1st Grade - Gateway 1

The materials reviewed for Snappet Math Grade 1 meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

The curriculum is divided into eleven units with one assessment per unit, with the exception of Unit 3. Unit 3 includes two Summative Assessments that assess Lessons 3.1 - 3.7 and Lessons 3.8 - 3.14. Assessments include Unit Summative Assessments and formative assessments. Examples include:

• Unit 2: Place Value, Assessment: Lessons 2.1 - 2.10, Exercise 1b, students use place value to determine the amount of tens and ones. Students solve, “Show 54. Drag the tens and ones to the place value chart.” (1.NBT.2)

• Unit 5: Add and Subtract Fluently, Assessment: Lessons 5.1 - 5.3, Exercise 1a, students add within 20 using any strategy. 8+6=___.” (1.NBT.4)

• Unit 6: Assessment 6.1 - 6.9, Exercise 6b, students use subtraction to solve a word problem. “10 students ride the bus. 17 students walk. How many more students walk than ride the bus? ___ - ___ = ___ more students walk.” (1.OA.1)

• Unit 8: Measurement, Assessment: 8.1 - 8.10, Exercise 2a, students order three objects by length. “Order from shortest to tallest.” (1.MD.1)

• Unit 10: Geometry, Assessment: 10.1 - 10.9, Exercise 7b, students use attributes to define a cone. “How can you describe the shape? Drag the attributes to the box.” Students choose from four given attributes: “curved surface, can roll, face is a circle, no faces.” (1.G.1) 

Materials include above-grade assessment items that could be removed or modified without impacting the structure of the materials. Examples include:

• Unit 3: Addition within 20, Assessment: Lessons 3.1 - 3.7, Exercise 4a, students find the total number of pennies by skipping counting by 2s. “Skip count by 2s to find the total number of pennies.” This problem is aligned to 1.OA.1 in the materials (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.) This problem better aligns to 2.NBT.2. (Count within 1000; skip-count by 5s, 10s, and 100s.) Skip counting by 2’s is not explicit in this standard, but 2.OA.3 references skip counting by 2s when determining odd or even numbers. 

• Unit 3: Addition within 20, Assessment: Lessons 3.1 - 3.7, Exercise 4b, students skip count by 2s. “8, 10, 12, ___, ___, ___. Fill in the missing numbers. Remember to skip count by 2s.” This problem is aligned to 1.OA.1 in the materials (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.) This problem better aligns to 2.NBT.2. (Count within 1000; skip-count by 5s, 10s, and 100s.) Skip counting by 2’s is not explicit in this standard, but 2.OA.3 references skip counting by 2s when determining odd or even numbers. 

• Unit 11: Equal Shares, Assessment: 11.1 - 11.5, Exercise 1b, students determine which shape(s) show equal shares. They choose from a circle partitioned in unequal parts, a rectangle partitioned in unequal parts, a heart partitioned in unequal parts, and a square partitioned in equal parts. “Which shows equal shares?” This problem is aligned to 1.G.3 in the materials (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.) This problem better aligns with 3.G.2 (Partition shapes into parts with equal areas.)

• Unit 11: Equal Shares, Assessment: 11.1 - 11.5, Exercise 1d, students divide an object into equal shares. “1 whole pie is left. How can we share it equally?” Students are given three pictures to choose from, a circle partitioned into two halves, a circle partitioned into thirds, and a circle partitioned into three unequal parts. This problem is aligned with 1.G.3 in the materials (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.) This problem better aligns to 2.G.3 (Partition circles and rectangles into two, three, or four equal shares.)

• Unit 11: Equal Shares, Assessment: 11.1 - 11.5, Exercise 4d, students divide and name parts of a fraction. “This shape is \frac{1}{3} of the whole. What could the whole look like?” Students choose from a picture of a trapezoid partitioned into three triangles and a rhombus partitioned into two triangles. This problem is aligned with 1.G.3 in the materials (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.)  This problem better aligns to 2.G.3 (Partition circles and rectangles into two, three, or four equal shares.)

The materials reviewed for Snappet Math Grade 1 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

The materials present opportunities for students to engage with the full intent of grade-level standards through a consistent lesson structure. According to the Snappet Teacher Manual, 3. Lesson Structure, “Snappet lessons are organized by learning objective and focus on one learning objective per lesson. Each lesson consists of three parts: Instruction and guided practice, Independent and adaptive practice, and Small group instruction.” Within Instruction and guided practice, “The teacher introduces the learning goal, activates prior knowledge, delivers the lesson, and monitors guided practice.” Within Independent and adaptive practice, students work independently “while receiving immediate feedback, and are continuously challenged at their own level while working in adaptive practice.” Within Small group instruction, “The teacher can help students who need additional support with these extension exercises.” Examples of full intent include:

• Unit 2, Place Value, Lesson 2.8, Exercise 1e and 2g, engage students in 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 Exercise 1e, students compare to numbers with the assistance of number cubes. Students see two numbers, 35 and 30, with a corresponding number of cubes below the numbers.  “Which number is greater? 35, 30, ___ is greater.”  In Exercise 2g, students compare two numbers without the help of number cubes.  “Is 27 less than, equal to, or greater than 30?  27 is, less than, equal to, greater than, 30.”

• Unit 6: Add and subtract to solve word problems, Lesson 6.9, Exercise 1k and 2g, engage students in the full intent of 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.) In Exercise 1k, students are asked to determine how many blueberries one person eats when given the number the other person has eaten. “Levi eats 6 blueberries less than Dylan. Dylan eats 16 blueberries. How many blueberries does Levi eat? Dylan eats___ blueberries.” In Exercise 2g, students work independently to solve a similar problem. “Mary eats 3 walnuts more than Stevi. Stevi eats 6 walnuts. How many walnuts does Mary eat? Draw to solve the problem.  ___ walnuts.”

• Unit 8: Measurement, Lesson 8.7, Lesson 8.8, and Lesson 8.10 engage students with the full intent of 1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks.) In Lesson 8.7, Independent Practice, Exercise 2c, students tell time using a digital clock, “Set the clock at one o’clock.” In Lesson 8.8, Instruction & guided practice, Exercise 1n, students show the hour on an analog clock, “Set the clock to 6:00.” In Lesson 8.10, Independent practice, Exercise 2c, students write the time to the half hour, “What time is it?” An analog clock shows 2:30.

• Unit 10: Geometry, Lesson 10.4 and 10.9 engage students with the full intent of 1.G.2 (Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.) In Lesson 10.4, Instruction & Guided Practice, Exercise 1d students compose 2D shapes. “In pairs, students use pattern blocks to create composite shapes. Can you use 4 squares to make a larger square? Can you use 6 triangles to make a hexagon? What shapes could you use to compose a rectangle?” Independent practice, Exercise 2j, “Use pattern blocks to make your own shape. Draw or trace to show the blocks you used.” In Lesson 10.9, Instruction & guided practice, Exercise 1c, students compose 3-D shapes in the game “Build my shape! Pairs sit back to back. One student uses two 3-D wooden blocks to build a composite shape. The builder describes the shape to their partner: ‘My shape has a cylinder on the bottom and a cube on top.’ Can your partner replicate the build? Switch roles and repeat. Challenge: Can you describe your shapes by attribute instead of by name?” In Lesson 10.4, Exercise 1g, students compose a shape from composite shapes. “What shapes could you use to make a hexagon? Use pattern blocks to finish the shapes.” 

The materials present opportunities for students to engage with extensive work with grade-level problems. Examples of extensive work include:

• Unit 1: Numbers, Lesson 1.3 and Lesson 1.4 engage students in extensive work with 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 1.3, Instruction & Guided Practice, Exercise 1e, students read and write two-digit numbers. “Write the numeral and word for each number of objects on your paper. 23, twenty-three, 47, forty-seven, 68, sixty-eight.” In Lesson 1.4, Instruction & guided practice, Exercise 1l, students count and read numerals. “___, 107, 108, 109, ___, ___. Say the numbers out loud. Fill in the missing numbers. Write all the numbers on your paper. Say them as you write them down.” In Lesson 1.4, Independent Practice, Exercise 2g, “Drag each number onto its matching word: one hundred three, one hundred thirteen, one hundred eighteen, one hundred fourteen, one hundred four.” 

• Unit 4: Subtraction Within 20, Lesson 4.4 engages students in extensive work with 1.OA.4 (Understand subtraction as an unknown-addend problem.) In Instruction & guided practice, Exercise 1c, students relate addition and subtraction. Students model and solve, “$$10-7=?$$,  7+?=10.” In Independent practice, Exercise 2f, “$$12 + … = 16$$,” students solve “$$16-12=$$___.” In Independent practice, Exercise 2h, “$$14-9=?$$.” students solve “$$9+$$___$$=14$$.” 

• Unit 8: Measurement, Lesson 8.1 and Lesson 8.2 engage students in extensive work with 1.MD.1 (Order three objects by length; compare the lengths of two objects indirectly by using a third object.) In Lesson 8.1, Instruction & Guided Practice, Exercise 1e, students compare lengths when given pictures of three ropes of different lengths. “How do the lengths of the ropes compare?” In Lesson 8.1, Independent Practice, Exercise 2g, “Choose the one that is shorter than the snowman.” In Lesson 8.2, Instruction & guided practice, Exercise 1l, “Order the flowers by height.” 

• Unit 11: Equal Shares, Lesson 11.1 and Lesson 11.2 engage students in extensive work with 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.) In Lesson 11.1, Instruction & Guided Practice, Exercise 1j, students partition a pancake into 2 equal shares. Students see a pancake and two faces. Below the question, there are 3 circles, partitioned into 2, 3, and 4 shares. “1 whole pancake is left. Which shows that each person will get one half of the pancake?” In Lesson 11.2, Small group instruction, Exercise 3g, students partition a rectangle into 4 equal pieces. Students see a rectangle and click a button on the screen to change how many sections the rectangle is partitioned into. “Tap “+” to make 4 equal shares.”

The materials reviewed for Snappet Math Grade 1 meet expectations that, when implemented as designed, most of the materials address the major clusters of each grade. The materials devote at least 65 percent of instructional time to the major clusters of the grade: 

• The approximate number of units devoted to the major work of the grade (including assessments and supporting work connected to the major work) is 8 out of 11, approximately 73%.

• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 76 out of 104, approximately 73%. 

• The number of weeks devoted to major work of the grade (including assessments and supporting work connected to the major work) is 26.5 out of 35, approximately 76%.

A lesson-level analysis is most representative of the materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each unit. As a result, approximately 73% of the materials focus on major work of the grade.

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

Materials are designed to connect supporting standards/clusters to the grade's major standards/ clusters. These connections are listed for teachers in the Course Overview/Pacing Guide and Teacher Guides within each unit. Examples of connections include:

• Unit 8: Measurement, Lesson 8.9, Independent Practice, Exercise 2b, students tell and write time in hours and half-hours using analog and digital clocks. “Set the clocks to six o’clock. Write the digital times.” This connects the supporting work of 1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks.) to the major work of 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).

• Unit 9: Data, Lesson 9.3, Instruction & Guided Practice, Exercise 1i, students interpret data in a picture graph to solve a subtraction word problem. “How many? orange leaves - brown leaves = ___.” A picture graph is shown with 10 light green leaves, 7 orange leaves, 5 brown leaves, and 14 green leaves. This connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many are in each category, and how many more or less are in one category than in another) to the major work of 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10).

• Unit 9: Data, Lesson 9.6, Instruction & Guided Practice, Exercise 1d, students interpret data from a picture graph to solve an addition word problem. “Zara asked her friends about their favorite fruit. How many friends did Zara ask? How do you know?” The teacher asks, “How can you find how many friends Zara asked? 3+2+4=9.” This connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many are in each category, and how many more or less are in one category than in another) to the major work of 1.OA.2 (Solve word problems that call for adding 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).

The materials reviewed for Snappet 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.

There are connections from supporting work to supporting work and major work to major work throughout the grade-level materials, when appropriate. These connections are listed for teachers in the Course Overview/Pacing Guide and Teacher Guides within each unit. Examples include:

• Unit 1: Numbers, Lesson 1.1, Independent Practice, Exercise 2c, students use place value to extend the count sequence. “6, 7, 8, 9, 10, 11; 36, 37, 38, ___, ___, ___. Ask: When 19 changed to 20 what happened to each digit in 19? [Sample answer: The ones went back to 0 and 1 was added to the tens.] How does knowing that help you to count in the thirties? [After 39, the ones go back to 0 and I add 1 to the tens to get 40.]” This activity connects the major work of 1.NBT.A (Extend the counting sequence) to the major work of 1.NBT.B (Understand place value).

• Unit 3: Addition within 20, Lesson 3.12, Independent Practice, Exercise 2e, students work with equations while representing and solving problems. “Have children draw a number line on a sheet of paper. Have them label the number line to match the pictorial representation. Have them draw tick marks as they count forward. 16=11+___.” This activity connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.D (Work with addition and subtraction equations).

• Unit 4: Subtraction Within 20, Lesson 4.10, Instruction & Guided Practice, Exercise 1d, students represent and solve problems as they subtract within 20. “You want to buy both balls. How much did you start with? How much did you need to buy both balls? Describe how you did it.” In the example notes it states, “Ask: What operation do you need to use to find the cost of the balls? [addition]” One ball shows 2 dollars, the other ball shows 5 dollars and twelve dollars is the beginning amount. This activity connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.C (Add and subtract within 20).

• Unit 11: Equal Shares, Performance task, Exercises 1a and 1b, students reason with shapes as they represent and interpret data. Exercise 1a, “1. Make a composite shape with the shapes shown. Use at least 10 shapes. Use at least 4 different shapes.” Exercise 1b, “2. Complete the table to show the shapes you used. Shape: Rectangle, Triangle, Square, Semi-circle, Trapezoid. Number Used: ___, ___, ___, ___, ___. Use your table to solve Problems 3-5. 3. Which shape did you use the most of? 4. How many rectangles, triangles, and squares did you use? ___ rectangles, triangles, and squares. 5. How many more rectangles than squares did you use? ___ more rectangles than squares.” This activity connects the supporting work of 1.MD.C (Represent and interpret data) to the supporting work 1.G.A (Reason with shapes and their attributes).

The materials reviewed for Snappet 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.

Prior and Future connections are identified within the Pacing Guide and every Lesson Overview. Connections are further described within each Unit Overview embedded in the Learning Progression. Examples of connections to future grades include:

• Unit 3: Addition within 20, Lesson 3.11, Lesson Overview, “In this lesson, students will recognize that the position of the addends in an addition number sentence does not change the sum. (1.OA.B.3) understand the relationship between subtraction and addition. (1.OA.B.4) In future lessons, students will determine an unknown number in an addition or subtraction equation relating to three whole numbers. (1.OA.D.8) add using strategies that are based on the place value system and the properties of operations (2.NBT.B.6).”

• Unit 5 Overview: Add and Subtract Fluently, Learning Progression, “In this grade level, students will add and subtract within 20 using different strategies. In future grade levels, students will fluently add and subtract within 100 using different strategies (2.NBT.B.5).”

• Unit 10 Overview: Geometry, Learning Progression, “In this grade level, students will learn about defining and non-defining attributes of shapes and compose two- and three-dimensional shapes to create composite shapes. In future grade levels, students will identify shapes having certain attributes (2.G.A.1) and understand that to add and subtract within 5 mentallyare some of the same attributes (3.G.A.1).” 

Examples of connections to prior knowledge include:

• Unit 2: Place Value, Lesson 2.7, Lesson Overview, “In prior lessons, students have located numbers on the number line. (1.NBT.A.1) used place value to decompose numbers into tens and ones. (1.NBT.B.2.c). In this lesson, students will compare two two-digit numbers (1.NBT.B.3).”

• Unit 8: Measurement, Lesson 8.5, Lesson Overview, “In prior lessons, students have understood how objects are alike and different (K.MD.A.1) compared lengths of objects (K.MD.A.2). In this lesson, students will use different tools to measure the length of objects (1.MD.A.2) understand that the length measurement of an object is the same as the number of same-size length units that span it (1.MD.A.2).”

• Unit 10 Overview: Geometry, Learning Progression, “In prior grade levels, students described objects using names of shapes (K.G.A.1) and identified shapes as two-dimensional or three-dimensional (K.G.A.3). They composed simple shapes to form larger ones (K.G.B.6). In this grade level, students will learn about defining and non-defining attributes of shapes and compose two- and three-dimensional shapes to create composite shapes.”