1st Grade - Gateway 1

The materials reviewed for Reveal Math Grade 1 meet expectations for assessing grade-level content, and if applicable, content from earlier grades. Summative Assessments include Unit Assessments (Forms A and B), Unit Performance Tasks, Benchmark Assessments, and an End of the Year Summative Assessment. Also included in the digital Teacher Center are editable, auto- scored assessments. Reveal Math does include assessments on the faces of three dimensional shapes, which is above grade-level. Unit 1 does not include a Unit Assessment or Performance Task.

Examples of grade-level assessment items include:

• In Unit 3, Place Value, Performance Task, “Caleb and Asher are playing a game. There are two number cubes with numbers 1-6. Players roll the number cubes and make a 2-digit number. The greater number wins. Part A, Caleb rolls the number 3 and 6. Draw base-ten blocks to show each of the numbers Caleb can make. Write the number the base-ten blocks show below each group of blocks.” (1.NBT.2)

• In Unit 8, Meanings of Subtraction, Digital Unit Assessment, Form B, Item 2, “Choose the correct answer. Mia buys 14 cups. She buys 6 large cups and some small cups. How many small cups does Mia buy? Which equation matches the word problem?” Answer choices include, “? + 14 = 6, ? - 6 = 14, 14 - 6 = ?, 14 + 6 = ?” [14 - 6 =?] (1.OA.1)

• In Unit 12,  Measurement and Data, Unit Assessment Form B, Item 9, “Shari uses toothbrushes and chalk to measure the length of a table. Will she use more or fewer toothbrushes than pieces of chalk to measure the table? A. more, B. fewer.” [fewer] Shown are a toothbrush and a piece of chalk. (1.MD.2)

• Benchmark Assessment 1, Item 10, “Decide if the equation is true or false. Circle True or False for the equation.” The equations listed are: “6 = 9 [false], 2 = 2 [true], 2 + 7 = 9 [true], and 6 + 5 = 12.” [false] (1.OA.7)

• Summative Assessment, Item 18, “The circle is divided into equal shares. How many equal shares are there? A. 1, B. 2, C. 3, D. 4.” [2] (1.G.A.3)

Examples of above grade-level assessment items that could be omitted or modified:

• In Unit 6, Shapes and Solids, Unit Assessment, Form A, Item 7, “What 3-dimensional shape has 6 rectangular faces, 8 vertices, and 12 edges? A. cube, B. cone, C. cylinder, D. rectangular prism.” [rectangular prism] (1.G.1) This problem aligns better to 2.G.1, Recognize and draw shapes  having specified attributes, such as a given number of angles or a given number of equal faces. 

• In Unit 6, Shapes and Solids, Performance Task, Part F, “Look at the two solids Nora uses to make the bottom of her castle. [1 cube, 1 rectangular prism] How many faces, edges and vertices does each of those solids have?” (1.G.1) This problem aligns better to 2.G.1, Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

The materials reviewed for Reveal Math Grade 1 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards. Within the materials all standards are represented and most meet the full intent of the grade level standard. However, the materials provide limited opportunities for all students to engage in extensive work with grade-level problems to meet the full intent of standard 1.MD.3.

Examples where the materials engage all students in extensive work with grade-level problems to meet the full intent of the standard include:

• In Lesson 2-5, Patterns When Representing Objects in a Group, Differentiate, Build Proficiency, Digital Additional Practice Book: Patterns When Representing Objects in a Group, Exercise 1 shows frogs in groups of ten, ”How many frogs are there? Write a number to show how many.” [31] Exercise 2 shows linking cubes in rows of 10, “How many objects are there? Write a number to show how many.” [46] Exercise 3 shows fish in rows of 10 with a blank line to write the number. [18] Exercise 4, “A tree branch has 13 leaves on it. Make a drawing to show how many leaves.” All of these examples provide extensive work and meet the full intent of standard 1.NBT.1, count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

• In Lesson 3-6, Compare Numbers, Practice & Reflect, On My Own, Exercise 1, “How can you compare the numbers? Circle is greater than, is less than, or is equal to.” Students count two groups of base-ten blocks and compare the numbers. The left group shows seven tens rods and three ones units, with the digits 73 typed under the image. The right group shows three tens rods and seven ones units, with the digits 37 typed under the image. Students will notice that there are more ten rods and a larger digit in the tens place in the group on the left, and will circle that 73 “is greater than” 37.  In Lesson 3-8, Practice & Reflect, On My Own Exercise 10, Extend Your Thinking, “The pet store sells 47 kinds of cat food. It sells 65 kinds of dog food. How can you compare the numbers using >, <, or = ? Explain your thinking.” These exercises engage students with the full intent of 1.NBT.3, compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 

• In Lesson 4-10, Understand the Equal Sign, Differentiate, Build Proficiency, Digital Station: Addition Assembler (Add Three Numbers 1-10), Directions, “There are three numbers to add. Use two steps to add them.” Example: “10 + 7 + 3” The student can pick the “10 + 7” to add together, then the student picks the “17 + 3” that shows “a good next step.” This provides extensive work to meet the full intent of 1.OA.2, solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings and equations with a symbol for the unknown number to represent the problem. 

• In Lesson 8-3, Represent and Solve Take Apart Problems, Practice and Reflect, On My Own, Exercise 3, “Some caterpillars are in a tree. 8 are green and 5 are yellow. How many caterpillars?” Students write an equation and solve. Exercise 4, “Simon has some long and short ribbons. 5 ribbons are long. 7 ribbons are short. How many ribbons? Draw to show your thinking.” Exercise 5, Extend Your Thinking, “Make a word problem. Make the total unknown and the two parts known. Then solve.” These examples address the full intent of, and provide extensive work with standard 1.OA.1, use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• In Lesson 12-4, More Strategies to Measure Lengths, Practice & Reflect, On My Own, Exercise 6, Extend Your Thinking, “Choose two units to use to measure the length of your book. Which unit will you use more of to measure your book? Explain.” This engages students with the full intent of standard 1.MD.2, express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)

The materials reviewed for Reveal Math Grade 1 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade. 

Within the materials, at least 65% of instructional time addresses the major work of the grade, including supporting work connected to major work. For example:

• There are 13 Units, of which 11.5 address major work, or supporting work connected to major work of the grade, approximately 88%.

• There are 90 lessons, of which 81 address major work, or supporting work connected to major work, approximately 90%.

• There are 155 days of instruction,137 of which address major work, or supporting work connected to major work, approximately 88%.

The materials contained discrepancies regarding the number of days per unit, and guidance was not given as to how those days were accounted for, therefore, a lesson level analysis is most representative of the materials. As a result, approximately 90% of the instructional materials focus on major work of the grade.

The materials reviewed for Reveal Math Grade 1 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of supporting work engaging simultaneously with major work of the grade, when appropriate include:

• In Lesson 6-5, Understand Attributes of Solids, Differentiate, Reinforce Understanding, Differentiation Resource Book, Exercises 1 and 2, the supporting work of 1.G.1, distinguish between defining and non-defining attributes, connects to the major work of 1.NBT.1, count to 120, starting at any number less than 120, as students match descriptions with a shape. “You can describe 3-dimensional shapes using words. Match the description with the shape.” Exercise 1, “1 vertex and 1 face.” Answer choices include, “not enough information, a cone (shown in words and pictures), and a cube (shown in words and pictures)”. Exercise 2, “8 vertices, 6 square faces, and 12 edges.” Students are given the same answer choices as in Exercise 1.

• In Lesson 6-6, Build New Solids, Explore & Develop, Activity-Based Exploration, the supporting work of 1.G.2, compose two-dimensional shapes or three-dimensional shapes to create a composite shape, connects to the major work of 1.NBT.1, count to 120, starting at any number less than 120, as students use geometric solids to create different shapes. “Students use 3-dimensional shapes to create composite 3-dimensional shapes. Then they take apart composite 3-dimensional shapes and make a new composite shape.” Directions, “Use the 4 cubes to make a rectangular prism in two different ways.  Choose 3 solids to make a shape. Take the shape apart and make a new shape using all the parts. Repeat the activity.” 

• In Lesson 12-9, Interpret Data, Differentiate, Extend Thinking, Differentiation Resource Book, Exercise 4, connects the supporting work of 1.MD.4, organize, represent, and interpret data with up to three categories, to the major work of 1.OA.2, solve word problems whose sum is less than or equal to 20, as students answer questions about information presented in a picture graph. “Miss Hernandez’s class visits the zoo. She asks students to choose the animal they are excited to see. Use the picture graph to answer the questions. How many students does Miss Hernandez ask? ___ students.” Students use the number of votes for elephants, giraffes, and lions to determine how many total students voted.

• In Lesson 13-4, Describe the Whole, Explore & Develop, Bring It Together, Key Takeaways, connects the supporting work of 1.G.3, partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, to the major work of 1.MD.2, express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end, as students develop an understanding of equal shares. “A whole partitioned into two equal shares is described as having two halves. A whole partitioned into four equal shares is described as having four fourths. You can count the equal shares in a whole. A whole with 2 equal shares has 2 halves. A whole with 4 equal shares has 4 fourths.”

The materials reviewed for Reveal Math Grade 1 meet expectations for including problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade. The materials contain connections from supporting work to supporting work, and connections from major work to major work throughout the grade-level materials when appropriate. Standard 1.MD.B, tell and write time, was not connected to other supporting clusters or domains, but the separation is mathematically reasonable. 

Connections between major clusters or domains include:

• In Lesson 3-1, Numbers 11 to 19, Differentiate, Reinforce Understanding, DIfferentiation Resource Book, Exercise 1, connects the major work of 1.NBT.B, understand place value, to the major work of 1.OA.C, add and subtract within 20, as students look at a group of 16 blocks spread out in a random order and determine how many groups of ten and how many are left over. “How many groups of ten and how many ones? Write the numbers. ____ group of ten and _____ ones is _____.”  

• In Lesson 4-3, Doubles, Practice and Reflect, On My Own, Exercise 8, connects the major work of 1.OA.C, add and subtract within 20, to the major work of 1.OA.A, represent and solve problems using addition and subtraction, as students solve a word problem within 20. “Tyler eats 2 grapes. Sarah eats 2 grapes. How many grapes do they eat?  ___ + ___ = ___ grapes.”

• In Lesson 9-6, Decompose to Add on an Open Number Line, Explore & Develop, Learn, connects the major work of 1.NBT.C, use place value understanding and properties of operations to add and subtract, to 1.NBT.B, understand place value, as students use an open number line to make a ten to show addition. “Jill has 35 pompoms. Daryn has 8 pompoms. How many pompoms do they have? Use a number line. When you add, sometimes you break apart one addend to make a 10.”

• In Lesson 12-3, Strategies to Measure Lengths, Differentiate, Build Proficiency, Digital Additional Practice Book: Strategies to Measure Lengths, Exercise 3, connects the major work of 1.MD.A, measure lengths indirectly and by iterating length units, to the major work of 1.NBT.A, extend the counting sequence, as students measure the length of an object by counting and writing the number of length units. Exercise 3, “How many paper clips long is the spoon?” A picture of a spoon with paper clips underneath is given to measure the length. 

Connections between supporting clusters or domains include:

• In Lesson 12-7, Organize Data, Differentiate, Build Proficiency, Digital Additional Practice Book: Organize Data, Exercise 2, connects the supporting work of 1.MD.C, represent and interpret data, to the supporting work of 1.G.A, reason with shapes and their attributes, as students sort objects by a defining attribute. “Draw the objects or write their names to complete the chart. How can you sort the objects by shape?” Students are shown pictures of the following: beach ball, block, orange, spray can, puzzle cube, baking powder can. They are given a chart with the headings: cylinder, sphere, cube.

The materials reviewed for Reveal Math Grade 1 meet expectations that content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

Content from future grades is identified within the chapters, units, and lessons; and is connected to grade-level work. Examples include:

• In Lesson 4-2, Count On to Add, Coherence, Now, includes 1.OA.6, add and subtract within 20, demonstrating fluency for addition and subtraction within 10. “Students use a number line and start with one addend then count on by the value of the second addend to find a sum.” In Next, “Students use doubles to add numbers within 20. (Unit 4) Students use addition within 100 to solve one- and two-step word problems. (Grade 2)” 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

• In Lesson 5-2, Count Back to Subtract, Coherence, Now, includes 1.OA.6, add and subtract within 20, demonstrating fluency for addition and subtraction within 10. “Students find differences by counting back on a number line.” In Next, “Students find differences using various methods (Unit 5). Students fluently subtract within 20 (Grade 2).” 2.OA.2, fluently add and subtract within 20 using mental strategies.

• In Unit 7, Meanings of Addition, Coherence, What Students Are Learning, includes 1.OA.2, solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. “Students represent addition word problems that have three addends with equations.” In What Students Will Learn, “Students solve word problems that vary across situations. (Grade 2)” 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

• In Lesson 9-7, Regroup to Add, Coherence, Now, includes 1.NBT.4, add within 100, including adding a two-digit number and a one-digit number. ”Students add 2-digit and 1-digit numbers with regrouping.” In Next, “Students add within 100 (Grade 2).” 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Examples where the instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades include: 

• In Lesson 2-2, Patterns on a Number Chart to 120, Coherence, Now, includes 1.NBT.1, count to 120, starting at any number less than 120. “Students recognize and use patterns when counting by 1s to 120. Students count by 1s to 120.” In Previous, “Students counted to 100 by 1s and tens using a number chart (Grade K).” K.CC.1, count to 100 by ones and tens.

• In Lesson 6-1, Understand Defining Attributes of Shapes, Coherence, Now, includes 1.G.1, distinguish between defining and non-defining attributes. “Students examine 2-dimensional shapes and describe the attributes of those shapes.” In Previous, “Students analyzed and compared 2- and 3-dimensional shapes (Grade K).” K.G.4, analyze and compare two- and three-dimensional shapes.

• In Lesson 9-3, Represent Adding Tens and Ones, Coherence, Now, includes 1.NBT.4, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. “Students count on a 1-digit number from a 2-digit number. Students add the ones of a 2-digit number to the ones of a 1-digit number to find a sum.” In Previous, “Students counted on to add within 5 (Grade K). Students used place value to add 2-digit numbers and a multiple of 10 (Unit 9).” K.OA.1, represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

• In Unit 11, Subtraction within 100, Coherence, What Students Are Learning, includes 1.NBT.6, subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range 10-90. “Students use base-ten blocks, number charts, and number lines to subtract multiples of 10.” In What Students Have Learned, “Students subtracted single-digit numbers. (Grade K).”  K.OA.2, solve addition and subtraction word problems, and add and subtract within 10.