grade 1 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 2 Lesson 10 guides teachers to help students make a false number sentence true in order to develop the concept of the equal sign (1.OA.7). Teachers are given questions to ask to prompt thinking.
• Unit 6 Lesson 26 shows teachers how to guide students to explore non-defining attributes (1.G.1).

Clusters 1.NBT.B and 1.NBT.C focus on understanding the place value system and using place value to add and subtract.

• In Unit 3 Lesson 12 Understand Teen Numbers (1.NBT.B) the teacher engages students in using visual and concrete representations to develop their understanding of a “ten” using their fingers, 10-frames with connecting cubes, and connecting cubes. In addition, the teacher questions the students to find out “How can 10 and 1 ten be equal?”
• In Unit 4 Lesson 19 Understand 10 More and 10 Less (1.NBT.C) the teacher uses connecting cubes, base-ten blocks, counters, and number cards to engage students in finding out how adding and subtracting 10 is similar to the number line. Furthermore, the teacher asks, “How is finding 10 more and 10 less on the 120 chart like adding and subtracting 10 cubes?”

The instructional materials reviewed for Ready Grade 1 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 lessons, including adding and subtracting within 20, demonstrating fluency for addition and subtraction within 10 (1.OA.6).

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 contains fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• The Student Practice and Problem-Solving Book contains fluency practice pages for adding and subtracting within 10 (1.OA.6).
• In Unit 2 Lesson 11 students find the missing number and practice facts for sums of 6, 7, 8, 9, and 10 (1.OA.6).
• In Unit 1 Lesson 4 Activity 1.12 Missing Number Addend Bonds one student solves the addition equation and then their partner solves the related subtraction equation (1.OA.6).
• In Unit 2 Lesson 6 Day 2 Hands-on Activity students use counters to add doubles (1.OA.6).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available in the Apple platform. The game does include the fluencies for Grade 1.

The instructional materials reviewed for Ready Grade 1 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.

Each lesson includes guided practice Try It and independent practice Practice by Myself where 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 are exposed to situations to apply addition and subtraction (1.OA.A). The following problems are examples of the application problems included in the instructional materials:

• Unit 1 Lesson 2 Try It: “8 children are playing ball. 5 children leave. How many children are still playing ball?”
• Unit 3 Lesson 15 Try It: “Ana has 6 red blocks, 4 blue blocks, and 2 green blocks. How many blocks does she have in all?”

• Lesson 5 Tutorial: students apply their knowledge of subtraction to help pack cakes and pies into boxes for a bakery.

The instructional materials reviewed for Ready Grade 1 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 3 Introduction and Use What You Know students are introduced to modeling a problem after hearing the word problem, “First draw 1 animal, now draw 4 animals.” Students practice procedural skill and fluency in modeled instruction. Students practice counting on to find a missing addend in a word problem. Students then apply what they have learned to solving word problems to find missing addends.

In Unit 2 Lesson 9 students use conceptual understanding of making 10 by writing out and modeling number partners to 10 in numbers, words, and in part part whole models. Students use procedural skill and fluency by using repeated reasoning to find the number pairs that make 10. Students continue with fluency in the Talk About It section as they decide if a problem could be correct based on the work shown.

The instructional materials reviewed for Ready Grade 1 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 1: MPs 2, 3, 5, 6, and 7 are identified in the Lesson Overview. The first SMP TIP in the lesson for MP6 states, “Connect the physical activity to the model by having children first place counters on the smiley faces, representing the girls and eliciting that these show a group of 5. Have children count on as they add counters to represent boys. As they do so, children refine the concept of counting on as a strategy for finding the number of objects in a group without having to count every member of the group.” The SMP TIP in the lesson for MP7 states, “Mathematical Discourse 3 is a concrete example of the commutative property. Asking children to describe the sets using two different number sentences helps them to make a symbolic connection. Emphasize that the sum has not changed even though the order of the addends has.” The SMP TIP in the lesson for MP2 states, “As they practice counting on to add, children can use physical objects and drawings to help them reason quantitatively. Recording the process in a number sentence allows them to connect the concrete model to the symbolic model.”
• Unit 3 Lesson 15: MPs 1, 2, 3, 4, 7, and 8 are identified in the Lesson Overview. The SMP TIP for MP4 states, “Continuing to emphasize the relationship between a real-life mathematical situation, a model, and a number sentence helps children develop skills that involve abstract reasoning.” The SMP TIP for MP8 states, “Children have found partners of 10 and have learned to use the make a ten strategy to add 2 one-digit numbers. Emphasize the benefit in making a ten to add 3 one-digit numbers. This important calculation will be repeated as children learn to add two-digit numbers and as they learn later concepts.”
• Unit 6 Lesson 27: MPs 2, 3, 4, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP7 states, “As children compose shapes, they are building understanding of patterns and iterating units. Encourage children to see not just the composite shape, but the shapes that form the composite shape.” The SMP TIP in the lesson for MP5 states, “Allowing children to use shape pieces of different colors to compose rectangles enables them to view situations in which tools can help solve a problem. Encourage children to continue to use concrete models to solve other geometry problems.”

The instructional materials reviewed for Ready Grade 1 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 Unit 3 Lesson 14 students complete several word problems by using different strategies and models to add two numbers whose sum is greater than 10. For some of the problems, students have to make sense of the problem to determine what information they have and which strategy or model they would like to use. Students also persevere in solving the problems as they have the opportunity to revisit their initial solutions if they are not correct.
• MP2: In Unit 1 Lesson 2 students are asked to find the difference between two numbers based on word problems. The SMP TIP for in the lesson for MP2 states, “Ask children to describe how the number sentence tells what is happening in the problem. In order to contextualize and decontextualize the information in this problem, children need to make a clear connection between the problem situation, the illustration, and the number sentence.”
• MP4: In Unit 5 Lesson 23 students use models to solve problems and then share their models so that students can find efficient models to use in problem solving.
• MP5: In Unit 7 Lesson 20 students solve word problems that involve adding and subtracting tens. Students are able to choose from tens blocks, number bonds, or a 120 chart to help them complete the problems.
• MP7: In Unit 2 Lesson 6 students are using the doubles and doubles plus one strategies. Students use structure as they notice some numbers make equal groups and some have one left over.
• MP8: In Unit 2 Lesson 7 students are using repeated reasoning to find all the equations with a sum of 6. In Unit 2 Lesson 9 students are using repeated reasoning to find all the equations for the sum of 10 using ten frames.

The instructional materials reviewed for Ready Grade 1 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:

• In Unit 2 Lesson 7 Talk About It students analyze the work of fictional students and answer questions: “Who is right? How do you know?”
• In Unit 2 Lesson 10 students construct an argument as they answer “Do they have the same number of cubes? How do you know?”
• In Unit 5 Lesson 21 students think about the work of Buzz, a fictional student. Buzz says, “5 tens 8 ones = 5 + 80.” Students explain why or why not they agree with Buzz.

The instructional materials reviewed for Ready Grade 1 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:

• In Unit 2 Lesson 11 the teacher shows an incorrect problem 3 + 4 = 8 and asks students to respond. The students along with teacher guidance discuss how in miscalculating this one problem, all the other number sentences in the chart are incorrect.
• Unit 4 Lesson 17 prompts teachers to have students model tens with connecting cubes then show a partner. The materials tell teachers to “Encourage students to justify their decision.”

The instructional materials reviewed for Ready Grade 1 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 2 Lesson 10 Try It states, “Encourage children to use the words ‘is the same as’ when describing totals.”
• 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 2 Lesson 8 states: “Use visual models and number bonds to find missing number partners for 8 and 9. Tell why 0 can be a number partner for any number.”

The Grade 1 Ready instructional materials 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 and Explore Together sections. At the conclusion of lesson instruction, students complete exercises in the Practice Together and Practice by Myself 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 3 Lesson 15 students practice adding three digits using ten-frames, number paths, and by completing number sentences in the Practice and Problem Solving Book. During Guided Practice students are presented with the problem: “Jon has 7 apples. Tom has 3 apples. Bo has 5 apples. How many apples do they have?” Students are given a number path and complete three number sentences: 7 + ___ = 10, 10 + 5 = 15, and 7 + 3 + 5 = 15. The Mathematical Discourse states: “Are there other ways you could solve the word problem at the top of the page instead of using a number path to add numbers? Tell about the other ways.”

The instructional materials reviewed for Ready Grade 1 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 1 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 1 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, Lessons 1, 2, 6, 9, 11, 13, 14, and 16 relate to adding and subtracting within 20 (1.OA.C). The lessons progress from developing counting on strategies in Lessons 1 and 2 to more sophisticated strategies such as using doubles, doubles plus one, and/or making a ten in subsequent lessons.

The instructional materials reviewed for Ready Grade 1 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, Hands-On Activity, Practice, and Problem Solving portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. Question types vary and include 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 10 students complete addition equations with missing numbers, determine if equations are true or false and explain their answers in writing, draw pictures to explain their answers, and correct equations that were initially incorrect.

The instructional materials reviewed for Ready Grade 1 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 counters, connecting cubes, attribute blocks, ten-frames, and number bonds. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 14 students use ten frames to model addition situations, regroup ones to make a ten, and create equations represented in the models.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 15 students use counters and a ten-frame to represent subtraction problems. Students then connect their representation to a subtraction equation. During Independent Practice students use counters and ten-frames to solve problems in the Student Instruction Book.

The instructional materials reviewed for Ready Grade 1 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 30 teachers are prompted to ask: “What information does this picture graph give us? What do the pictures stand for?” A second prompt guides teachers to ask: “What other questions could you ask and answer about this data?”
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, in Lesson 21 Mathematical Discourse teachers are prompted to ask: “'Can 54 be shown as 4 tens and 5 ones?' Explain the 5 in 54 means 5 tens and not 5 ones. The 4 means 4 ones and not 4 tens. 'Why do you think there are more ways to show 54 than 45?'”

The instructional materials reviewed for Ready Grade 1 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 1 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 1 Lesson 5 the Independent Practice Mathematical Discourse includes the following guidance for teachers: “When comparing two quantities, children must find a way to represent the ‘how many more’ or ‘how many less’ (the difference) conceptually and through representation. They need to understand that there are two parts to a comparison question: 1. Which quantity is more (or less)? 2. How much more (or less)? Children should be able to act out the problem, create a visual model, and write an appropriate subtraction sentence to answer both questions.”
• In Unit 2 Lesson 10 the SMP TIP for MP2 states: “Finding equivalent and non-equivalent expressions involves making sense of quantities and their relationships.” The Evaluate portion of the Guided Practice guidance for teachers states: “As children decide whether the number sentences are true, revisit the earlier discussion about addends that make the same total. Guide children to recall that when any two addends on each side of equal sign make the same total, the number sentence is true.”

Throughout Ready Grade 1 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 1 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 1. For example, Unit 2 Lesson 10 builds on Kindergarten Lessons 18, 19, and 20, and the chart also lists lessons that students are preparing for in Grade 2, Lessons 4 and 5.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Kindergarten. The Learning Progression explains the lesson's overall connection to Grade 1 and the mathematical content of the lesson. This section also explains connections to Grade 2 and, if appropriate, to other future grades.

The instructional materials reviewed for Ready Grade 1 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 carefully 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 1 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. Prerequisite lessons from earlier grades 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 margin 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 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 1 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 4 Show What I Know students are provided with a number and asked to figure out missing addends. Students fill in a number bond and write a subtraction sentence and addition sentence. The Teacher Resource Book highlights possible answers and also notes that teachers “make sure they understand that there is not just one correct way to color the triangles, so their number bonds and number sentences may be different from others in the class.”
• In Unit 1 Lesson 3 Practice by Myself multiple representations are provided for the students. The students are working on adding and subtracting in word problems and are given two models that are partially completed. Note: Teachers are instructed to review the models and “explain that the models are started for them, and that children can complete them or use some other method they prefer to solve the problem.”
• In Unit 2 Lesson 11 students are building on facts they know. In the Explore It portion of the lesson students solve a mystery and find missing numbers. Children use counters and then number sentences to represent solutions. The problem starts by asking, “I have 6 marbles. Some are red, and some are yellow. There is the same number of red marbles as yellow marbles. How many are red, and how many are yellow?” As the problem continues students explore an open-ended clue: “I have 9 marbles. Some are red and some are yellow. There are more red marbles than yellow marbles. How many red marbles, and how many yellow marbles could I have?” The students are building on 2 more closed scenarios and are invited to explore and share results and explain their reasoning on the open-ended clue.
• In Unit 4 Lesson 19 students build understanding of 10 more and 10 less. Students are given digit cards 0-9. Using these digit cards students make a number and find 10 less and 10 more. In addition to multiple solutions being possible, students are encouraged to connect this work to their work with cubes, with a 120 chart, and with drawing a picture.

The instructional materials reviewed for Ready Grade 1 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 4 Lesson 18 includes an English Language Learners Tip: “To present visual language support for children who need help distinguishing between a row and a column, provide a 120 chart labeled with the words “column” and “row.” The labels should include an arrow pointing to a column and a row.”
• Prerequisite lessons include specific ELL support as needed. For example, in Unit 5 Lesson 21 there are two prerequisite lessons. Prerequisite Lesson 21 includes an English Language Learners support that states: “Have children work with a partner to show 11 fingers, using all 10 fingers from one child and the extra on the other child’s hand.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 3 Lesson 15 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 1 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• A Differentiated Instruction page that provides Challenge Activities is included in many lessons of the Teacher Resource Book. For example, in Unit 4 Lesson 17 students extend the concepts in the lesson by making more than 9 tens.
• Some lessons include a Concept Extension. For example, Unit 1 Lesson 1: “Build the concept of a variable. Display the box and tell children there are 5 pencils inside the box. Set 3 single pencils next to the box and ask: How many pencils do I have altogether? How can you count on to find out? Listen for counts of '5, 6, 7, 8' and ask how they knew to start with 5. Children should recognize that since they know there are 5 pencils in the box, they do not need to be counted or drawn separately. Have children record the process in a number sentence to make a symbolic connection to the problem.”

The instructional materials reviewed for Ready Grade 1 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 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.