The structure of the daily instructional time creates a situation in which the time actually allotted for the major work of the grade level is limited and extremely difficult to determine. Of the suggested 60-minute class period, 15 minutes is devoted to power up activities that includes ongoing practice involving some concepts not pertinent to the grade level. This is followed by a 15-minute new concept introduction and a 30-minute distributed practice session which involves very little practice with the new concept and ongoing practice in unaligned concepts. Therefore, even on days when the new concept is considered major work of the grade level, very little time is actually devoted to it. By the time students are in Grade 5, more than half of the lessons are not aligned to Grade 5 expectations. This structure and the large number of unaligned concepts make it extremely difficult for a teacher to adjust the curriculum in order to address the CCSSM expectations for the grade level.