The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. 

In i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources students develop conceptual understanding. For example:

• In Lesson 11, Session 1, Explore, Try It states, “Ask How can you and your partner show 13? Listen for One partner holds up 10 fingers and the other holds up 3 fingers.” The teacher also leads a discussion about 10 fingers showing 1 group of 10 fingers building conceptual understanding of ten ones being a one bundle of ten. (1.NBT.2.a)
• In Lesson 21, Session 1 Explore, Try It states, “Use 1 Ten to Model a Number.” Each student gets 32 connecting cubes to make a model of 32 using just “one ten-train.” Students then find other ways to make 32 using two other ways (2 tens and 12 ones, 3 tens and 2 ones) building conceptual understanding of 1.NBT.2. In Session 3, Develop, students continue to use base-ten blocks to find different ways to make a given number. For example: 38 is 3 tens and 8 ones, 2 tens and 18 ones, or 1 ten and 28 ones.
• In Lesson 35, Student Worktext, Session 2, Develop, Model It states, “Draw some ways to fold the square into parts.” Three squares are shown, two are labeled equal parts and one is labeled unequal parts, helping students develop conceptual understanding of fair share. (1.G.3)

 Examples of students independently demonstrating conceptual understanding include:

• In Lesson 12, Session 2, Develop, Practice Making a Ten to Add, Problem 4, students are given 9+6 and expected to be able to make a ten to solve. (1.NBT.4)
• In Lesson 19, Session 1, Explore, Additional Practice states,  “Have children visit each station and notice how tens and ones are shown in the models. If children need additional support for the problem, have them make models using connecting cubes or counters.” On the next page students color in three ten frames to tell how many ones and how many tens. (1.NBT.2)
• In Lesson 27, Session 1 Explore, Additional Practice, Prepare For Adding Tens to Any Number, the directions state, “Think about what you know about finding 10 more. Fill in each box. Use words, numbers, and pictures. Show as many ideas as you can.” (1.NBT.2)
• In Interactive Practice, Make a Ten to Add, students add to sums greater than ten by making a ten. The interactive practice has students using ten frames, number bonds, and matching equations with sums. (1.OA.6)
• In Interactive Practice, Add Two-Digit and One-Digit Numbers, students use virtual connecting cubes to add a two-digit and one-digit number. (1.NBT.4)

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. The materials include problems and questions, interactive games, and math center activities that develop procedural skill and fluency and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade. 

In i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources students develop procedural skill and fluency throughout the grade level. For example:

• In Lesson 4, Session 2, Develop, Connect It, Problem 3, students subtract while using addition to support the problems: “6+___=9 to help solve 9-6=___” along with completing a number bond to represent the related addition and subtraction.
• In Lesson 12, Fluency and Skills Practice states, “Fill in the number bonds to make a ten. Find 9+3.” The materials show the 9 boxed and the 3 with a number bond framed around it with the 1 and 2 decomposed so that 9 and 1 can make 10. “10+2=? and 9+3=?”.
• In Lesson 30, Session 2, Develop, Model It states, “Find the shortest and longest pencils. Lay the pencils on the table. Line up the ends. Put them in order from shortest to longest.” (1.MD.1) Students are developing the procedural skill of measuring by lining up objects evenly at one end. 

1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10) requires students to develop grade level fluency. This standard is addressed in several lessons, including:

• In Lesson 2, Session 1, Explore, Developing Fluency states, “Materials: For each child: 8 two-color counters. Why: Build fluency with adding doubles that total less than 10. How: Have children use two-color counters to copy the pairs of dot cards and find the total number of dots for each pair. Use red counters for one card and yellow counters for the corresponding card to reinforce visually the concept of duplication and doubling. Ask them what they notice about the cards in every pair.”  
• In Lesson 10, Student Worktext, Session 2, Develop, Try It states, “Hugo tries to figure out the total 4+5. He knows some other facts that can help him. What facts could help him? What is the total?”

The instructional materials provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade level. Within each lesson, there are Fluency and Skills Practice pages that children complete on their own.  Some examples of when students get opportunities to demonstrate procedural skill and fluency in the Classroom Resources include:

• In Lesson 10, Fluency and Skills Practice, the sheet provides a number of math facts with some missing sums. Students must complete the missing sums and color facts with an addend of 1 red, an addend of 2 blue, and sums of 10 green. 
• In Lesson 15, Fluency and Skills Practice worksheets are available on which students can use a number line, number bond, or other strategy to find differences such as 15-7=___.
• Learning Games which provide independent practice include:
• In Match, students match the card that has two numbers or a number and dots that are being added/subtracted to the other card that shows the correct answer. Levels Intro to Add; Addition to 3-5, 6-10, 11-15, 16-20; and Subtraction 3-5, 6-10, 11-15, 16-20 are appropriate for Grade 1.
• In Hungry Fish, students combine the numbers in the bubble together until they equal the amount shown on the fish. Levels Addition to 3-5, 6-10, 11-15, 16-20 and Subtraction 3-5, 6-10, 11-15, 16-20 are appropriate for Grade 1.
• In the Math Center Activities, there are games provided to work on facts to 10, including:
• In the Lesson 2 game Doubles and Near Doubles, students use dice to roll and double numbers covering a game board based as students play. 
• The Lesson 5 game is Match to Make a Ten, which students play like Concentration, where they put number cards face down, turn over two, and if those to add to ten it is a match. 
• In the Lesson 6 game Count on to Subtract, students use equations and counters to check their partner.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied. 

Opportunities for students to independently demonstrate the use of mathematics flexibly are present in a variety of contexts. The instructional materials demonstrate multiple opportunities for students to engage in routine application of mathematics of the grade level in the i-Ready, Assess & Teach, Classroom Resources, including:

• In Lesson 7, Student Worktext, Session 1, Explore, Connect It states, “1 animal drinks from a pool. More animals come. Now there are 4 animals. How many more animals came?”
• In Lesson 8, Session 1, students subtract to compare the number of objects. The materials state, “There are 4 umbrellas. There are 6 animals. Are there more animals or umbrellas? There are 5 children. There are only 3 rain hats. How many children will not have rain hats?”   
• In Lesson 17, Student Worktext, Session 2, Develop, Problem 5 states, “Aram has 11 crayons. Aram has 6 more crayons than Ray. How many crayons does Ray have?” 
• In Lesson 22, Student Worktext, Session 1, Explore states, “Rosa carries 24 books. Ryan carries 37 books. Who carries more books? Who carries fewer?” 

The instructional materials include multiple opportunities for students to engage in non- routine application of mathematical skills and knowledge of the grade level. 

For example, in Classroom Resources:

• In Lesson 7, Student Worktext, Session 2, Develop, Connect It, Problem 2 states, “There are 8 pencils. 4 are yellow. The rest are blue. How many are blue?” 
• In Lesson 14, Session 1, Explore, Try It states, “Joe picks up 7 pencils. Carla picks up 3 pencils. Pete picks up 4 pencils. How many pencils do the children pick up?” 
• In Lesson 18, Session 3, Develop, Connect It states, “Children tell what pets they have. They make a picture graph with the data. How many have dogs or cats? How many children have a bird, dog, or cat?” Non-routine problems include: “What other questions can you ask about the data? What answers can you find?”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.  

All three aspects of rigor are present independently throughout the program materials. The instructional materials attend to conceptual understanding, procedural skill and fluency, and application independently throughout the grade level.

Students engage in instruction to develop conceptual understanding of grade appropriate mathematics:

• In Lesson 9, Session 1, Explore, Act Out the Problem, the teacher has 6 girls and 2 boys go to one side of the room, and 4 boys and 4 girls go to the other side of the room. The teacher sets the visual model for students to see that two expressions can be compared.

Students engage in instruction to develop procedural skills and fluency appropriate for Grade 1:

• In Lesson 5, Session 1, Explore, Connect to Prior Knowledge, students practice skill and fluency using a printed copy page containing number bonds for 9. The directions state, “Why: Use mathematical reasoning about number patterns for 9 in preparation for work with number patterns that equal 10. How: Write 4 different pairs of number partners for 9 using number bonds.”

Students use mathematical understanding and skill to solve application problems:

• In Lesson 8, Student Worktext, Session 1, Explore, Problem 3 states, “Boom says there are fewer cats than dogs. Is he right? Explain.” Students must complete the problem by applying subtraction skills. 

Multiple aspects of rigor are engaged simultaneously at times to develop students’ mathematical understanding of a single topic/unit of study throughout the materials.

Examples where two or more of the aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials include:

• In Lesson 10, Student Worktext, Session 1, Explore states, “I have 8 marbles. 5 marbles are red, the rest are yellow. How many are yellow?” Students combine their conceptual understanding and application of subtraction and addition to complete this real-life problem. They must show the problem using counters and then provide an equation to accompany their work. 
• In Lesson 15, Session 2, Develop, students develop conceptual understanding of subtraction facts within 20 using a hundreds chart and a number bond. As their understanding of part/part/whole and place value develops, they also gain fluency with subtraction problems appropriate to Grade 1.
• In Lesson 2, Session 5, Refine, students develop procedural skill with addition equations, conceptual understanding with determining missing numbers, and application with solving word problems.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for carefully attending to the full meaning of each practice standard.  

The instructional materials attend to the full meaning of each mathematical practice in i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources.

Ready Classroom Mathematics materials fully meet the intent of the following math practices:

Math Practice 1: Make sense of problems and persevere in solving them.

• In Lesson 7, Session 2, Develop, Deepen Understanding, the directions state, “MP1 Make sense of problems. Generalize: What other equation could you have used to solve this problem? Listen for children’s awareness of inverse operations and how a subtraction equation could relate to a missing addend equation.”  
• In Lesson 17, Session 2, Develop, Deepen Understanding, the directions state, “MP1 Make sense of problems. When discussing the equations and number path in Model It, prompt children to communicate how they can connect the problem to strategies and models. Generalize: Could you use addition to solve this problem? Listen for children’s understanding that the missing addend equation 6 + ? = 15 would also solve this problem.”

Math Practice 2: Reason mathematically and quantitatively. 

• In Lesson 16 Find the Unknown Number, Session 3 Develop, Deepen Understanding, the directions state, “MP2 Reason abstractly and quantitatively. Writing an equation with numerals and symbols for the unknown number requires children to think abstractly about the situation. Ask: In the equation 14-?=9 what does the 14 represent? What does the 9 represent? What does the question mark represent? Listen for, 14 is the total number of cherries in the bag at the beginning; 9 is the number of cherries left after some were eaten; the question mark shows the unknown number of cherries that were eaten.” 
• In Lesson 14, Session 2, Develop, Deepen Understanding, the directions state, “MP2 Reason abstractly and quantitatively. Generalize: In any problem with 3 addends, will the total be the same no matter how you group the addends? Listen for children’s understanding that the same three addends can be combined in any order and will still yield the same total.” 
• In Lesson 27, Session 3, Develop states, “In this session, children add two-digit numbers and multiples of ten. The purpose of this problem is to show how decomposing one addend using a number bond model can be helpful for combining the tens.” Try it, Make Sense of the Problem states, “Read the problem aloud. To support children in making sense of the problem, prompt them to identify how many balloons there are of each color. Ask What does the problem as you to find? How many red balloons are there? How many blue balloons?” Discuss it, Support Partner Discussion states, “Encourage children to name the model or strategy they used as they discuss their solutions. Support as needed with questions such as: What did you do? Can you explain why you did it that way?”

Math Practice 4: Model with mathematics.

• In Lesson 17, Session 3, Develop, Deepen Understanding states, “Jody puts some lemons in a basket. Matt puts 6 more lemons in the basket. Now there are 14 lemons in the basket. How many lemons does Jody put in?” In the Teacher book it states “MP4 Model with mathematics. When discussing the 10-frames in Model It, prompt children how to identify how they can think about the quantities in different ways. Ask: Does it matter that the 6 red counters come first in the 10-frame? Listen for: Even though the 6 more lemons come second in the word problem, it doesn’t make a difference in the total. It helps to start with 6 and add more until there are 14.” 
• In Lesson 18, Session 2, Develop, Deepen Understanding states, “What color are the pencils? How many of each color?” Teacher guidance states “MP4 Model with mathematics. As children organize and display data by sorting, counting, and making picture graphs, they make connections between different models.”
• In Lesson 27, Session 3, Develop states, “50 blue balloons and 13 red balloons. How many balloons altogether?” Teacher guidance states, “In this session, children add two-digit numbers and multiples of ten. The purpose of this problem is to show how decomposing one addend using a number bond model can be helpful for combining the tens.” Deepen Understanding Using a Number Bond to Add Two-Digit Numbers states, “Point out that number bonds can be used to decompose numbers into many pairs of number partners. Using number bonds to break apart two-digit numbers into tens and ones makes it easier to add them to a multiple of ten. Ask How can a number bond help you add a two-digit number and a tens number? Listen for I can use the number bond to break apart the two-digit number into tens and ones. 13 is a ten and 3 ones. I add the ten to 50 and get 60. Ask How does the number bond help you know how many ones to add on? Listen for After I circle 50+10, I see the 3 ones in the other square of the number bond, so I know to add 3 more. 60+3=63. Generalize How is a number bond helpful for solving this kind of problem?”

Math Practice 5: Use appropriate tools strategically.

• In Lesson 14, Student Worktext, Session 2, Develop, in the math toolkit students are given the option of using counters, ten frames, or connecting cubes to solve, “Pat collects 8 cans of food. Max collects 2 cans. May collects 4 cans. How many cans do they collect in all?”
• In Lesson 28, Student Worktext, Session 3, Develop, in the math toolkit students are given the option of using base-ten blocks, counters, ten frames, or hundred charts to solve, “Malia picks 47 apples from the tree. She gets 5 apples from the ground. How many apples does Malia have?

Math Practice 6: Attend to Precision

• In Lesson 8, Session 1, Explore, Try It, students attend to precision when deciding if there are enough umbrellas for six animals. The teacher is prompted to ask, “Are there enough umbrellas for all of the animals to have one? (No) Are there more umbrellas or more animals? How do you know? Listen for There are more animals. 2 animals didn’t get an umbrella.”
• In Lesson 23, Session 2, Develop, Apply It, students attend to precision as they draw an hour hand to show 8 o’clock and 9 o’clock. 

Math Practice 7: Look for and make use of structure.

• In Lesson 34, Session 2, the Deepen Understanding section provides guidance to ensure students can look for structure. This section states, “As children compose shapes, they are building understanding of patterns and iterating units. Encourage attention equivalency as children notice both the composite shape and the shapes that form the composite shape.”
• In Lesson 2, Session 3, Develop, Deepen Understanding, the directions state, “MP7 Use structure. Children may observe patterns and structure as they discover that any number can be doubled to make a doubles fact and that one more can always be added to make a near doubles fact.” 
• In Lesson 15, Session 2, Develop, Deepen Understanding, the directions state, “MP7 Use structure. Discuss how to decompose the lesser number when making a ten to subtract.” 

 Math Practice 8: Look for and express regularity in repeated reasoning.

• In Lesson 5, Session 2, the Deepen Understanding section provides guidance to ensure students use repeated reasoning. This section states, “When discussing the colored cube models and missing addend equations in Model It, prompt children to use a related subtraction equation.”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade level mathematics. 

Student materials consistently prompt students to construct viable arguments and to analyze the arguments of others. In the Program Implementation tab, Implementation Support, Try-Discuss-Connect Routine Resources, teachers find different ways to encourage Math Practice 3 in their math classrooms. Try It provides Three Reads routine, Co-Craft Questions and Problems, and Turn and Talk routine. Discuss It provides the Turn and Talk, Collect and Display, Say It Another Way, and Compare and Connect routines. Connect It provides Collect and Display, Turn and Talk, and Say It Another Way routines. 

These routines provide students with opportunities to construct viable arguments. Examples include:

• In Lesson 7, Session 2, Develop, Connect It, Problem 2 states, “There are 8 pencils. 4 are yellow. The rest are blue. How many are blue? Buzz: 4 + 8 = ? Boom: 4 + ? = 8. Who is right and how do you know?”
• In Lesson 8, Student Worktext, Session 2, Develop, Problem 1 states, “There are 6 children. There are 4 hats. Are there more hats or children? How many children do not get a hat?” Problem 2 states, “How can subtracting help you compare the number of hats and children?” Students explain their reasoning for why they subtract in order to answer the previous question. 

• In Lesson 28, Session 3, Develop, students have opportunities to construct viable arguments when they discuss, “How would you explain 47 + 5 to a partner? Show and tell a partner how you would solve the problem. Then listen to them tell it back to you the way they understood it.”

Ready Classroom Mathematics materials give students opportunities to analyze the mathematical arguments of others. Examples include:

• In Lesson 10, Session 2, Develop, Try It states, “Lila notices patterns on the fact table. What could be some patterns she notices? Color to show patterns.” Students color their individual charts. They move to partnerships. As they look at their partners work, the student agrees or disagrees with the work of their partner.
• In Lesson 28, Student Worktext, Session 1, Explore, Problem 2 states, “Jack says 24 has 2 tens and 4 ones. Maya says 24 has 24 ones. Who is right? Why?” Students partner to use connecting cubes to model both Jack’s and Maya’s responses and discuss who was correct.
• In Lesson 13, Student Worktext, Session 2, Develop, Problem 5 states, “Boom says the equation 9 + 18 = 17 is true. Do you agree? Explain.” Students independently explain in their worktext.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

In the i-Ready, Teach and Assess, Ready Classroom Mathematics, Program Implementation, Teaching and Learning Resources, there are Discourse Cards. The cards support teachers to engage students in answering questions such as “Do you agree with the strategy, answer, or explanation? Do you disagree with the strategy, answer, or explanation? What do you think about what another student said?” In Implementation Support, the Student Handbook lists the eight Mathematical Practices in student-friendly language. For example, MP3 states, “Show and explain. Share your math ideas to help others understand you.” Discuss It states, “Ask your partner: Do you agree with me? Why or why not? Tell your partner: The strategy I used to find the answer was ...” 

Ready Classroom Mathematics instructional materials support teachers to engage students in constructing viable arguments. Examples include:

• In Lesson 12, Session 1, Explore, Act Out Making a Ten states, “Read the problem aloud together. Arrange 13 or more chairs (or 13 Xs taped to the floor) in a 10-frame configuration plus others to the side to represent seats on the bus. Invite 9 children to sit down “on the bus.” Have 4 other children stand to the side. Ask If you have more children get on the bus until there are 10 on the bus altogether, how many more can get on the bus? Listen for Encourage a variety of answers then say : Let’s find out! Have 1 child sit as the class counts from 9 up to 10. Ask You don’t have all the children on the bus yet, but can you tell how many there will be? How can you tell? Listen for There are 10 seats filled, and 3 more children, for a total of 13.  Have children work in pairs to represent the problem they acted out using counters on the “bus” workmat on the Student Work Text page.”
• In Lesson 28, Session 3, Develop, Deepen Understanding states for MP3 Construct Arguments, the teacher is supported to help students articulate the steps of a problem, “Explaining the steps in an addition problem will help children articulate their understanding of a multi-step strategy. Partners will be challenged to listen to another’s strategy and tell it back in their own words.” 
• InLesson 30, Session 3, Develop, the teacher is provided with the following questions to support engaging students in constructing viable arguments, “How can you explain what you did to show Ron’s books in order?”

Ready Classroom Mathematics instructional materials support teachers to engage students in analyzing the arguments of others. Examples include:

• In Lesson 10, Session 2, Develop, Try It states, “Hugo tries to figure out the total 4 + 5. He knows some other facts that can help him. What facts could help him? What is the total?” In Discuss It, Support Partner Discussion states, “Encourage children to share their solutions and the number facts that helped them find the total.” Guiding questions for the discussion are listed: “What did you notice about your partner’s approach? Did your partner find the same total as you did? How were you sure your answer was right?”
• In Lesson 16, Session 2, Develop, the teacher is provided with the following questions to support engaging students in constructing viable arguments, “How did you get started? Can you explain your model to your partner? Did you solve this in a different way than your partner solved it?”
• In Lesson 30, Session 3, Develop, the teacher is provided with the following questions to support engaging students in analyzing the reasoning of others, “Do you agree with Buzz that the red flower is the shortest? Why or why not?”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that materials explicitly attend to the specialized language of mathematics. 

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. In the Program Implementation tab, an Academic Vocabulary Glossary is provided. This is set up with the vocabulary explicit to each unit. There is a “Build Your Vocabulary” Sheet that goes along with each unit to help develop the vocabulary within the unit. This page can be found in the Beginning of the Unit link for each unit. There is also a “Connect Language Development to Mathematics” that helps to develop language routines with students. 

The Ready Classroom Mathematics materials provide explicit instruction on the use of mathematical language in the Classroom Resources tab. Examples include:

• First Grade has 6 Units. For each unit, there is a Beginning of Unit tab. Within this tab there is a Build Your Vocabulary page and a Connect Language Development to Mathematics page. The Build Your Vocabulary page is a student work page. The Connect Language Development to Mathematics page provides information on how to use the student vocabulary page and provides a language development routine: Assess prior knowledge, Pronounce the word, Define the word, Use the word. This routine is defined in detail only in Unit 1 but is referenced in all later units.
• On the Build Your Vocabulary page, students are given two different sets of words, “My Math Words” and “My Academic Words.” The guidance provided to the teacher under the Connect Language Development to Mathematics page states, “My Math Words provides access to prior knowledge and understanding of critical math words and phrases through teacher-guided activities. My Academic Words provides an early entry point to those all-purpose academic words students will engage with throughout their study of mathematics. The Academic Vocabulary Routine provides explicit instruction and active engagement.” The Academic Vocabulary Routine directions are provided and broken up into four parts in Unit 1. The four parts listed are, “Assess Prior Knowledge, Pronounce the Words, Define the Words, Use the Words.” 
• In Lesson 9, Session 2, Develop, Develop Language states, “Why: Clarify the meaning of the phase How can you tell (if) as used to indicate knowledge about a topic. How: Read the Discuss It question a loud. Explain that the phrase how can you tell (if) means to know, notice, recognize or observe that something is a certain way. Ask questions that contain the phrase, such as: How can you tell if someone is sleepy? How can you tell if it’s cold? How can you tell if it’s lunch time?” 
• In Lesson 16, Session 2, Develop, the materials provide explicit instruction on the use of mathematical language. Teachers define the word some and examine how it is used in word problems with unknown numbers. “Ask children to circle the word some. Read the first sentence of the Try It problem and then ask: How many pies are on the table? [some] Explain that some means and unknown number or amount. Point to the groups of objects around the room and use the modifier some. Examples: Here are some books. There are some pencils in the cup. Some children are wearing sneakers.”

Ready Classroom Mathematics materials support students to learn and use precise and accurate terminology. Examples in the Classroom Resources tab include:

• There is a “Build Your Vocabulary” Sheet that goes along with each unit to help develop the vocabulary within the unit. This page can be found in the Beginning of the Unit link for each unit. 
• Lesson Vocabulary is listed on every Lesson Overview page for each section. For example, Lesson 9 Understand True and False Equations, Lesson Overview page, the following Lesson Vocabulary is listed: 
• equal sign = a symbol that means is the same as.
• equation: a mathematical sentence that uses an equal sign (=) to show that two things are equal. 

In Program Implementation tab there is:

• An Academic Vocabulary Glossary which contains the vocabulary explicit to each unit. 
• A Teacher’s Guide Table of Contents provides the overall view of each unit. In each unit there is a Build Your Vocabulary section with the vocabulary addressed in the unit.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for distinguishing between problems and exercises. 

There are several practice pages provided with each lesson. After receiving guidance from the teacher in the Try It section of each lesson, students can demonstrate their understanding in a variety of ways. Students solve problems to learn new mathematics in the Explore sessions of each lesson. These ideas are further developed in Develop sessions, where students solve problems in the Try It and Connect It sections. In the Refine session, students complete exercises where they apply their learning. For example:

• In Grade 1, Lesson 15, Session 3, Develop, Student Worktext pages begin with the Try It section and the story problem, “Ava has 13 beads. She gives away 9 beads. How many beads are left?” This is followed by ways to model the problem such as, “Find 13-9. 13-9=? Is the same as 9+?=13.” This is accompanied with a number line to model. Next the student works in the Connect It section comparing the Try It section to their way of solving. In the Apply It section they demonstrate their understanding with a new story problem. 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for designing assignments not being haphazard and exercises given in intentional sequences. 

The sequence of lessons in each topic is designed to move from concrete and pictorial representation toward abstract work with numbers. Each unit has a Unit Flow and Progressions Video that highlights the work of the unit and how it fits in the progression of mathematics across grade levels. 

Each unit also has a Learning Progression Chart that shows which lessons are building upon and which lessons students are preparing for within the unit. Each lesson has learning progression information which highlights work done in previous grade levels, as well as the work to be done in this lesson and subsequent lessons.

Each lesson has a consistent structure that builds towards independence. For example, 

• In Grade 1, Lesson 22, Session 2, Try It, the teacher is provided with a guiding question to connect to the work from Session 1, “How is the problem like the ones you did yesterday?” During Try It, students pairs create models for the problem, “Nora picks 52 apples. Nick picks 25 apples. Who picks more apples?” During Connect It the teacher helps students connect the different models used. Finally, during Apply It and the Exit Ticket students practice and independently show their understanding.

Lessons within units build upon each other. For example: 

• In Grade 1, Unit 4 includes the following lessons and topics: Lesson 25: Add and Subtract Tens, Lesson 26: Understand 10 More and 10 Less, Lesson 27: Add Tens to Any Number, Lesson 28: Add Two-Digit and One-Digit Numbers, andLesson 29: Add Two-Digit Numbers. 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for having a variety in what students are asked to produce. 

Students are expected to respond to problems in a variety of ways, including produce answers, use models, drawings, and equations to support their explanations. Students are asked to justify their solutions with a partner and participate in discussions with Discuss It and Pair/Share prompts. Students respond to different problem types in the Refine section of the lessons, including short answer explanations, multiple choice, fill in the blank, and drawings. For example:

• In Grade 1, Lesson 25, Session 3, Develop, students respond to problems in multiple ways when adding and subtracting tens. There are problems where students solve word problems, draw models, provide explanations, and solve multiple choice items.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for manipulatives being faithful representations of the mathematical objects they represent. 

There are a variety of manipulatives in the Math Tool Kit available during lessons, and students are introduced to these in appropriate contexts for the concept being developed. 

• In Grade 1, Lesson 3, Session 3, Develop, students use counting cubes, counters, 10-frames and number bonds on the Student Worktext pages to demonstrate adding in any order with near doubles. 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing teachers with questions that are designed to elicit students’ mathematical understanding and thinking. 

• In Grade 1, Lesson 22, Session 1, Explore, questions are posed for the teacher to ask students. The questions are in italics and easy for the teacher to see. In Discuss It the following questions are provided: “How did you model the problem? Can you describe the solution to your partner? Did your partner model the problem in a different way?”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meets expectations for including ample notes and useful annotations and suggestions on how to present the content in the student edition. 

The Program Implementation tab includes a “Digital Math Tools - Support Videos” section. This section includes support videos for counters and connecting cubes, base ten introduction, base ten: add and subtract, number line, multiplication models, perimeter and area, fraction models: add and subtract, and fraction models: compare and multiply.

In Classroom Resources, guidance for teachers supports the delivery of the content, as well as information on student responses for each section of the lesson. For example: 

• In Grade 1, Lesson 11, Session 4, Refine, a common misconception is available for teachers to review. The materials state, “Common Misconception If children struggle with understanding of the meaning of the position of each number in the number bond, then provide number bonds with the totals in different positions and have children identify the whole and the parts.” This session also includes error alert notes and connecting to prior knowledge notes. 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject as necessary. 

In Classroom Resources at the beginning of each unit, Learning Progressions, Math Background, and Unit Flow and Progression Videos provide information for teachers on mathematics and models. For example: 

• In Grade 1, Lesson 23, the Tools for Instruction section builds teacher understanding of time.  

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for containing a teacher’s edition that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for Kindergarten through Grade 12.  

The Ready Classroom Mathematics materials include a “Learning Progression,” section in the teacher edition for each lesson that describes how the grade-level appropriate standard is developed in previous grades as well as how it will extend in the next grade. For example:

• In Grade 1, Lesson 13, the full text of Standard 1.OA.6 is listed and defined.  Under the Learning Progression section on the same page, which describes the progression students will learn about addition and subtraction, it starts with In Kindergarten, moves to In Grade 1, In This Lesson, and In Grade 2.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels. 

The materials in Ready Classroom Mathematics list prerequisite skills for each lesson in the Lesson overview. Prerequisite Lessons are provided with each lesson to review concepts or to provide students with instruction in areas that may be gaps in their learning. For example:

• In Grade 1, Lesson 29, the Prerequisite Lesson is: Kindergarten Lesson 29: Count to 100 by Tens, Sessions 1-5, and Lesson Quiz.

In addition to identifying prerequisite skills for each lesson, Explore, at the beginning of each lesson, connects students’ prior knowledge with the content of the lesson. In some Warm-up questions there is a tag “Prerequisite” noting that the question is assessing prior knowledge.  

The instructional materials include adaptive Diagnostic Assessments with Prerequisite  Reports found in i-Ready, Reports.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions. 

The Ready Classroom Mathematics materials provide strategies for teachers to identify and address common student errors and misconceptions. For example,

• In Grade 1, Lesson 14, Session 3, Develop, the Common Misconception states, “If children are not able to apply the commutative and associative properties to simplify the addition, then write the three addends on index cards so that they can move them around and physically group them together in different ways to find combinations that are known facts.” 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. 

Over the course of a lesson, which includes multiple sessions, materials engage students with multiple activities to review, practice, and independently demonstrate the grade-level mathematical concepts and skills. 

Feedback is provided to students as they progress through the Sessions. Frequent feedback opportunities to address skills and concepts are provided in the Classroom Resources tab, within each lesson and its sessions. The Reteach - Tools for Instruction within each lesson provides teachers with sample errors and remediation strategies to address those errors. In addition, throughout the lesson sessions, potential misconceptions are highlighted with guidance for teachers to provide feedback and new opportunities for practice. For example: 

• In Grade 1, Lesson 22, Session 1, Explore, Common Misconception states, “If children do not recognize that a ten can be expressed as 10 ones or 1 ten, then provide practice composing and decomposing 1 ten train, having children describe each model as 1 ten and 10 ones and reinforcing that they have the same value.”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for offering ongoing formative and summative assessments that clearly denote which standard is being emphasized.

• Standards are clearly noted within the assessments found at the end of each lesson. Standards are provided alongside the questions as well as the Depth of Knowledge level. Unit Assessment Correlations are available with the question number, DOK, Standard, and Lesson. 
• A Mid-Unit Assessment is provided for longer units. Mid-Unit Assessments also provide standards correlations for each item. These can be found in the Classroom Resources tab, End of Unit, Assess, Lesson Quizzes, and Unit Assessments. 
• Formative assessments are also available:
• Lesson quizzes, exit tickets, and quick checks are provided for most lessons. These quizzes assess the specific standard(s) being taught in the lesson.
• Within the sessions are Check For Understanding supports that include a statement as to why the check is being done. The why relates back to the standard being taught in the activities for that session.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for including aligned rubrics and scoring guidelines to support teachers in interpreting student performance and sometimes provide for follow-up instruction. 

Rubrics are provided for Mid-Unit Assessments, Unit Assessments, Unit Performance Tasks, Lesson Quizzes, and Math in Action. (grade 2 and above) The rubrics and scoring guidelines support teachers to interpret student performance. Assessment answer keys are provided alongside the questions along with the DOK level for the item. For multiple choice answers, the correct answer and explanations for incorrect choices are given, including the most common misconceptions.  

Reports from i-Ready diagnostic assessments and comprehension checks assist teachers in providing follow-up instruction for misconceptions and mathematical errors. The electronic reports also include links to assist in reteaching items missed. Within lessons, rubrics and scoring guidelines provide guidance for teachers to follow-up and, throughout Ready Classroom Mathematics, there is guidance for teachers on behaviors to look for, error alerts, and Common Misconceptions. 

• Unit Assessments include a Unit Assessment Teacher Guide that provides instructors with solutions, points possible, the exact standard covered, and the depth of knowledge (DOK) level for each item.
• The Scoring Guide for the problems in the scoring table include: DOK, points of scoring, standard addressed, and lesson assessed by each problem.
• The Scoring Rubrics includes points and expectations for short response, multiple select, choice matrix, extended response, and fill-in-the-blank items.
• Assessment Practice provides some support for follow-up by identifying standards that need further study and reinforcement. Assessment Practice Answer Key and Correlations identify the standard which each question has been designed to evaluate.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. 

The sessions within a lesson follow the sequence of Explore, Develop, and Refine. Within a session, there is a sequence of Start, followed by Try It, Model It, or Apply It; Discuss; Connect; and Close.

• Start is designed to build fluency or connect to prior knowledge. 
• Try It is designed to give students an opportunity to explore the concept on their own.
• Model It is designed to allow students the opportunity to explore the concept through manipulatives or drawings. 
• Apply It is designed to give students an opportunity to practice the skill on their own. 
• Discuss is designed to allow students to talk to other students about the concept and compare what they did with each other. 
• Connect It is designed to help students connect the concept to real-life. 
• Close is designed to solidify the learning for the day and to check for understanding through the use of an exit ticket. 

Each lesson includes a Differentiated Instruction Teacher Toolbox that includes Reteach (Tools for Instruction), Reinforce (Math Center Activities), and Extend (Enrichment Activities). For example, the Lesson 1 Overview states: 

• Reteach- “Children who require additional support for prerequisite or on-level skills will benefit from activities that provide targeted skills instruction.”
• Reinforce- “Children who require additional practice to reinforce concepts and skills and deepen understanding will benefit from small group collaborative games and activities.” This is available in three versions: on-level, below-level, and above-level.
• Extend- “Children who have achieved proficiency with concepts and skills are ready for additional challenges will benefit from group collaborative games and activities to extend understanding.” 

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing teachers with strategies to meet the needs of a range of learners. 

Each lesson provides opportunity for differentiation in small group lessons, interactive digital tutorials, support for teachers to address common misconceptions at different points throughout lessons. For example:

• The Differentiated Instruction opportunities provide support to reteach students who need additional support, reinforce learning for students who need additional practice, and extend learning for students who have achieved proficiency and are ready for further challenges.
• The Language Development sections for English Language Learners provides even more differentiated support for students who are at different levels of English proficiency.
• Community and Cultural Responsiveness activities build bridges between the mathematics students are learning to investigations of authentic contexts and issues. For example, students apply mathematics they have learned to objects and activities found in parks.

The materials also support learning with a variety of different experiences to develop connections in each lesson. For example:

• Lessons use manipulative objects such as counters and connecting cubes for hands-on experiences where students are actively applying and representing mathematics with hands-on objects.
• Partner and Whole group discussion are incorporated in all sessions to provide dialogue surrounding the mathematics being done.
• Visual representations and physical representations using mathematics manipulatives are used throughout each session.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for embedding tasks with multiple entry points that can be solved using a variety of solution strategies or representations. 

The materials present word problems at the beginning of most lessons in the Try It part of the session, which provides multiple points of entry for students. During Model It, students can model the problem in whichever way they like. Examples of problems that provide multiple entry points, different representations, and/or solution pathways include: 

• In Grade 1, Lesson 5, Student Worktext, Session 1, Explore, Try It states, “10 spaceships return home. Some land on the blue mat and some land on the red mat. What are five ways the spaceship could land?”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations to engage students in regular and active participation in learning mathematics.

In Program Implementation, Implementation Support there are resources, including:

• A Multilingual Glossary
• A Bilingual Glossary
• An Academic Vocabulary Glossary
• WIDA PRIME V2 Correlation
• Try-Discuss-Connect Routine Resources

In Classroom Resources, Teachers Edition, Language Development is identified for each lesson. This differentiated instruction chart provides guidance for teachers at three levels of differentiation that identifies specific strategies (e.g., Speaking/Writing, Reading/Writing) directly connected to lesson sessions and activities. During sessions, specific strategies target additional supports for students to support engagement in lesson activities. For example:

• Prerequisite lessons are identified for most lessons and include specific supports for ELLs.
• Develop Language includes Why (rationale for the suggestions) and How (strategies and guidance on how to engage students) sections, along with explanations as needed.  
• Discuss It provides supports for all students to engage in mathematical discourse.
• Differentiated Instruction is included for most lessons and includes activities for intervention, on-level, and challenge.
• Math Center activities provide multiple levels of content. 
• Math in Action lessons in Grade 2 and higher build background in a variety of contexts to ensure access for all.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing opportunities for proficient and advanced students to participate in enrichment activities for a deeper challenge. 

In i-Ready, Teach and Assess, Ready Classroom Mathematics, Classroom Resources, Teacher, Lesson Pacing Guide includes Small Group Differentiation Activities, and highlights Extend, Enrichment Activity. These Enrichment Activities can be found during the Refine session in the lesson, and include a Challenge Activity related to the content of the lesson. For example: 

• In Grade 1, Lesson 14, Extend states, “Have students use strategies such as making a ten and using doubles to solve addition equations with four addends…”

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing a balanced portrayal of demographic and personal characteristics representing a variety of backgrounds. 

In the Program Implementation tab, a multilingual, bilingual, and academic glossary are provided. Throughout the materials there are examples of animated pictures of children that have varied skin tone, features, hair color, and hair types such as pictures of children with brown skin and black hair, light skin and blond hair, and brown skin and brown hair. Pictures with more than one child show interactions between children with varied skin and hair colors such as one with light brown skin and black hair and the other with dark brown skin and black hair. The pictures of objects included are pencils, cars, soccer balls, footballs, apples, bananas, crayons, goldfish, rocks, flowers and other objects commonly known to most students. A variety of names representing different ethnic and cultural backgrounds are used, including:  Rosa and Ryan, Nick and Nora, Dave and Ari, Roberto and Rena, Fran and Pete, Gabe and Rose, Darious, Sam, Lexi, Paco, Julija, Lana, and Kyle.