1st Grade - Gateway 1

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

The curriculum is divided into 13 Scopes, and each Scope contains a Show-and-Tell used to assess what students have learned throughout the Scope. Examples from Show-and-Tell assessments include:

• Scope 2: Add and Subtract within 20, Evaluate, Show-and-Tell, Teacher Prompt Card 2, Question 1, “Place 20 small manipulatives in front of the student. Ask the student to use the manipulatives to solve the following problem: a. There were 4 people eating popcorn, 3 people eating candy, and 9 people drinking soda at the movies. How many people were at the movies?” (1.OA.2)

• Scope 6: Data Analysis, Evaluate, Show and Tell, Teacher Prompt Card 2, Question 1, “Place 5 green tiles, 3 red tiles, and 1 yellow tile on the table. Ask students to sort the tiles by color. Ask students to use the data to make a tally chart on their whiteboards.” (1.MD.4)

• Scope 7: Two-Dimensional Shapes, Evaluate, Show-and-Tell, Teacher Prompt Card 1, Question 2, “Ask the student to sort the shapes and discuss the following questions: a) What attributes define or name this group of shapes? b) What attributes do not define or name this group of shapes?” (1.G.1)

• Scope 12: Represent Numbers to 100, Evaluate, Show-and-Tell, Teacher Prompt Card 1, Question 3, “Place 47 objects in front of the student and ask the student to count the number of objects. Ask the student to write the number that represents the number of objects on a whiteboard.” (1.NBT.1)

The materials reviewed for STEMscopes 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 provide extensive work in Grade 1 as students engage with all CCSSM standards within a consistent daily lesson structure, including Engage, Explore, Explain, Elaborate, and Evaluate. Intervention and Acceleration sections are also included in every lesson. Examples of extensive work to meet the full intent of standards include:

• Scope 2: Add and Subtract within 10 and Scope 12: Represent Numbers to 100 engages students in extensive work to meet the full intent of 1.NBT. 2. (Understand that the two digits of a two-digit number represent amounts of tens and ones….) Scope 2: Add and Subtract within 10, Explore, Explore 4 - Putting Together/Taking Apart – Unknowns in All Positions (to 10), Student Journal, “Surprise Box 4, Number of Nail Polish Bottles, ? Pink, ? Orange, 10 total bottles, Part-Part-Whole Model”, students are given a tape diagram with the top labeled Part and Part, and the bottom labeled Whole. “Number sentence ___ +___$$=$$___, There could be ___ pink bottles and ___ orange bottles.” Scope 12: Represent Numbers to 100, Explore, Explore 1- Counting and Organizing Collections Up to 120, Student Journal, “Part 1: Count by Tens. Put the candies on the ten frames. Count the candies by groups of tens and ones. Record your answer. Write the name of the person each bag belongs to using the answer key.” 

• Scope 3: Add and Subtract within 20, and Scope 4: Addition and Subtraction Strategies, Scope 5: Addition and Subtraction Problem Solving engages students in extensive work to meet the full intent of 1.OA.6. (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as: counting on; making ten; decomposing a number leading to a ten; …) Scope 3: Add and Subtract Within 20, Explore, Explore 1–Counting to Add and Subtract (to 20), Order Cards, Counting to Add and Subtract (to 20), “Order 2, I ordered 14 peanut-butter cups. I changed my mind and returned 8 peanut-butter cups. What is the total number of peanut-butter cups I will buy?” Explore 4–Putting Together/Taking Apart–Unknowns in All Positions (to 20), Cupcake Order Story Cards, “Order 3, This order has 14 total cupcakes. Some are (picture of chocolate cupcake) and some are (picture of vanilla cupcake) cupcakes. How many (picture of chocolate cupcake) and (vanilla cupcake) cupcakes could be in this order?” Scope 4: Addition and Subtraction Strategies, Explore, Explore 1- Basic Fact Strategies – Using 10 for Addition, Student Journal, “Basic Fact Strategies- Using 10 for Addition. Write a number sentence using two amounts from the order. Fill in the other number sentence using the amount after composing a ten.”  Explore 5–Determine the Unknown Whole Number, Student Journal, “Determine the Unknown Whole Number. Write how many pets you will feed each day. Complete the given number sentence to find the unknown number. Write three other number sentences that are in the same fact family.” Students are given a workspace with a tape diagram with dog and cat on the top and total pets on the bottom and spaces to write the 4 related fact family number sentences. Scope 5: Addition and Subtraction Problem Solving, Explore, Skills Basics–Ways to Represent Addition and Subtraction, students are supplied with a reusable “Strategy Work Mat” with “Bar Model Work Space”, a number line with dots labeled 1 to 10, an empty number bond graphic, and a number path with boxes labeled from 1 to 20. These allow for students to practice several addition and subtraction strategies.

• Scope 7: Two-Dimensional Shapes, Explore 1 and Explore 2, engages students in extensive work to meet the full intent of 1.G.1 (Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes...) Explore 1: Sorting 2-D Shapes, Procedure and Facilitation Points, students are given a variety of stickers in different shapes, and they need to sort the stickers into groups. The teacher leads a conversation on what led to their groupings. “4. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a. DOK–3 What attributes did you notice when you looked at all the stickers?  b. DOK–2 How did you group these stickers? c. DOK–3 Is there another way you could sort these stickers? d.DOK–3 Are there two groups you could combine or put together?....” Explore 2: Identifying and Classifying 2-D Shapes, Preparation and Procedure and Facilitation Points, students are provided with paper bags with different shapes inside each bag. They need to describe the shape, without seeing, using the attributes of the shape to have a classmate guess the shape. Preparation, “Gather the geometric shapes and place one in each brown paper bag. Label each brown paper bag with the bag number. Bag 1–Rectangle, Bag 2–Square, Bag 3–Circle, Bag 4–Triangle, Bag 5–Hexagon, Bag 6–Trapezoid” Procedure and Facilitation Points, “1. Read the following scenario: Our school decides to have a carnival, and one of the games is “Guess My Shape.” One of your friends has to reach into a bag without looking and describe the attributes of the shape. If you guess the correct name of the shape, you win a prize! Are you ready to play? 2. Divide the class into groups of 3 or 4, and place each group at a table with one of the bags. Direct students’ attention to the whiteboards and dry-erase markers, and remind them not to look inside the bag. 3. Pick one student from each group to reach into the bag without looking, and describe the shape’s attributes by feeling the sides and vertices. Instruct the other group members to draw the shape being described on a whiteboard. Once all students have drawn shapes, the designated student pulls the shape from the bag for the other students to check their answers.”

• Scope 10: Time, Explore 2 and 3, engages students in extensive work to meet the full intent of  1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks.) Explore 2: Analog Clocks-(Hour and Minute Hands), Exit Ticket, students see a number of analog clocks on the hour and half-hour and must identify the time given. Students are shown four analog clocks with the times: 9:00, 3:30, 2:00 and 11:30. “Write the time shown on each clock.” Explore 3: Digital Clocks and Analog Clocks, Exit Ticket, students are given four times, written in words, and show the times on an analog and digital clock. Students see four analog clocks without hands and four blank digital clocks, and are given the directions, “Draw the hands on the analog clock and write the time on the digital clock to show the following times. Ten o’clock, Half past four, Thirty minutes past twelve, Eight o’clock”

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

The instructional materials devote at least 65% of instructional time to the major clusters of the grade:

• The approximate number of scopes devoted to major work of the grade (including assessments and supporting work connected to the major work) is 8 out of 13, approximately 62%.

• The number of lesson days and review days devoted to major work of the grade (including supporting work connected to the major work) is 120/166, approximately 72%.

• The number of instructional days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 129 out of 180, approximately 72%.

An instructional day analysis is most representative of the instructional materials because this comprises the total number of lesson days, all assessment days, and review days. As a result, approximately 72% of the instructional materials focus on the major work of the grade.

The materials reviewed for STEMscopes 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 so supporting standards/clusters are connected to the major standards/ clusters of the grade. Examples of connections include:

• Scope 5: Addition and Subtraction Problem Solving, Explore, Explore1–Represent and Solve All Problem Types Involving Two Whole Numbers, Procedure and Facilitation Points, 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 in each category, and how many more or less are in one category than in another.) to the major work 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…) Students work in groups to determine how many rings were used, potentially grouping by color, and then adding to find the total. “1. Read the following scenario: Come one, come all! The circus has come to town. The performers and animals are practicing their skills to get ready to perform. As I walk around and watch them preparing for the performance, I see many performers doing different things. I can use addition and subtraction to keep track of the tasks they are practicing. Can you help me model the different things each act is performing? 2. Divide the class into pairs and direct students’ attention to the manipulatives table. Discuss with students how and when they access the manipulatives. 3. Assign each pair to a scenario card and instruct students to read and discuss with their partner how they can solve the problem. They may use any strategy they would like to solve the problem including manipulatives, pictorial models, number lines, number paths, number bonds, or bar models....” 

• Scope 6: Data Analysis, Explain, Show What You Know–Part 3: Collecting and Organizing Data using Picture Charts, 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 in each category, and how many more or less are in one category than in another.) to the major work of 1.OA.5 (Relate counting to addition and subtraction…) Students create a picture chart to represent the number of cows, pigs, and horses. Students are given a blank table and provide a table and labels for the chart. “Part 3: Collecting and Organizing Data with Picture Charts Data Analysis Part 3 Cut out each picture at the bottom of the page, and glue it in the picture chart. Use the data to answer the questions. Title: ___, 1. How many horses and cows are there? ___ 2. Which animal is there the most of? ___ 3. Which animal is there the least of? ___ 4. How many more pigs are there than cows? ___ 5. How many fewer horses are there than pigs? ___ 6. Write another question that you could ask about the farm animal data.”

• Scope 10: Time, Explore, Explore 1–Hour-Hand Clocks, Procedure and Facilitation Points, connects the supporting work of 1.MD.3 (Tell and write time in hours and half-hours.) 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.) Students work in groups to measure the time and also count the minutes in an hour and half an hour. (Sample answers are given after each DOK question.) “1. Read the following scenario: The Gulf Coast Winter Swim Meet is happening soon. The meet directors are hard at work planning the schedule of events. They need your help creating a set of clocks to be posted in each team’s waiting area. The clocks will help swimmers know when it is getting close to their event and when to head to the ready bench. Can you help the directors prepare the clocks? 2. Divide the class into 6 groups and direct students’ attention to the hour hand clock. Allow students a few moments to discover the manipulatives and experience how they work with their group. Discuss the following questions: a. DOK-3 What do you notice about your clock? I notice my clock only has one hand. b. DOK-1 What does the hand on this clock tell us? The hour, c. DOK-1 When writing a time, does the hour come first or second? First, d. DOK-1 How many minutes are in an hour? 60, e. DOK-1 How many minutes would be equal to half an hour? 30 minutes, 3. Instruct students to read the event card at the station. Students use the clock manipulative to move the hour hand to show the girls’ time on the event card. They repeat this process for the boys’ time. Encourage students to discuss with their group what the clocks should look like for both times. 4. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a. DOK-1 What time do the girls need to head to the ready bench for this event? Answers will vary; one example is 9 o’clock. b. DOK-3 How would you show me that on your clock? Answers will vary; for example, I would point the hour hand to the 9. c. DOK-1 What time do the boys need to head to the ready bench for this event? Answers will vary; one example is 30 minutes past 9. d. DOK-3 How would you show me that on your clock? Answers will vary; for example, I would point the hour hand halfway between the 9 and 10 because it is past 9 but not 10 yet. e. DOK-3 Can you tell me another way to say this time? Answers will vary; one example is nine-thirty.”

The materials for STEMscopes Math Grade Grade 1 meet expectations that materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. 

Materials are coherent and consistent with the Standards. These connections are sometimes listed for teachers in one or more of the three sections of the materials: Engage, Explore and Explain. Examples of connections include:

• Scope 3: Add and Subtract within 20, Explore, Explore 2 - Adding to/Taking from–Unknowns in All Positions (to 20), Exit Ticket, 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.) Students make sense of addition and subtraction story problems to make equations and find solutions. “Draw a picture using the bracelet provided. Write a number sentence with a symbol for the unknown. Solve and fill in the blank to complete the answer statement. Sarah’s bracelet had 14 beads. Some fell off. Now it only has 3 beads. How many beads fell off the bracelet? ___ beads fell off the bracelet. Jim is making his mom a bracelet. He puts 6 yellow beads on the bracelet. Then he puts some red beads on the bracelet. When he is finished, he has 18 beads on the bracelet. How many red beads did he put on the bracelet? Jim put ___ red beads on the bracelet.”

• Scope 6: Data Analysis, Explore 1–Sorting and Organizing with a Venn Diagram, Exit Ticket connects the Measurement & Data domain to the Geometry domain. Students are given a set of 18 images of circles and squares of various sizes and colors to cut out and organize, and are asked to, “Help Maddie sort and organize her stickers. Cut, sort, and glue the smiley stickers into the Venn diagram. Use the data to answer the questions below. 1. How many yellow and round stickers are there? ___ 2. How many stickers are round and not yellow? ___ 3. Which category has the least number of smiley stickers? yellow round yellow and round 4. Which category has more smiley stickers than stickers in the yellow AND round category? A. Stickers that are only in the yellow category B. Stickers that are only in the round category C. Both A and B.”

• Scope 12: Represent Numbers to 100, Explore, Explore 3–Addition Using Place Value, connects the major work clusters of 1.NBT.A (Extend the counting sequence.) to 1.NBT.C, (Use place value understanding and properties of operations to add and subtract.) Students count linking cubes and use place value to add.  Preparation, Part I, Plan to divide the class into 5 groups to complete this activity. Create 5 baskets of linking cubes to represent different amounts of vegetables for a farmers’ market. The colored cubes represent the color of each vegetable in the Student Journal and should be pulled apart (not stacked in groups of ten). Label each basket with the customer’s number and vegetable names that the cubes are representing. Put baskets on tables around the room.Customer 1: carrots—62 orange linking cubes, tomatoes—6 red linking cubes Student Journal, “Part I: Adding a Two-Digit Number and a One-Digit Number, Count and write the number of each type of vegetable the customer is buying. Draw a pictorial model of each number. Complete the number sentence and fill in the blanks. 1 Customer 1 ___ + ___ Pictorial Model Number Sentence ___ + ___ = ___ I added ___ tens and ___ tens to equal ___. I added ___ ones and ___ ones to equal ___. I added the totals to equal ___. Tens Ones Total = ___ Total = ___ (total tens) (total ones) (total vegetables)”

• Scope 13: Compare Numbers to 100, Explore, Explore 4–Relationships of 10 More and 10 Less, Student Handout. Connects the Operations & Algebraic Thinking domain to the Number & Operations in Base Ten domain as students, “Count out the number of tickets Phillip earned. Find the number that is 10 less and the number that is 10 more to determine how many tickets each prize will cost. Draw a pictorial model and answer the questions.Students are given the numbers 51, 36, 83, 45, 18, 67.

The materials reviewed for STEMscopes 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 materials in the Home, Content Support, Background Knowledge, as well as Coming Attractions sections. Information can also be found in the Home, Scope Overview, Teacher Guide, Background Knowledge and Future Expectations sections. 

Examples of connections to future grades include:

• Scope 2: Add and Subtract within 10, Home, Scope Overview, Teacher Guide, Future Expectations, connects 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…) to work in grade 2. “In second grade, students expand their knowledge of base-ten numbers by forming units of 100 by bundling groups of 10. Students solve one- and two-step problems by adding and subtracting numbers up to 100 using a variety of strategies. Second graders begin to represent the location of numbers on a number line and represent whole-number sums and differences on a number line.”

• Scope 5: Addition and Subtraction Problem Solving, Home, Content Support, Background Knowledge, links current learning of 1.OA.A (Represent and solve problems involving addition and subtraction) to future learning in second grade 2.OA.A (Represent and solve problems involving addition and subtraction.) “Students solve one- and two-step problems by adding and subtracting numbers up to 100 using a variety of strategies.”

• Scope 8: Three-Dimensional Solids, Home, Content Support, Coming Attractions, connects 1.G.2 (Compose two-dimensional shapes… or three-dimensional shapes… to create a composite shape, and compose new shapes from the composite shape.) to work in future grades. “In second grade, students continue to recognize attributes of triangles, quadrilaterals, pentagons, hexagons, and cubes. In third grade, students use precise language to identify and describe the properties of two-dimensional shapes as they make generalizations about properties that are shared between categories of shapes. In fourth grade, students explicitly use angle sizes, perpendicularity, parallelism, and lines of symmetry to analyze and classify 2-D shapes. In fifth grade, students observe the spatial structure of 3-D figures by layering cubes and determining volume.” 

Examples of connections to prior grades include:

• Scope 3: Add and Subtract within 20, Home, Content Support, Background Knowledge, connects 1.OA.2 (Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20…) to previous work. “In kindergarten, students modeled the action of joining to represent addition and the action of separating to represent subtraction. They solved contextual word problems involving familiar scenarios with sums up to 10 and differences within 10. Students used the process of decomposition to find number pairs that added to the total amount. Students explained the strategies they used to solve addition and subtraction problems using spoken words, concrete and pictorial models, and equations.”

• Scope 11: Length, Home, Scope Overview, Teacher Guide, Background Knowledge, connects 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…) to previous work in Kindergarten. “By the end of pre-Kindergarten, students may have recognized and compared the heights or lengths of people and objects. Students may have observed measurement in real-life situations, such as building, cooking, or visiting the doctor for a checkup. In Kindergarten, students verbally described measurable attributes of an object, including length and weight. They used this knowledge to compare two objects with a common measurable attribute to see which object had more or less of the attribute and verbally described similarities and differences.”

• Scope 13: Compare Numbers to 100, Engage, Accessing Prior Knowledge, Description, connects 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 <.) to work in prior grades. Students determine which set of objects is greater. They show their thinking by moving to one side of the room or the other, and then writing numbers on dry-erase boards. This activity is intended to assess mastery of K.CC.6 (Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group…)