5th Grade Report Overview

The instructional materials reviewed for Grade 5 do not meet the expectation for alignment to the CCSSM. The materials partially meet expectations in the areas of focus and coherence, and do not meet the expectations for alignment to the CCSSM in the areas of rigor and the MPs. In the area of focus within the grade, there is one above grade-level topic included in the assessments, but it does not impact the structure of the materials. The materials spend an appropriate amount of class time on major work. In the area of coherence, the materials include content that is shaped by the CCSSM clusters, but some standards require supplemental materials for the content to be viable for one school year and to meet the full depth of the standards. All students engage in extensive practice with grade-level problems for the majority of standard, and supporting and additional content do not always engage students in the major work of the grade. Some natural connections are missed between clusters and domains. In the area of rigor and balance, all three aspects of rigor are sometimes present in the materials, but more emphasis needs to be placed on conceptual understanding, procedural skill and fluency, and application to help students meet the Standards’ rigorous expectations. The three aspects of rigor are not well balanced. In the area of practice-content connections, the materials identify MPs, but they do not consistently enrich the content and do not attend to their full meaning. Students rarely construct viable arguments or analyze the arguments of others. Materials do not explicitly teach the specialized language of mathematics.