The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 1 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Some connections are made between graphs and comparison word problems.

• In Student Textbook A, page 135, students use the information on the graph to answer the following questions: “How many more cars than dolls are there? How many fewer cars than balls are there? How many toys are there altogether?” This is a connection between supporting standard 1.MD.4 and major standard 1.OA.1.
• Lesson 10.1 b, Teacher's Guide A, page 128 connects supporting standard 1.MD.4 with major standard 1.OA.5 by encouraging "count on" as a way of counting tally marks. Directions in the Teacher's Guide state,"This makes it easier to count the marks at the end as you know that they are in groups of five. Count the marks for the day by pointing at the set of five marks, saying, '5', and counting on from that."

Supporting standards are often taught in isolation. Connections are not fully explored. For example:

• Connections are not made between 1.MD.3, Tell and write time in hours and half-hours using analog and digital clocks and 1.NBT. For example, in Unit 15, Exercise 1, students match time to a clock. Unit 15 does not make a natural connection to NBT.
• Supporting standards are treated independently from the major clusters of Grade 1. For example, in Unit 10, the materials list 1.MD.4. Unit 10 addresses the supporting work of representing and interpreting data and does not make connections to 1.OA and 1.NBT. For example, in Workbook page 206, students answer yes or no to questions such as, “Are there more dolls than bears?”
• Materials do not connect the supporting domain of Geometry to major work of Grade 1. For example, in Unit 7, there are six lessons where students identify, sort, and combine shapes. A natural connection missed would be adding the number of sides/corners of the shapes. This would connect Geometry to 1.OA.1.

The instructional materials for Primary Mathematics Common Core Edition Grade 1 partially meet expectations for the materials being consistent with the progressions in the standards. Content from prior and future grades are not always identified, and the materials do not always relate grade-level concepts explicitly to prior knowledge.

• Each Unit begins with prerequisite skills. For example, Teacher’s Guide 1A, Unit 1, page 2 lists prerequisites: Students should be able to count sets of objects up to 10 and read and write the numerals for 0 through 10.
• Teacher’s Guide 1A, Notes, pages 6-10 describe the continuum of skills present in each unit.

However, content from prior or future grades are not clearly identified in the materials and do not support the progressions of the grade-level standards. For example:

• Unit 1 - Numbers 0 to 10 is a Kindergarten review unit. Teacher’s Guide 1A, page 3 states, “This chapter is primarily meant to review and reinforce these skills.” However, Standard 1.NBT.1 is identified for this lesson.
• Unit 12 - Multiplication contains above grade-level work, and no standards are identified in the chapter overview in the Teacher’s Guide 1B, page 62. There is no identification that this chapter represents above grade-level work (2.OA.C).
• Unit 13 - Division contains above grade-level work, and no standards are identified in the chapter overview, Teacher’s Guide 1B, page 85. There is no identification that this chapter represents above grade-level work (3.OA).
• Unit 16 - In Numbers to 120, Lesson 16.3a, students estimate quantities within 100, not a Grade 1 standard. No standard identified in the chapter overview, Teacher’s Guide 1B, page 124. There is no identification that this chapter represents above grade-level work.
• Unit 17 - Money is above grade-level work (2.MD.7, 2.MD.8). No standard is identified in the chapter overview, Teacher’s Guide 1B, page 185.

Additionally, Primary Mathematics Common Core Edition Grade 1 materials do not provide all students extensive work with grade-level problems.

• Two lessons (Lessons 15.1 and 15.2) address Standard 1.MD.3, Tell and write time in hours and half-hours using analog and digital clocks.
• In Workbook 1B, page 50, Problem 8, students solve a comparison word problem: “In the picture, Dakota says, ‘I have 28 books.’ In another picture, Lily says, ‘I have 5 more books than Dakota.' How many books does Lily have?” Standard 1.OA.A, represent and solve problems involving addition and subtraction, includes using addition and subtraction problems within 20 to solve word problems (1.OA.1). Students do not have additional opportunities to work with other comparison problems involving both addition and subtraction situations.
• Standard 1.NBT.2 is not addressed.
• There is limited practice on standard 1.G.3, "Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.” Two lessons (Teacher’s Guide Unit 14, Lessons 14.1 and 14.1a, pages 100-105) address this standard, and both lessons contain shapes other than circles and rectangles such as triangles, trapezoids, and hexagons.

The instructional materials for Primary Mathematics Common Core Edition Grade 1 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

The materials include learning objectives that are not consistently shaped by CCSSM cluster headings. Additionally, the cluster headings are not explicitly identified within the materials.

• Materials are not visibly shaped by the CCSSM cluster headings. Connections made are not specifically stated to the teacher and/or students.
• Several units include math that is not related to the cluster headings. For example, Unit 12 Multiplication, Unit 13 Division, and Unit 17 Money.
• Textbook A, Chapter 10 supports the cluster heading, Represent and Interpret Data. Although the graphs contain more than three categories, in Workbook 1A, pages 200-201, students use a picture to complete the graph. Textbook 1A, pages 135-136 provides students multiple opportunities to interpret information from a graph.
• Two of the Grade 1 cluster headings are Extend the Counting Sequence and Understand Place Value. In Teacher’s Guide, Lessons 11.1 – 11.2 pages 5 – 20, students count to 40 by making groups of ten and making numbers bonds of tens and ones. They also practice the counting sequence to 40. In Teacher’s Guide, 16.1 – 16.2 pages 127 – 141, students extend this understanding of numbers to 120.
• Additionally, in Lesson 11.1a, students count sets of objects and write the number. This is shaped by cluster heading, Numbers and Operations, when students are grouping the objects by sets of ten and extras.
• Lesson 16.2a, Count to 120 is shaped by the cluster, 1.NBT Extend the Counting Sequence. Students read and write numerals and represent a number of objects with a written numeral.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain; however, important connections are missed.

• Connections are missed between fractions (1.G.A.3) and time (1.MD.B.3).
• Some units are not visibly shaped by the CCSSM cluster headings as they do not align to the Grade 1 standards, for example, in Unit 12 Multiplication, Unit 13 Division, and Unit 17 Money.
• In Teacher’s Guide, Unit 11, Lesson 11.5a page 54, students learn to add three numbers (1.OA.A). A connection to 1.OA.B is made as the teacher is directed to, “Lead students to see that the order in which they add to get the total does not matter. Have students discuss with their partners which method of adding the three numbers is the easiest. (8 + 2 + 4) Guide students to see that the first method makes ten with the first 2 addends before adding the third addend.”
• Unit 14 Halves and Fourths is aligned with cluster 3.G.A. Reason with shapes and their attributes. It goes beyond the standards in Grades 1 and 2 because it partitions shapes other than a circle or rectangles as specified in the standards. Teacher’s Guide 1B, directions on page 101 state, "Repeat (folding shapes into halves or fourths) with some other shapes that they can fold along the diagonals, such as a rhombus. You can also divide a shape into more than four parts and ask students if each part is a fourth.”
• Unit 15, Lesson 15.1b, Tell time to the half hour connects 1.MD.B to 1.G.A. The Teacher’s Guide page 113 states, “Ask students what each equal part of the circle is called when it is divided into two equal parts. (Each part is half of the whole.) Show students a time on the hour and have them tell you the time. Then move the minute hand halfway around the clock and position of both hands…….Tell students when the long hand points to 6 and the short hand is halfway between 2 and 3, we say that the time is half past 2. A half hour has passed since 2 o’clock.” No connections to these two clusters are made in the Teacher’s Guide.
• Lesson 16.7d page 179: Subtraction of 2-digit numbers is aligned to 2.NBT.b.7. The directions say, “Write the expression 67-32 and have the students solve it.” 1.NBT.C.6 says to subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90. The Progression Documents Number and Operations in Base Ten, K-5 page 7 states, “First graders are not expected to compute differences of two-digit numbers other than multiples of ten.”
• Unit 17 Money is aligned with 2.MD. C, Work with time and money, and not a Grade 1 cluster heading. On Workbook 1B page 155, students match a purse with coins to an item with a matching price tag.