5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 71% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 4 / 8 |
The instructional materials reviewed for Grade 5 partially meet expectations for major work and coherence. Stepping Stones does assess future grade-level content on five assessments by requiring students to use the standard algorithm for division. These test items could easily be modified and may be mathematically appropriate for some students. Additionally, the instructional materials appropriately allocate class time to major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work. Connections between supporting and major work are not explicitly identified in the program. However, mathematics standards can be seen under Lesson Objectives in the “steps” section and one can see if there is more than one standard listed. The amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days, but some modifications would need to be made in order for students to be able to master all content. The instructional materials identify and connect prior or future grade-level work to Grade 5-level work. Materials also make connections to prior knowledge of learning in earlier grades. However, students are not consistently provided extensive work with Grade 5-level work. The standards are referred to throughout the materials. Most of the materials include learning objectives that are visibly shaped by CCSSM cluster headings. The instructional materials sometimes include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 5 meet expectations for assessing grade-level content. For this indicator, the review team examined all summative assessments and determined that they do assess one topic that is beyond the expectations for the grade. The assessments could have items modified so as to align to Grade 5 expectations. Overall, the amount of modifications or omissions needed does not significantly impact the underlying structure of the instructional materials.
Indicator 1a
The instructional materials reviewed for Grade 5 meet expectations for assessing grade-level content. For this indicator, the review team examined all summative assessments and determined that they do assess one topic that is beyond the expectations for the grade. The assessments could have items modified so as to align to Grade 5 expectations. Overall, the amount of modifications or omissions needed does not significantly impact the underlying structure of the instructional materials.
- Each module has “Check-Ups” which contain questions that require students to select the correct answer or provide a written response, “Performance Tasks” which are used to measure depth of understanding, and “Interviews” which assess a student's ability to rote count fluently. There are also four “Quarterly Tests” in Modules 3, 6, 9 and 12 which assess all learning targets from the three modules just taught (tests 1 and 2) or from the previous three modules (tests 3 and 4).
- There are five examples of assessments requiring the standard algorithm for division (6.NS.2). These are labeled as above grade level, and all involve dividing by a single-digit divisor. These items could be easily modified by allowing students to use a strategy of their choice without compromising the items. The items are located on the following assessments: Module 8 Check-up 1, Item 3; Module 9 Quarter Test 1, Item 6, Quarter Test 2, Item 6, Quarter Test 3, Item 6 and Quarter Test 4, Item 6.
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
The instructional materials reviewed for Grade 5 meet the expectation of instructional materials spending the majority of class time on the major clusters of the grade. The materials devote approximately 67 percent of class time to major work of the grade. Of the 12 modules, 11 contain six or more lessons (half a module) devoted to major work of Grade 5. Overall, the instructional materials allocate adequate instructional time to clusters of standards that are major work of Grade 5.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 5 meet the expectations for focus within major clusters. Overall, the instructional material spends the majority of class time on the major clusters of each grade.
To determine focus on major work, three perspectives were evaluated: the number of modules devoted to major work, the number of lessons devoted to major work, and the amount of time devoted to major work. The number of lessons devoted to major work, which is approximately 67 percent, is aligned with this indicator because it specifically addresses the amount of standards instruction devoted to major work.
- Grade 5 instruction is divided into 12 modules with 12 lessons in each module. Of the 144 lessons, 97 are aligned to major work of Grade 5. Therefore, approximately 67 percent of student instruction would be focused on major work.
- Of the 12 modules, 11 have half, or more, of the instruction in the module focused on major work of Grade 5. Therefore, approximately 92 percent of student instruction would be focused on major work.
- Grade 5 instruction is designed to be taught over 180 days (15 days per module). Of the 180 days, 97 days of instruction focus on major work of Grade 5. Therefore, approximately 54 percent of student instruction would be focused on major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 5 do not meet expectations for coherence. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work. Connections between supporting and major work are not explicitly identified in the program. However, mathematics standards can be seen under Lesson Objectives in the “steps” section and one can see if there is more than one standard listed. The amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days, but some modifications would need to be made in order for students to be able to master all content. The instructional materials identify and connect prior or future grade-level work to Grade 5-level work. Materials also make connections to prior knowledge of learning in earlier grades. However, students are not consistently provided extensive work with Grade 5-level work. The standards are referred to throughout the materials. Most of the materials include learning objectives that are visibly shaped by CCSSM cluster headings. The instructional materials sometimes include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 5 partially meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work.
Connections between supporting and major work are not explicitly identified in the program. However, mathematics standards can be seen under Lesson Objectives in the “steps” section and one can see if there is more than one standard listed.
Connections between supporting and major work:
- Metric conversion (5.MD.1) lessons are connected to the major work of computation with decimals (5.NBT.B). However, these connections are often not explicit and the ranges of numbers do not require students to do work at the expectation of standards of 5.NBT.7 and 5.NF.4.
- Constructing line plot (5.MD.2) lessons are connected to solving operations using fractions (5.NF.A and B). However, students are asked to subtract fractions (find the difference between largest/smallest), but plots are only to the 1/2 unit, so students are adding/subtracting in Grade 4 value ranges.
Missed connections between supporting and major work:
- Metric conversions (5.MD.1) is not connected to understanding place value (5.NBT.A). The materials miss the opportunity to discuss place value and powers of 10 when teaching/practicing unit conversions.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for Grade 5 partially meet the expectations for having an amount of content designated for one grade level as viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days, but some modifications would need to be made in order for students to be able to master all content.
- There are 12 modules, each with 12 lessons, making a total of 144 lessons.
- Lessons are designed to take 45-60 minutes.
- Additional instructional time can be added using “More Math” activities which include investigations, problems solving activities, enrichment activities, and cross-curricular activities.
- Standard 5.MD.2 does not reach the rigor of the grade level and would require the teacher to create/find additional resources.
- In Lesson 6.12 students only plot to the nearest 1/2 unit. The standard expects work with 1/4 and 1/8 unit (5.MD.2).
- In Lesson 9.12 students use line plots with whole numbers. Students do not have to use operations of fractions to solve problems (5.MD.2).
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
The instructional materials reviewed for Grade 5 partially meet the expectations for materials being consistent with the progressions in the standards. Overall, the instructional materials identify and connect prior or future grade-level work to Grade 5-level work. Materials also make connections to prior knowledge of learning in earlier grades. However, students are not consistently provided extensive work with Grade 5-level work.
i. Materials develop according to the grade-by-grade progressions. Prior and future content is clearly identified and relates to grade-level work.
- Prior grade-level topics taught are identified: Lessons 1.1-1.7 working multi-digit whole numbers (4.NBT.2), Lessons 1.8-1.12 multiplying four digit whole numbers (4.NBT.5), and lesson 1.4 locating large numbers on a number line (2.MD.6).
- Future grade-level topics taught are identified: Lesson 8.5-8.7 address using the standard division algorithm (6.NS.2).
ii. Materials consistently give students extensive work with grade-level problems.
- Differentiated instruction, at grade level, is available for each lesson (Extra Help, Extra Practice, and Extra Challenge). Connections to lessons in prior grades related to the standard being taught are also available.
- Opportunities for enrichment, at grade level, are available for each module. Additionally there are separate investigations and problem solving activities for each module. They allow for small groups of students to gather, analyze and represent data to provide more extensive practice with the content.
- Opportunities for fluency practice and practice of grade-level content from previous lessons is available in each module under "Ongoing Practice."
- "Extra help" assignments are used to scaffold so grade-level content is more accessible.
- Fundamental games reinforce and practice computational skills.
- Reviewer Note: Graphing Points on a coordinate plane (5.G.A) is only covered in lesson 7.8 and 7.11. Constructing and interpreting line plots (5.MD.2) is only covered in lessons 9.12, 10.12 and 6.12. Relating fractions to division (5.NF.3) is only covered in lesson 11.1-11.2. Standards 5.NF.2, 5.NF.5 and 5.NF.6 are not addressed in the program. These lessons MAY NOT be enough to cover the true depth of the standard and supplemental material may need to be provided. Represent and interpret data (5.MD.2) does not get beyond Grade 3 use of line plots, which explicitly states that there should be grade level work with operations with fractions and the program does not provide this opportunity.
iii. Some materials explicitly relate grade-level concepts to prior knowledge from earlier grades.
- 4.NBT.2: In lesson 1.1-1.7 students are extending their place value knowledge by working with larger numbers.
- 2.MD.6: In lesson 1.4 students are extending their number line knowledge by focusing on seven-digit numbers and their place value understanding.
- 4.NBT.5: In lessons 1.8-1.12 students are extending their conceptual understanding of multiplication to learn the standard algorithm of multiplication.
- Module 1 reviews mental strategies learned in Grade 4 to multiply numbers beyond the fact range. These include: doubling and halving, factoring one or both products of two 2-digit numbers, applying properties, and using partial products to multiply two 2-digit numbers.
- Module 4 reviews addition of common fractions with the same denominator that was introduced in Grade 4. The area and number line models are used to add fractions with related and unrelated denominators.
- Module 5 reviews and builds on concepts of angles learned in Grade 4.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
The instructional materials reviewed for Grade 5 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. The standards are referred to throughout the materials. Most of the materials include learning objectives that are visibly shaped by CCSSM cluster headings.
- A comprehensive listing of the CCSSM and the correlating exercises are found under the drop down menu on the home page.
- The cluster headings are clearly identified by hovering over the lesson title.
- Learning targets are clearly marked in the materials. The learning targets identify objectives and standards of each module.
- Connections are made to prior grade level content.
The instructional materials sometimes include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important. The materials connect two or more clusters within the grade.
- Representing data sets (5.MD.B) is connected to operations with fractions (5.NF.A and 5.NF.B) in lessons 6.12 and 10.12.
- Graphing data (5.G.A) is connected to numerical patterns (5.OA.3) in lessons 7.10 and 7.11.
- Converting like measurement units within the metric system (5.MD.1) is connected to multiplying decimals (5.NBT.B) in lessons 8.8-8.12, 10.10-10.11 and 12.10-12.12.
- Understanding place value (5.NBT.A) is connected to performing operations with whole numbers and decimals (5.NBT.B) in lesson 10.7 and 12.7.
- A connection between the calculation of finding volume (5.MD.C) with multiplying decimals (5.NBT.B) is missing in lessons 3.7-3.12.
- There are instances where the work with the standard does not reach the expectation of the grade level. For instance, 5.MD.2 does not get beyond a Grade 3 level with the use of line plots. (5.MD.2 explicitly states that there should be grade-level work with operations with fractions that the curriculum does not provide.)