5th Grade - Gateway 1

The instructional materials reviewed for Ready Classroom Mathematics Grade 5 meet expectations that they assess grade-level content.

In i-Ready, Teach and Assess, Ready Classroom Mathematics, there are two versions of Unit Assessments: Form A and Form B for each unit. Form A assessments are editable. Form A assessments include a standards correlation chart, DOK levels, as well as a correlation to the lesson/s related to each assessment item. Form B assessments do not include this feature. In addition, in i-Ready, Teach and Assess, Assessments, Comprehension Checks are also available and can be used as an alternative to print mid- and end-unit assessments. Probability, statistical distributions, similarities, transformations, and congruence do not appear in the assessments. 

Examples of assessment items from the Classroom Resources aligned to grade-level standards include:

• In Unit 3, End of Unit, Mid-Unit Assessment, Form B, Item 5 states, “Which of the following situations can be represented by 7/5? Choose all the correct answers.”  The answer choices are:
  • A. Matt makes 5 equal servings of granola from a bag that holds 7 ounces.
  • B. Hannah buys 7 packs of microscope slides with 5 slides in a pack.
  • C. Dominic has 7 meters of rope that he will cut into 5 pieces of equal length.
  • D. Katie hangs 5 oil paintings and 7 watercolor paintings
  • F. Spencer opens 5 packs of beef jerky and shares them equally with 7 friends. (5.NF.3)

• In Unit 4, Assess, Mid-Unit Assessment, Form B, Item 5 states, “How many centimeters in 27 meters?” There are four options are: 2,700 centimeters, 270 centimeters, 2.7 centimeters, 0.27 centimeters. (5.MD.A.1) 
• In Unit 2, Assess, End of Unit Assessment, Form A, Item 5 states, “Jake buys $$1\frac {1}{2}$$ yards of cloth. He uses $$\frac {2}{3}$$ yard for a craft project. How much cloth, in yards, does Jake have left? Show your work.” (5.NF.A.2)

Examples of assessment items from the Assess and Teach aligned to Grade 5 CCSS include:

• In Comprehension Check, Comprehension Checks Details, Unit 4, Item 9 states, “The list below shows some attributes of shapes: at least 3 angles, at least 1 pair of parallel sides, at least 2 sides of equal length. Which shapes always have all the attributes in the list? Choose all the correct answers: square, rhombus, trapezoid, quadrilateral, equilateral triangle” (5.G.4)
• In Comprehension Check, Comprehension Checks Details, Unit 5, Item 1 states, “Use the coordinate plane,” and then displays a first quadrant graph with four plotted points labeled, M, P, N and L. The item further states, “Match each point with its ordered pair. Drag an ordered pair into each box. Not all answers will be used.” The bottom of the item displays six coordinate points with drag and drop capability for the student to fill the four empty boxes. (5.G.A.1)
• In Comprehension Check, Comprehension Checks Details, Unit 2 (Lessons 10-14), Item 2 states, “A gardener measured the height of three trees as 264.4 centimeters, 264.18 centimeters, and 279.7 centimeters.  What is the difference in height between the tallest and shortest trees? Enter your answer in the box. The difference between the tallest tree and shortest tree is ____ centimeters.” (5.NBT.7)

The instructional materials reviewed for Ready Classroom Mathematics Grade 5 meet expectations for spending a majority of instructional time on major work of the grade. 

• The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 3.5 out of 5, which is approximately 70%.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 32.5 out of 38, which is approximately 80%.
• The number of days devoted to major work (including assessments and supporting work connected to the major work) is 119 out of 145, which is approximately 82%. 

An instructional day level analysis is most representative of the materials because the number of sessions within each topic and lesson can vary and each lesson includes specific objectives aligned to standards. When reviewing the number of instructional days for Ready Classroom Mathematics Grade 5 materials, approximately 82% of the days are focused on the major work of the grade.

The instructional materials reviewed for Ready Classroom Mathematics Grade 5 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Throughout the materials, supporting standards/clusters are connected to the major standards/clusters of the grade. The following are examples of the connections between supporting work and major work in the Classroom Resources:

• In Lesson 8, Session 5, supporting standard 5.OA.A.1 is connected to major work standard 5.NBT.3, as students simplify an expression with parentheses to find if the expression is equivalent to a number with a decimal. Students demonstrate their understanding of place value while also writing and interpreting numerical expressions.  
• In Lesson 26, Sessions 1-4,  supporting standard 5.MD.1 connects to major cluster 5.NBT.B, as students solve problems converting measurement units. In Session 3, Develop, Apply It, problem 6, “A tree in Kenji’s backyard is 6.7 meters tall. A tree in Cho’s backyard is 730 centimeters tall. Which tree is taller? Show your work.”
• In Lesson 27, Session 3,  connects supporting cluster 5.MD.B (Represent and interpret data) to major work standard 5.NF.2 (addition and subtraction of fractions with unlike denominators), as students solve word problems based on data presented in a line plot with fractional values. Students answer, “What is the difference between the weights of the lightest and heaviest shells Renaldo collected?”

The instructional materials reviewed for Ready Classroom Mathematics Grade 5 meet expectations that the amount of content designated for one grade level is viable for one year.

As designed, the instructional materials can be completed in 156 days consisting of: 

• There are 121 days of lessons.  
• There are 9 days for unit assessments, 6 days for i-Ready diagnostic assessments and 5 days for review, for a total of 20 days. 
• There are 10 days for Math in Action activities. 
• There are 5 days dedicated to lesson 0 at the beginning of the school year to set up instructional routines with students that will be used throughout the year.

According to Ready Classroom Mathematics Implementation, sessions are designed to be 45-60 minutes in length. Pacing information from the publisher regarding viability for one school year can be found in the document titled “Yearly Pacing” found in the “Program Implementation” tab on the home page for each grade level. The “Yearly Pacing” includes a list of units, lessons within each unit, and the number of days each lesson encompasses, a note that lessons are 45-60 minutes in length and number of days for assessments. Pacing information is also verified in the “Classroom Resources” tab in each unit for each lesson in the “Lesson Overview and Family Connection” that includes a “Lesson Pacing Guide” with more detailed information that lists sessions and minutes for each lesson.

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

Overall, the materials develop according to the grade-by-grade progressions in the standards and prior year content is identified as prerequisite skills at the lesson level. In the Unit Overview, the materials include a Learning Progression which clearly identifies the lessons from prior years that contain skill students would connect to the current unit of instruction. For example, in Unit 4, Measurement, Data, and Geometry, the Learning Progression identifies “Grade 3, Lesson 26, Measure Length and Plot Date on Line Plots; Grade 4, Lesson 22, Add and Subtract Fraction in Line Plots as prior learning for Lesson Grade 5, Lesson 27, Make Line Plots and Interpret Data. In turn Lesson 27 leads to future learning in Grade, Lesson 27, Measures of Center and Variability, and Lesson 28, Display Date on Dot Plots, Histograms and Box Plots.”

The materials give all students extensive work with grade-level problems. Units consist of lessons, which are designed to last between three and five days. Within each lesson, days are broken into Explore, Develop, and Refine sessions. Develop and Refine sessions have ample practice problems for students to understand and apply concepts, and Develop sessions also include Fluency and Skills Practice pages. Each unit also includes a Math in Action lesson, which provides further work with grade-level problems over 2 days. In addition, each lesson includes math center activities and enrichment activities, which both provide more work with grade level concepts. For example:

• Lesson 12, Add Fractions, focuses on 5.NF.A (Use equivalent fractions as a strategy to add and subtract fractions). In Session 1, Explore, students work on adding and subtracting fractions with unlike denominators. “Emiliano needs 1/2 of a stick of butter to make cornbread. He also needs 1/4 stick of butter to make apple muffins. What fraction of a stick of butter does he need in all?” In Session 2, Develop, students explore strategies for adding fractions with unlike denominators, which is extended to adding with mixed numbers in Session 3. In Session 4, Refine, students use multiple strategies for adding mixed numbers and fractions with unlike denominators.
• In Lesson 19, Session 2,  students focus on multiplication with unit fractions to solve problems such as 2/5 x 1/2 = ? and 3/4 x 1/3 =? with the assistance of a number line and visual model.  
• Lessons 22, 23, and 24 focus on 5.NF.7 (Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions). Students apply their knowledge of multiplication to divide unit fractions and solve word problems involving division of unit fractions. In Lesson 23, Session 1, Explore, students solve, “Mrs. Cook wants to share 1/4 pound of fish equally among 3 cats. How much fish will each cat get?” Students are prompted to “Draw on the area model to solve the problem” and “Complete the division equation to match your model: 1/4 ÷ 3 =__.” 
• Lessons 10 and 11 focus on 5.NBT.7 (Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place bale, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used). In Unit 2, Math in Action, students use decimals and fractions to look at and consider alternative solutions for a problem that provides the unit cost for dog collars of different sizes. The materials state, “Find how much Bella makes on each collar after paying for supplies. Show a way to make at least $225 by selling collars. Include at least 5 collars of each size in your plan.”  
• Lessons 25 and 26 focus 5.MD.1. Students apply their understanding of fraction and decimal equivalence to convert measurement units and solve word problems involving conversions of measurement units. 

The instructional materials explicitly connect prior learning to grade level content. In the Lesson Overview, the Learning Progression identifies the mathematics taught in earlier grades or earlier in the grade, and connects it with the mathematics in the lesson. In Small Group Differentiation, Prepare, there is a link to Prerequisite Lessons. The Family Letter can also contain information on the learning progressions for students. For example,

• In Lesson 12, Lesson Overview, Differentiated Instruction, Prepare, Ready Prerequisite Lessons include Grade 4, Lesson 17, Understand Equivalent Fractions; Lesson 20, Add and Subtract Fractions; and Lesson 21, Add and Subtract Mixed Numbers.
• In Lesson 29, Lesson Overview, the Learning Progression states, “In Grade 4, students classified two-dimensional figures based on their attributes, such as having parallel or perpendicular sides and having right, acute, or obtuse angles. In the previous Grade 5 lesson (Lesson 28) students described how attributes belonging to a larger category belong to subcategories of that category and they used simple Venn diagrams and tree diagrams to show category/subcategory relationships. In this lesson, students use their understanding of shape properties, categories, and subcategories to classify shapes into Venn and tree diagrams, including Venn diagrams that have regions that overlap.”
• In Lesson 21, Lesson Overview, Prerequisite Skills are identified as, “Multiply whole numbers.”

The instructional materials reviewed for Ready Classroom Mathematics Grade 5 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include lesson objectives that are visibly shaped by CCSSM cluster headings. 

The instructional materials identify a Learning Objectives in each Lesson Overview, and in the Student Workbook, Learning Targets are provided for students. Examples of lesson objectives that are visibly shaped by CCSSM cluster headings in Classroom Resources include:

• In Student Workbook, Lesson 6, Sessions 1-3, the Learning Target states, “Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.” This learning target aligns with 5.NBT.A (understand the place value system).
• In Student Workbook, Lesson 22, the Learning Target states, “Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.” This Learning Target aligns to 5.NF.B (apply and extend previous understandings of multiplication and division to multiply and divide fractions).
• In Lesson 31, Lesson Overview, the Learning Objective includes “Recognize the coordinate plane as a two-dimensional space determined by the intersection of a horizontal and a vertical number line.” 

There are many instances of problems and activities within the materials that serve to connect two or more clusters in a domain or two or more domains in a grade. For example, in Classroom Resources: 

• In Lesson 33, Session 3 connects 5.OA.B (Analyze patterns and relationships) and 5.G.A (Graph points on the coordinate plane to solve real-world and mathematical problems), as students graph points on a coordinate grid and then analyze the patterns of the graph plots. Problem 8 presents two patterns to which students write ordered pairs made of corresponding terms in the patterns, and then plot the points on a coordinate grid.
• In Unit 5, Math in Action connects 5.MD (Measurement and Date) and 5.G (Geometry) as students solve area and perimeter problems involving shapes with specific properties on the coordinate grid. 
• Lesson 16 connects 5.NBT.A (Understand the place value system) and 5.NBT.B (Perform operations with multi-digit whole numbers and with decimals to hundredths), as students use place value reasoning with expanded form and the commutative property to multiply decimals.  Problem 9 states, “A small rectangular painting is 0.6 foot long and 0.57 foot wide. How many square feet is the painting? Show your work using equations.”

There was one instance where a correlation was noted and not present in the materials. In Classroom Resources, Unit 1, Lesson 4, the Correlations Document states that 5.NBT.B (perform operations with multi-digit whole numbers with decimals to the hundredths) and 5.MD.C (exploring concepts of volume) are connected within the materials. While this lesson presents many examples of multi-digit multiplication and finding area, no examples of finding volume with multi-digit multiplication were present.