K-2nd Grade - Gateway 1

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

The assessments align with grade-level standards and avoid content from future grades. In Kindergarten through Grade 2, each unit provides an Unit Test, and longer units also incorporate Unit Quiz.

Examples include: 

• Kindergarten, Unit 4: Introduction to addition, Unit 4 Test, Question 2, “There are 5 blue cubes and 3 orange cubes. How many cubes are there in all? Complete the sentence. 5 and 3 is ____.” (K.OA.1) 

• Grade 1, Unit 2: Addition and subtraction within 10, Unit 2 Quiz, Question 6, “There are 5 kites in the air and 4 kites on the ground. How many kites are there in all? ____ kites” (1.OA.1)

• Grade 2, Unit 11: Geometry and fractions, Unit 11 Test, Question 2, “Which of these is the same as one whole? 2 thirds, 2 fourths, 2 halves.” (2.G.3)

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 meet expectations for having assessment information included in the materials to indicate which standards are assessed.

The online platform, teacher landing pages, Unit Quizzes, and Unit Tests display grade-level standards and Standards for Mathematical Practice for each assessment item. On the digital assessments, grade-level standards appear as objectives with a brief narrative, and the full standard is available when users hover over the objective. Standards for Mathematical Practice are listed as MPs, with the full descriptions also accessible through hover features. Printable versions of these assessments do not include standards. The standards and mathematical practices are also listed in the unit overview, at the beginning of each assessment under the objectives, and alongside each assessment question.

Examples include:

• Kindergarten, Unit 8: Numbers to 20, Unit 8 Quiz, Question 6, “Count up from 15. What number comes next? ____” (K.CC.2, MP7) 

• Grade 1, Unit 9: Numbers to 120, Unit 9 Test, Question 7, “Jen has 100 pom-poms in a jar and some more next to the jar. How many pom-poms does Jen have in all? ____ pom-poms” (1.NBT.1, MP2)

• Grade 2, Unit 9: Addition and subtraction within 1,000, Unit 9 Quiz, Question 3, “Add. 422+271= ____” (2.NBT.7, MP5)

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 partially meet expectations for providing assessments that include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

Formal assessments include Unit Quizzes and Tests. Teachers can print digital assessments, allowing both online and paper-pencil administration. Performance Tasks appear in the Personalization section of four units. The assessments evaluate procedural skills and conceptual understanding and require students to engage with mathematical reasoning, problem-solving strategies, and communication skills. Online assessments offer students opportunities to demonstrate their understanding of grade-level content standards through item types such as Drop Down, Drag and Drop, Fill-in-the-Blank, Multi-Select, Short Response, and Single Select. The teacher notes provide additional information when a print version of the assessment is used.

The materials assess the full intent of grade-level standards. Examples include: 

• Kindergarten, Unit 4: Introduction to addition, Unit 4 Test, Question 3 states, “Read the story. There are 6 foxes in the snow. Then 3 more foxes join. Show the story with cubes. Use both colors. How many foxes are there now? ___ foxes. Question 10 states, “Read the story. Lily loves animals. She has 5 pet rabbits and 1 pet rat. Show the story with cubes. Use both colors.” Unit 5: Introduction to subtraction, End-of-unit test, Question 3 states, “Read the story. Tommy has 8 bananas. Then he gives away 4 bananas. Here are 8 cubes. Take away cubes to show the story. How many bananas does Tommy have now?” The materials assess the full intent of K.OA.2 as students use cubes to represent the quantities and actions in addition and subtraction word problems and solve within 10.

• Grade 1, Unit 6: Addition and subtraction equations, Unit 6 Test, Question 4 states, “Make the equation true. 9+\square =16.” Question 5 states, “Make the equation true. 15-\square=6.” Question 9 states, “Is each equation true or false? 12=2+9, 11-6=4+2, 7+7=13+1.” The materials assess the full intent of 1.OA.7 as students determine whether equations involving addition and subtraction are true or false and reason about equality by comparing the quantities on both sides of the equal sign.

• Grade 2, Unit 8: Place value within 1,000, Unit 8 Test, Question 1 states, “Match each number to its model.” Students match the numbers 634, 638, 368, and 648 to displayed base-10 block models. Question 3 states, “Pick all of the numbers that have a 7 in the tens place.” Students choose from the answer choices 701, 107, 570, 74, 275, and 742. Question 7 states, “Complete the sentences. There are ____ tens in 100. There are _____ hundreds in 400. There are ______ hundreds in 1,000.” The materials assess the full intent of 2.NBT.1 as students represent three-digit numbers using base-ten models and reason about the value of digits in the hundreds and tens places, including special cases involving multiples of 100.

The materials do not assess the full intent of all mathematical practices. Examples include:

• Kindergarten, Unit 6: Addition and Subtraction, Unit 6 Test does not assess the full intent of MP5. Students solve addition and subtraction equations; however, the tasks do not require students to select appropriate tools or strategies, explain their choices, or recognize how different tools or strategies support or limit their problem solving. Question 4 states, “Add 3+1= ____” Question 5 states, “4-2= ____” Question 12 states, “Subtract 9-1= ___" 

• Grade 1, Unit 3: Addition within 20, Unit 3 Test does not assess the full intent of MP1. Students solve word problems; however, the tasks do not require students to explain their thinking, make sense of the problem beyond identifying the operation, use multiple strategies, or monitor and evaluate their progress while solving. Question 4 states, “Zack found 6 shells, 4 rocks, and 5 pieces of sea glass at the beach. How many things did Zack find at the beach? ____ things.” Question 10 states, “There are 8 birds in a tree. Then 3 small birds and 6 large birds join them. How many birds are in the tree now? ____ birds.” Question 14 states, “Lena has 2 dogs, 5 chickens, and 2 cats. How many animals does Lena have? Write an addition sentence.”

• Grade 1, Unit 3: Addition within 20, Unit 3 Quiz does not assess the full intent of MP5. Students solve addition equations; however, the tasks do not require students to select appropriate tools or strategies, explain their choices, or recognize how different tools or strategies support or limit their problem solving. Question 2 states, “Add. 8+8= ____” Question 3, “Add. 4+10= ____” 

• Grade 2, Unit 5: Addition and subtraction problems within 100, Unit 5 Test does not assess the full intent of MP1. Students solve a word problem; however, the task does not require students to explain their reasoning, select or compare strategies, or monitor and evaluate their progress while solving the problem. Question 5 states, “Emma has 44 toy cars. She gives 15 away to her younger cousin. Then she gives 13 away to her neighbor. How many toy cars does Emma have left?”

• Grade 2, Unit 10: Money and time, Unit 10 Quiz does not assess the full intent of MP5. Students solve a problem involving money; however, the task does not require students to select appropriate tools or strategies, explain their choices, or recognize how different tools or strategies support or limit their problem solving. Question 2 states, “Jaya has these coins in her wallet. How much money does Jaya have?” 

The materials do not include assessment items that align to the full intent of MP8 in Kindergarten through Grade 2. The publisher does not identify any assessment questions aligned to MP8. Assessment items ask students to solve problems but do not require students to notice repeated reasoning, explain general methods, describe patterns across repeated cases, or justify their thinking.

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Each lesson follows a consistent structure that engages students with grade-level problems. Lessons include Instruction, Guided practice, Game time, and Independent practice. Units also include Personalization days that provide activities for small-group practice. Across the materials, students regularly demonstrate understanding of the full intent of the grade-level standards through engagement with grade-level work aligned to those standards.

Examples include:

• Kindergarten, Unit 4: Introduction to addition engages students with the full intent of K.OA.2 (Solve addition and subtraction word problems, and add and subtract within 10. e.g. by using objects or drawings to represent the problems). Students model and solve addition stories using concrete objects and record equations that represent the situations. Lesson 4.1, Instruction, Learn to model and solve add to stories, Teacher notes, “For #2, explain that you can also use linked cubes to show addition stories. Distribute the linked cubes and read the following story: There are 4 rabbits. Then 2 rabbits hop over and join them. How many rabbits are there now? Have students model the story by making two cube trains: a train with 4 cubes of one color and another train with 2 cubes of the other color. Ask the class how they can find the total number of rabbits. Highlight responses that suggest counting all the cubes. Then have students write numbers to represent the story. Relate the numbers to students’ cube trains and the rabbits in the story. Point out that the number 6 represents the answer to the question in the story - there are 6 rabbits now. Summarize the addition story in two ways: 4 rabbits and 2 rabbits is 6 rabbits. 4 and 2 is 6.” Guided Practice, Model and solve add to stories, Teacher notes, “For # 5-6, have students model the stories using linked cubes and then write the numbers. Repeat the stories as many times as needed. For #5 read this story. There are 3 owls. Then 1 owl joins them. How many owls are there now? For #6 read this story. There are 5 people standing in line. Then 2 people join them. How many people are in line now?” Lesson 4.2, Instruction, Learn to model and solve put together stories, Teacher notes, “For #2, have students use counters to model the following story: There are 4 strawberries. There are 3 blackberries. How many berries are there in all? Discuss that strawberries and blackberries are types of berries, so you can count them all together. Have students count all their counters and write numbers to represent the story. Summarize the addition story in two ways: 4 strawberries and 3 blackberries is 7 berries in all. 4 and 3 is 7.” Guided Practice, Model and solve put together stories, Teacher notes, “For #6-7, have students model the stories using counters and then write the numbers. Repeat the stories as many times as needed. For #6, read this story. There are 4 apples. There is 1 yellow apple. How many apples are there in all? For #7, read this story. There are 3 kids sitting at a table. There are 3 kids at another table. How many kids are there in all?”

• Grade 1, Unit 6 Addition and subtraction equations engages students with the full intent of 1.OA.8 (Determine the unknown whole number in an addition or subtraction equation relating three whole numbers). Instruction, Warm up, Teacher notes, “For #1, have students show the story with a strip model and a number sentence. There are several number sentences that work. Make sure students understand that 12-?=4 is the most natural for this problem, because it shows that 12 friends were hiding to start, an unknown number were found, and 4 are still hiding. Then consider having some students share how they found the unknown number. Some strategies include using a related fact, counting back, and counting on. Encourage students to check their work by replacing part of the story with their answer: There were 12 friends hiding. Jack found 8 of them. Now 4 friends are hiding.” Warm up Question 1, “There were 12 friends hiding. Jack found some of them. Now 4 friends are hiding. How many friends did Jack find? Show the story. Write a number sentence. ____ - ____ = ____. ____ friends.” Find missing numbers in number sentences, Teacher notes, “For #2, start by pointing out that in this number sentence, an unknown number is being taken away from 13, and 9 is left. That means 13 is the whole and the parts are ? and 9. Have students use the strip model to show the number sentence. Then have students find the missing number. Encourage students to use whichever strategy works best for them. Here are some possibilities: Use the related addition fact 9+4=13, count back from 13 to 9, count on from 9 to 13.” Question 2, “Show 13-?=9, complete the number sentence. 13-?=9” Teacher notes, “ Discuss how the number sentences in #2 and #3 are alike and how they are different. Highlight that both are subtraction sentences, but the position of the unknown number is different. In #2, the unknown is one of the parts. In #3, it's the whole. Have students complete the strip model. Then have them find the missing number using a strategy of their choice. Encourage them to check their answers by verifying that the two sides of the number sentence are equal.”

• Grade 2, Unit 8: Place value within 1000 engages students with the full intent of 2.NBT.3 (Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.) Lesson 8.4, Instruction, Learn to write three-digit numbers in expanded form, Teacher’s notes, “For #5, have students discuss similarities and differences between three ways of showing 365: Zack's way, Cody's way, and Bella's way. Be sure to surface the following: All three students used the numbers 3, 6, and 5. Cody included words, but Zack and Bella used only numbers. Cody and Bella used plus signs, but Zack did not. Bella's way shows the value of each digit in 365, whereas Cody's way tells you the number of hundreds, tens, and ones. Explain that Bella's way of writing a number is called expanded form. When you use expanded form, you write a number as the sum of the digits' values. For #10–12, guide students to write the expanded form of each number by finding the value of each digit and then writing the sum of those values. For example, in #10, the 6 has a value of 600 because it's in the hundreds place, the 3 has a value of 30 because it's in the tens place, and the 1 has a value of 1 because it's in the ones place. So the expanded form of 631 is 600+30+1.” Guided practice, Write three-digit numbers in expanded form, Teacher notes, “For #15-18, have students write each number in standard form.” Lesson 8.5, Instruction, Guided practice, Convert between standard form, expanded form, and word form, Teacher notes, “For #9–10, have students write the word form of each number. 9. 447 ____ 10, 812 ___” Question 15, “Ruth is thinking of a number that has 9 hundreds and 2 ones. The number has 5 more tens than ones. What is Ruth's number? Write Ruth's number in two forms. Standard form: _____ Word form: _____.”

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

The instructional materials devote at least 75 percent of instructional time to the major clusters of the grade as included in the following grade-level breakdowns.

The materials present unit-level pacing and planning information in the Online Platform under Teacher, Additional Resources, Grade at a Glance: Planning and materials (page two). This section lists each unit by name and specifies the number of instructional days per unit. The Pacing Guide states, “Pacing includes one school day for each lesson, Review day, Mid-unit check in, End-of-unit test, and Personalization day.” The materials also identify the number of lessons, assessments, review days, and personalization days included in each unit. Lessons marked as optional by the publisher are excluded from the calculations.

Kindergarten:

• The approximate number of units devoted to the major work of the grade is 8.25 out of 11, approximately 75%.

• The approximate number of lessons devoted to the major work of the grade is 74 out of 96, approximately 77%. 

• The approximate number of instructional days devoted to major work of the grade (including assessments and related supporting work) is 109 out of 141, approximately 77%. 

Grade 1:

• The approximate number of units devoted to the major work of the grade is 10 out of 13, approximately 77%.

• The approximate number of lessons devoted to the major work of the grade is 80 out of 100, approximately 80%. 

• The approximate number of instructional days devoted to major work of the grade (including assessments and related supporting work) is 127 out of 150, approximately 85%. 

Grade 2:

• The approximate number of units devoted to the major work of the grade is 9 out of 11, approximately 82%.

• The approximate number of lessons devoted to the major work of the grade is 76 out of 94, approximately 81%. 

• The approximate number of instructional days devoted to major work of the grade (including assessments and related supporting work) is 115 out of 143, approximately 80%. 

An instructional day analysis across Kindergarten through Grade 2 is most representative of the instructional materials as the days include major work, supporting work connected to major work, and the assessments embedded within each chapter. Approximately 77% of the materials in Kindergarten, 85% of the materials in Grade 1, and 80% of the materials in Grade 2 focus on major work of the grade.

The materials reviewed for Takeoff by IXL Kindergarten through Grade 2 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

The materials connect supporting standards and clusters to the major standards and clusters of the grade. These connections appear within Units and Lessons.

Examples include:

• Kindergarten, Unit 7: Classify and sort data, Lesson 7.3, Instruction, Sort and compare pattern blocks connects the supporting work of K.MD.3 (Classify objects into given categories; count the numbers of objects in each category and sort the categories by count) to the major work 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, e.g., by using matching and counting strategies). Students sort pattern blocks by shape, count the number of each shape, and answer comparison questions. Teacher notes state, “For #3, have students get into pairs or small groups. Each group needs the sorting mats from Pattern block sorting and the following set of pattern blocks: 4 triangles, 3 squares, and 1 hexagon. Have students mix up the blocks and then sort them by shape on a sorting mat. Then have students count and write the number for each shape in their books. Next, ask students questions that involve comparing how many are in each category. For example, you could ask these questions: Are there more hexagons or squares? (Squares) Which shape has the most? How many is that? (Triangles; 4) Which shape are there 3 of? (Squares) Discuss that the group with the most has more than the other groups. Similarly, the group with the fewest has fewer than the other groups. Then, have students circle the name of the group with the most and underline the name of the group with the fewest. For #4, give each group a new set of triangles, hexagons, and squares. There should be a different number of each shape, with no more than 10 per shape. Have students mix up the blocks and then sort them by shape on the sorting mat. Then have students count and write the number for each shape in their books. Next, have students order the groups from fewest to most on the sorting mat. Then have them write the numbers in order in their books and draw lines to show how the groups moved from the first mat to the second. Then, have students circle the name of the group with the most and underline the name of the group with the fewest.”

• Grade 1, Unit 8: Data, Lesson 8.3, Guided practice 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.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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). Students use data organized in a table to solve addition and subtraction word problems. Teacher notes state, “For #5, tell students that a class voted on where they should go on their next field trip. The sticky notes show the results. Have students make a table to organize the data, as they did in #3. Consider having students compare their finished tables before answering the questions.” Student book states, “5. Make a table. How many people voted? ____ people. How many fewer people voted for the farm than the zoo? ____ fewer people.” Students view a table showing two possible field trip locations: the zoo and the farm. They count the number of sticky notes representing votes for each location and complete the table, recording 9 votes for the zoo and 3 votes for the farm. 

• Grade 2, Unit 10: Money and time, Lesson 10.7, Instruction, Learn to solve word problems involving money connects the supporting work of 2.MD.8 (Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately) to the major work of 2.OA.1 (Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Students solve addition and subtraction word problems involving money amounts. Teacher notes state, “For #4, again discuss strategies you can use to solve the problem. One option is to start at 61¢ and count on using the given coins. Students could also find the total value of the coins and add that to 61¢. For #5, draw on students' experiences with money in their daily lives to discuss what change means in this problem. Surface that Jayce pays with more money than he owes, and will get some money back. The money you get back is called change. Explain that this happens because people don't always have the bills and coins needed to pay the exact amount they owe. Guide students to find the total cost of the three items and then subtract that cost from the amount Jayce pays. Since they need to use values with the same unit when adding or subtracting, they will need to think of a one-dollar bill as 100¢.” Student book states, “4. Manuel has 61¢ left after buying sunglasses. His sister gives him these coins. How much money does Manuel have now?” Students view a representation showing three nickels and three pennies given by a sister. “5. Jayce buys a beach ball for 30¢, an action figure for 45¢ , and a set of trading cards for 15¢. He pays with a one-dollar bill. How much change will Jayce get back?”

The instructional materials for Takeoff IXL Kindergarten through Grade 2 meet expectations for including problems and activities that connect two or more clusters in a domain, or two or more domains in a grade. 

The materials show connections among the major work of the grade where appropriate. The teacher guides identify lessons addressing specific standards in Grade at a glance, in each unit’s Additional Resources within the Daily Planner, and within individual lessons.

Examples include:

• Kindergarten, Unit 2: Numbers to 10, Lesson 2.7, Instruction, Count and write, connects the major work of K.CC.A (Know number names and the count sequence) to the major work of K.CC.B (Count to tell the number of objects). Students count groups of objects and write numerals to represent each quantity. Teacher notes state, “For #2, have students count each object and write the numeral. Then have them count using linked cubes to see if they get the same answer. Ask students how they kept track of what they counted. Discuss whether the methods used in #1 work for these configurations. Here are some additional methods to introduce: Cover the objects you've counted with your hand. Count using a rule, such as going from left to right or from top to bottom.” Question #2: Students view eight balloons, seven bow ties, and 10 pretzels. They count each group and write the corresponding number.

• Grade 1, Unit 2: Addition and subtraction within 10, Lesson 2.6, Guided practice, Subtract by counting on, connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.B (Understand and apply properties of operations and the relationship between addition and subtraction). Students apply properties of operations and use strategies that relate addition and subtraction to solve problems. Teacher notes state, “For #11, have students decide whether to count on or back and then solve the problem. Encourage them to count mentally, using their fingers as needed. Consider having students share why they decided to count on or back. Surface that counting on is faster since 8 and 10 are close to each other, but either strategy works.” Student book states, “11. Fred has 10 crayons, and 8 of them are in a box. The rest are on the table. How many crayons are on the table? How will you solve? Count on, count back, How many crayons are on the table?” Students circle one of the strategies and complete the problem.

• Grade 2, Unit 9: Addition and subtraction within 1,000, Lesson 9.5, Guided practice, Add with regrouping, connects the major work of 2.NBT.B (Use place value understanding and properties of operations to add and subtract) to the major work of 2.OA.A (Represent and solve problems involving addition and subtraction). Students solve addition and subtraction problems using place-value understanding and strategies such as expanded form. Teacher notes state, “For #13, have students use expanded form to show their work. Make sure they align like places in the addends, as in the previous problems.” Student book states, “13. Mrs. Remy sold 165 peanut butter cookies and 197 oatmeal cookies at a bake sale. How many cookies did she sell?” In the sample answer, students show the expanded form of 165 and 197. Students add by place value, combining the hundreds, tens, and ones.

The instructional materials reviewed for Takeoff by IXL Kindergarten through Grade 2 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. 

The Teacher’s Guide includes Unit and Lesson overviews that identify content standard connections. Each Unit features an Instructional Context section with Look Back and Look Forward components that illustrate how current concepts connect to prior learning and prepare for future standards across grades. At the lesson level, Warm-Up activities in Grades 1–5 introduce new concepts by drawing on students’ prior knowledge.

Examples of connections to prior knowledge and future learning in Kindergarten include:

• Unit 1: Numbers to 5, Unit outline, Instructional context, Look back states, “Students may enter kindergarten with varying levels of exposure to numbers and counting. Some may already be familiar with counting to five, and some may already recognize the numerals 0–5. Others may not.”

• Unit 6: Addition and subtraction, Lesson 6.5, Instructional context, Look forward states, “In the next lesson, students will find the number that makes 10 when added to a given number. This supports strategies introduced in first grade for adding and subtracting larger numbers.”

Examples of connections to prior knowledge and future learning in Grade 1 include:

• Unit 1: Addition and subtraction stories, Unit outline, Instructional context, Look back states, “In kindergarten, students represented and solved add to, put together, and take from problems within 10 in which the sum or difference was unknown. They used word problems to form a conceptual understanding of addition and subtraction.”

• Unit 2: Addition and subtraction within 10 , Unit outline, Instructional context, Look forward states, “In the next two units, students will extend these strategies to add and subtract within 20. Addition and subtraction fluency in this range is the foundation of many computational and problem-solving strategies throughout K–12 math. For example, in later grades, fluency in this range is the basis for using the standard algorithms to add, subtract, multiply, and divide multi-digit whole numbers and decimals.”

Examples of connections to prior knowledge and future learning in Grade 2 include:

• Unit 7: Data, Lesson 7.1, Instructional context, Look back states, “In first grade, students collected and organized data with up to three categories. They interpreted data shown in tables and tally charts. In the previous unit, students measured the lengths of objects using customary and metric units.”

• Unit 5: Addition and subtraction problems within 100, Unit outline, Instructional context, Look forward, states, “In the next unit, students will measure length and solve word problems involving length. Later in the year, students will add and subtract three-digit numbers. In third grade, students will solve word problems within 1,000 involving all four operations.”