Alignment: Overall Summary

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for Alignment to the CCSSM. The materials meet the expectations for Focus and Coherence by assessing grade-level content, spending the large majority of instructional time on major work of the grade, and they are coherent with the progressions of the standards, making meaningful connections between supporting and major work of the grade, are viable for a school year, and present all students with opportunities to engage in extensive work with grade-level problems to meet the full intent of grade-level standards. The materials meet the expectations for Rigor and Mathematical Practices as they meet the expectations for Rigor and Balance and meet the expectations for Practice-Content Connections. The materials balance the rigorous expectations of the Standards, and they attend to Practice-Content Connections, addressing all of the Mathematical Practice Standards; however, there are instances where these are over-identified. 

See Rating Scale Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
17
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
38
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for focusing on the major work of the grade and are coherent with the Standards. The materials do not assess topics before the grade-level, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet the expectations that they assess grade-level content. 

i-Ready Teach and Assess is the portal through which both assessments and the Ready Classroom Mathematics Teacher Toolbox are housed. Unit Assessments are found in the Ready Classroom Mathematics Teacher Toolbox, Classroom Resources, Assess. Comprehension Checks are found in i-Ready, Teach and Assess, Assessment. 

The series is divided into units, and each unit has numerous opportunities for both formative and summative assessments that can be administered in online and/or paper and pencil formats. The online Teacher Toolbox includes two versions of Unit Assessments: Form A and Form B. Form A assessments are editable in each one of the units. The Form A assessments also have the grade-level standard identified with a brief narrative of possible ways students could solve the item, and/or reasoning as to why specific multiple choice options are not accurate. Form A assessments also include a standards correlation chart, DOK levels, as well as a correlation to the lesson(s) related to each assessment question. Form B assessments do not include these features.

An additional assessment opportunity is provided through the online i-Ready Comprehension Check portal. This feature presents opportunities for teachers to load class rosters and collect data, and is described as “an alternative to the print Mid-Unit or Unit Assessment. For each of these assessments, the tables (below) provide a Depth of Knowledge (DOK), standard(s) addressed, and the corresponding lesson(s) assessed by each Item.” 

Above grade-level content addressing probability, statistical distributions, similarities, transformations, and congruence do not appear in the assessments. Examples of assessment Items from the Classroom Resources tab aligned to Grade 1 CCSS include:

  • In Unit 2, Assess, End of Unit, Unit Assessment - Form A Teacher, Item 8 states, “Some birds sit on a fence. 9 fly away. Now there are 5. How many birds were on the fence to start?” (1.OA.1)
  • In Unit 5, Assess, End of Unit, Unit Assessment - Form A Teacher, Item 12 states, “Draw a wrong way to measure the length of the spoon.” This Item has students show their conceptual understanding that same length measures must be used or that no overlaps or gaps may be used. (1.MD.2)
  • In Unit 6, Assess, End of Unit, Unit Assessment - Form A Teacher, Item 8 states, “Circle all the reasons this shape is a square.” The choices students choose from are: “It is smaller than most shapes; It has 4 square corners; It has 4 sides the same length; or It is gray.” This Item has students show their conceptual understanding of defining attributes (e.g., “square corners” or “4 sides the same length”) versus non-defining attributes (e.g., “gray” or “smaller than most shapes”). (1.G.1)

Examples of assessment items from the Assess and Teach tab aligned to Grade 1 CCSS include:

  • In Comprehension Checks, Comprehension Checks Details, First Grade, Unit 1 (Lessons 6-10), Preview, Item 1 states, “3 birds are in the tree. More birds join. Now there are 6 birds in the tree. How many birds joined?” (1.OA.1) 
  • In Comprehension Checks, Comprehension Checks Details, Grade 1, Unit 5 (Lessons 30-32), Preview, Item 1 states, “What is the length of the object in unit cubes? Put your answer in the box. Use the number pad.” Students have to express the length of an object as a whole number of length units. (1.MD.2) 
  • In Comprehension Checks, Comprehension Checks Details, Grade 1, Unit 6, (Lessons 33-35), Preview, Item 9 states, “Remi’s cake is cut into 2 equal pieces. Greg’s cake is cut into 4 equal pieces. Which pieces are smaller?” The three choices given are: “Remi’s pieces are smaller,” “Greg’s pieces are smaller,” or “Remi’s and Greg’s pieces are the same size.” (1.G.3) 

Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Items that could be modified or omitted include:

  • In Classroom Resources, Unit 6, Assess, End of Unit, Unit Assessment - Form A Teacher, Item 1, Teacher Directions, the standard identified is 1.G.2. The assessment item states, “Lily uses cubes to make this prism. How many cubes does she use? Circle.” This Item is composed for the students, of 12 cubes of which the students can see 10 cubes and have to figure out there are 2 hidden. This is aligned to 5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Criterion 1b

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.
4/4
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend at least 65% of class time on the major clusters of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for spending a majority of instructional time on major work of the grade. To evaluate focus on the grade, alignment to the major work with clusters in 1.OA and 1.NBT, as well as cluster 1.MD.A were examined at the levels of unit, lesson, and instructional days. Of the three levels, instructional days were determined to be the most representative of the amount of instructional time spent on major work of the grade. 

Evidence: 

  • The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 4.5 of 6, which is approximately 75%.
  • The number of lessons devoted to major work of the grade (including review days, assessments, and supporting work connected to the major work) is 30 of 35, which is approximately 86%. (Lessons in this series are taught over a number of instructional days.)
  • The number of instructional days devoted to major work (including review days, assessments, and supporting work connected to the major work) is 147 of 175, which is approximately 84%. 

An instructional day analysis is most representative of the instructional materials because most lessons are taught over 4 to 5 days with review and assessment included. As a result, approximately 84% of the instructional materials focus on the major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for being coherent and consistent with the Standards. Overall, the instructional materials connect supporting content to enhance focus and coherence, are consistent with the progressions of the standards, foster connections at a single grade, where appropriate, and include extensive work with grade level problems to meet the full intent of grade-level standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

i-Ready Teach and Assess is the portal through which the Ready Classroom Mathematics Teacher Toolbox is housed. Supporting standards/clusters are connected to the major standards/clusters of the grade. There is one supporting cluster in Grade 1 (1.MD.C) which is addressed in one lesson in Grade 1 Ready Classroom Mathematics. This lesson is comprised of several sessions as noted below in the examples. Examples of when supporting standards and clusters are connected to major standards and clusters found in the Classroom Resources tab include:

  • Lesson 18, Session 3, Develop, connects the supporting cluster 1.MD.C (Represent and interpret data) to the major cluster 1.OA.D (Work with addition and subtraction equations) by using the graph to answer questions requiring addition. Session 3 Develop, states, “Find how many children have dogs or cats. Each picture shows 1 child. Count the pictures for dogs. Count the pictures for cats. Then add.” The data indicates 2 birds, 7 dogs, and 4 cats. The students are then provided with the equation, “7 + 4 = ____ “ to complete the work.
  • In Lesson 18, Session 4, Refine, the Problem 3 directions state, “Children count their blocks. How many blocks do they count in all?” Students are provided with a graph showing three different shapes and the total number of those shapes (9,4,6). They are then given a blank equation to fill in, “____+____+____=____”  and an answer line “____ blocks.” This provides a connection between the major cluster, 1.OA.D (Work with addition and subtraction equations) and the supporting cluster 1.MD.C (Represent and interpret data) 
  • In Lesson 18, Session 4 Refine, Apply, states, “The tally charts show Ms. Lee’s markers. How many more yellow than red? How many fewer red than blue?” which is supporting work shaped by 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) and is used to enhance 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). 
  • Lesson 23, Session 3, Develop, Apply It, connects supporting standard 1.MD.3 (Tell and write time) with 1.NBT.1 (Count to 120...In this range, read and write numerals) by having students write the time shown. For example, Problem 6 states, “It is half past 12. Show the time on both clocks.” Both an analog and digital clock are present.
  • Lesson 33, Session 3, Develop, connects supporting standard 1.G.1 (Distinguish between defining attributes…) and major standard 1.NBT.1 (Count to 120…) by having students count the number of faces and straight edges on three dimensional shapes.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the amount of content designated for one grade-level is viable for one year. 

As designed, the instructional materials can be completed in 180 days. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. 

i-Ready Teach and Assess is the portal through which teachers access the Ready Classroom Mathematics Teacher Toolbox. Pacing information from the publisher regarding viability for one school year can be found in the document titled “Yearly Pacing” found in the Program Implementation tab on the home page for each grade level. Yearly Pacing includes a list of units, lessons within each unit, and the number of days each lesson encompasses, a note that sessions are 45-60 minutes in length and number of days for assessments. The Grade 1 Yearly Pacing document shows 154 days of instruction, 9 days for assessment, and 6 days for i-Ready diagnostic assessments. In addition to the days of math instruction, “Lesson 0” is included with 5 days of instruction at the beginning of the year to teach and establish instructional routines. Review days are also provided at the end of each unit for a total of 6 review days. This brings the total number of instructional days to 180.

Pacing information is also verified in the Classroom Resources tab in each unit for each lesson in Lesson Overview and Family Connection which includes a Lesson Pacing Guide with more detailed information that lists sessions and minutes for each lesson.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for the materials being consistent with the progressions in the Standards. The instructional materials clearly identify content from prior and future grade levels and use it to support the progressions of the grade-level standards.  

In i-Ready, Ready Classroom Mathematics, Classroom Resources, the materials clearly identify connections to prior and future grade-level work and progressions across grade levels. For example:

  • In the beginning of each unit there is a Learning Progression Teacher flowchart which clearly identifies and connects the standards that are taught in the unit with information on “What lessons are children preparing for?” In Unit 1, the Learning Progression charts from Kindergarten through grade 2 state,  “Kindergarten Lesson 24, Addition and Subtraction Word Problems to 10 (K.OA.2) links to Grade 1, Lesson 7, Add and Subtract in Word Problems (1.OA.1), which links to Grade 1, Lesson 8 Subtract to Compare in Word Problems (1.OA.1) which then links to Grade 2, Lesson 3, Solve One Step Word Problems (2.OA.1) and Grade 2, Lesson 5, Solve Two Step Word Problems (2.OA.1).” 
  • In each lesson, there is a section that identifies the Learning Progression content from prior grades or prior units within the grade, to the current lesson, and to content in future grades. For example, the Learning Progression section for Lesson 19 states, “In Kindergarten children count by tens to 100 and write numbers to 20 observing place value. They compose and decompose numbers 11 to 19 into 10 ones and more ones. In Grade 1 children explore tens by making a ten to add and subtract and by recognizing teen numbers as a composition of a ten and some ones. In this lesson children explore the concept of ten as 10 ones by composing and decomposing, counting, recording, and comparing multiple groups of ten. They reason that 10 can be shown as one group of 10 or as 10 individual ones and compare numbers expressed in the two forms. Concepts in this lesson lay the groundwork for counting up to 120, understanding that the two digits in two-digit numbers represent a number of tens and a number of ones, and understanding adding and subtracting multiples of ten. In Grade 2 children continue to develop an understanding of the structure of two-digit numbers and extend these concepts to three-digit numbers.”

The materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems such as with addition and subtraction. For example:

  • Lessons include between four and five sessions focused on grade level tasks. During Develop, students explore ways to solve problems using multiple representations, digital tools, and prompts to reason and explain their thinking. In addition, the Develop and Refine sections of the lessons allow students to solve problems and discuss their solution methods.
  • Lessons 25-28 address 1.NBT.4 (Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten), which supports the unit’s progression. 
  • In Lesson 29, Session 2, Develop, students use base 10 blocks to model a marble problem, “How many marbles in all?” Shown are “35 or 27.” In Session 3, Develop, Add Two-Digit Numbers, the Try It section states, “How many shells in all?” Shown are “24 shells or 58 shells.” It also has “Math Toolkit- base ten blocks, hundreds chart, number bonds, connecting cubes.” In Model It, students solve “Find 24 + 58. Add the tens. Then add the ones.” 1.NBT.4  (Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.)
  • Additional components of the materials include math centers and enrichment activities which provide students with more time to work on grade level concepts. 

The materials provide explicit guidance for teachers and/or students that makes connection to prior knowledge in the Lesson Overview: Prerequisite Skills and at the beginning of some sessions with “Connect to prior knowledge” in Classroom Resources. For example:

  • In Lesson 1, Session 1, Explore, the Teacher page contains a “Connect to Prior Knowledge” starter. The teacher's directions state, “Why- Strengthen skills in counting and cardinality. How- Count to 10 starting at any number, with and without the use of a number path. Practice counting to 10 orally with the whole class, selected groups, or individual children. Then begin with different numbers and continue the count up to 10. Repeat without the number path.”
  • In Lesson 7, Lesson Overview, Prerequisite Skills, “Count to add,” “Count on to subtract,” and “Solve missing addend equations” are listed. 
  • In Lesson 22, Lesson Overview, Prerequisite Skills, the materials state, “Understand concepts of less than, more than, and the same as;” “Understand the equal sign;” “Understand two-digit numbers as tens and ones;” and “Know the count sequence to 100.” 
  • In Lesson 23, Lesson Overview, Prerequisite Skills, the materials list, “Count from 1-20,” “Identify and name circles,” “Count from 1-20.” These have been previously taught in Kindergarten (K.CC.1 Count to 100 by ones and tens) and in Grade 1, Unit 3 (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). “Identify and name circles” has been taught in Kindergarten (K.G.A Identify and describe shapes [squares, circles, triangles, rectangles, hexagons, cubes, cones, bylinders, and spheres].)

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meets expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards. 

In i-Ready, Ready Classroom Mathematics, Program Implementation, there is a Correlations Guide. The guide lists each Cluster Heading and the standards for the grade, the Emphasis (Major, Supporting or Additional), and the Lessons that Focus, Develop, or Apply the standard. In Classroom Resources, each lesson includes a learning target that is visibly shaped by the CCSS Mathematics cluster headings.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings. For example:

  • Lesson 11 connects with 1.NBT.B (Understand place value). Session 1 Explore lists the Learning Target: “Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ‘ten.’ The numbers from 11 to 10 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.” 
  • In Lesson 17, Lesson Overview, the Content Objective states, “Solve addition and subtraction word problems within 20 with unknowns in all positions.” This connects to cluster heading 1.OA.A (Represent and solve problems involving addition and subtraction). 
  • Lesson 21 is shaped by 1.NBT.2 (Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 1.NBT.2a  10 can be thought of as a bundle of ten ones - called a “ten.” 1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.2c.  The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens [and 0 ones]) to support the cluster heading (Understand place value). The Learning Target states, “10 can be thought of as a bundle of ten ones - called a ‘ten.’ The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).”
  • Lesson 30, Order Objects by Length is shaped by 1.MD.1 (Order three objects by length; compare the lengths of two objects indirectly by using a third object) to support the cluster heading (Measure lengths indirectly and by iterating length units). The Learning Target states, “Order three objects by length.” 

Materials include problems and activities that 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. For example:

  • In Lesson 9, Session 1, Explore, the Learning Target states, “Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.” 1.OA.D (Work with addition and subtraction equations) connects with 1.OA.C (Add and subtract within 20), as students add and/or subtract to determine if an equation is true/false. In student materials, Item 2, students are asked, “Jun says the equation 4+5=8 is true. Do you agree? Explain.”
  • Lesson 14 connects the major clusters 1.OA.A (Represent and solve problems involving addition and subtraction) and 1.OA.B (Understand and apply the properties of operations and the relationship between addition and subtraction). The Content Objectives state, “Write addition expressions with three addends to represent word problems” and “Use the associative and commutative properties to group addends strategically in order to use known facts.” In Session 4, students encounter problems such as: “Ann has 9 red balls and 1 green ball. She has 2 blue balls. How many balls does she have?”
  • A connection between the major clusters 1.OA.C (Add and subtract within 20) and 1.NBT.B (Understand place value) is made in Lesson 15, Make a 10 to Subtract, Session 1, Explore. Located on the Session 1, Teacher Page is a “Connect to Prior Knowledge” section. The “Why” of the prior knowledge lesson states, “Review understanding of teen numbers by decomposing into 10 and some ones.” The “How” to the Session states, “Point to a teen number and say (Teen number) is 10 and __. Have children call out in unison the single-digit number needed to make the designated teen number.” 
  • In Lesson 20, Session 1, lists  the Learning Target as 1.NBT.A.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). This connects to cluster 1.NBT.A (Extend the counting sequence). Students count on from any number on the 120 chart, identify missing numbers in a sequence within 120, and count by 10s within 120. In the “Connect It” portion of the session, students are given partial 120 charts and asked to “Write the missing number.” Students must identify the missing number and write it in the blank spaces in the chart.
  • In Lesson 32, Session 1, Explore, the Learning Target states, “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.” 1.MD.A (Measure lengths indirectly and by iterating length units) connects with 1.NBT.A (Extend the counting sequence) as students count to determine how long an object is. Students “find the length of a book using toothpicks.” Students use lay toothpicks end to end as a non-standard unit of measure and count toothpicks to determine the length of two books and compare to determine which is longer.
  • In Lesson 35, Session 3, Develop provides a connection between the two additional clusters, 1.MD.B (Tell and write time) and 1.G.A. (Reason with shapes and their attributes). Session 3, Student Page, Question 2 states, “You can think of a clock as 2 equal parts. The clock shows 8:30 or ________ past 8. Every half hour the minute hand travels _________ of the circle.” The students are provided with an analytical clock reading 8:30 to help them complete the work.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for alignment with the Standards’ expectations for rigor and the mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and also attend to balance among the three aspects. The instructional emphasize mathematical reasoning, attend to the full intent of each practice standard; however, there are instances where the practice standards are overidentified.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for reflecting the balances in the Standards, and helping students to meet the Standards’ rigorous expectations by helping students develop and demonstrate conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. 

In i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources students develop conceptual understanding. For example:

  • In Lesson 11, Session 1, Explore, Try It states, “Ask How can you and your partner show 13? Listen for One partner holds up 10 fingers and the other holds up 3 fingers.” The teacher also leads a discussion about 10 fingers showing 1 group of 10 fingers building conceptual understanding of ten ones being a one bundle of ten. (1.NBT.2.a)
  • In Lesson 21, Session 1 Explore, Try It states, “Use 1 Ten to Model a Number.” Each student gets 32 connecting cubes to make a model of 32 using just “one ten-train.” Students then find other ways to make 32 using two other ways (2 tens and 12 ones, 3 tens and 2 ones) building conceptual understanding of 1.NBT.2. In Session 3, Develop, students continue to use base-ten blocks to find different ways to make a given number. For example: 38 is 3 tens and 8 ones, 2 tens and 18 ones, or 1 ten and 28 ones.
  • In Lesson 35, Student Worktext, Session 2, Develop, Model It states, “Draw some ways to fold the square into parts.” Three squares are shown, two are labeled equal parts and one is labeled unequal parts, helping students develop conceptual understanding of fair share. (1.G.3)

 Examples of students independently demonstrating conceptual understanding include:

  • In Lesson 12, Session 2, Develop, Practice Making a Ten to Add, Problem 4, students are given 9+6 and expected to be able to make a ten to solve. (1.NBT.4)
  • In Lesson 19, Session 1, Explore, Additional Practice states,  “Have children visit each station and notice how tens and ones are shown in the models. If children need additional support for the problem, have them make models using connecting cubes or counters.” On the next page students color in three ten frames to tell how many ones and how many tens. (1.NBT.2)
  • In Lesson 27, Session 1 Explore, Additional Practice, Prepare For Adding Tens to Any Number, the directions state, “Think about what you know about finding 10 more. Fill in each box. Use words, numbers, and pictures. Show as many ideas as you can.” (1.NBT.2)
  • In Interactive Practice, Make a Ten to Add, students add to sums greater than ten by making a ten. The interactive practice has students using ten frames, number bonds, and matching equations with sums. (1.OA.6)
  • In Interactive Practice, Add Two-Digit and One-Digit Numbers, students use virtual connecting cubes to add a two-digit and one-digit number. (1.NBT.4)

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. The materials include problems and questions, interactive games, and math center activities that develop procedural skill and fluency and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade. 

In i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources students develop procedural skill and fluency throughout the grade level. For example:

  • In Lesson 4, Session 2, Develop, Connect It, Problem 3, students subtract while using addition to support the problems: “6+___=9 to help solve 9-6=___” along with completing a number bond to represent the related addition and subtraction.
  • In Lesson 12, Fluency and Skills Practice states, “Fill in the number bonds to make a ten. Find 9+3.” The materials show the 9 boxed and the 3 with a number bond framed around it with the 1 and 2 decomposed so that 9 and 1 can make 10. “10+2=? and 9+3=?”.
  • In Lesson 30, Session 2, Develop, Model It states, “Find the shortest and longest pencils. Lay the pencils on the table. Line up the ends. Put them in order from shortest to longest.” (1.MD.1) Students are developing the procedural skill of measuring by lining up objects evenly at one end. 

1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10) requires students to develop grade level fluency. This standard is addressed in several lessons, including:

  • In Lesson 2, Session 1, Explore, Developing Fluency states, “Materials: For each child: 8 two-color counters. Why: Build fluency with adding doubles that total less than 10. How: Have children use two-color counters to copy the pairs of dot cards and find the total number of dots for each pair. Use red counters for one card and yellow counters for the corresponding card to reinforce visually the concept of duplication and doubling. Ask them what they notice about the cards in every pair.”  
  • In Lesson 10, Student Worktext, Session 2, Develop, Try It states, “Hugo tries to figure out the total 4+5. He knows some other facts that can help him. What facts could help him? What is the total?”

The instructional materials provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade level. Within each lesson, there are Fluency and Skills Practice pages that children complete on their own.  Some examples of when students get opportunities to demonstrate procedural skill and fluency in the Classroom Resources include:

  • In Lesson 10, Fluency and Skills Practice, the sheet provides a number of math facts with some missing sums. Students must complete the missing sums and color facts with an addend of 1 red, an addend of 2 blue, and sums of 10 green. 
  • In Lesson 15, Fluency and Skills Practice worksheets are available on which students can use a number line, number bond, or other strategy to find differences such as 15-7=___.
  • Learning Games which provide independent practice include:
    • In Match, students match the card that has two numbers or a number and dots that are being added/subtracted to the other card that shows the correct answer. Levels Intro to Add; Addition to 3-5, 6-10, 11-15, 16-20; and Subtraction 3-5, 6-10, 11-15, 16-20 are appropriate for Grade 1.
    • In Hungry Fish, students combine the numbers in the bubble together until they equal the amount shown on the fish. Levels Addition to 3-5, 6-10, 11-15, 16-20 and Subtraction 3-5, 6-10, 11-15, 16-20 are appropriate for Grade 1.
  • In the Math Center Activities, there are games provided to work on facts to 10, including:
    • In the Lesson 2 game Doubles and Near Doubles, students use dice to roll and double numbers covering a game board based as students play. 
    • The Lesson 5 game is Match to Make a Ten, which students play like Concentration, where they put number cards face down, turn over two, and if those to add to ten it is a match. 
    • In the Lesson 6 game Count on to Subtract, students use equations and counters to check their partner.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied. 

Opportunities for students to independently demonstrate the use of mathematics flexibly are present in a variety of contexts. The instructional materials demonstrate multiple opportunities for students to engage in routine application of mathematics of the grade level in the i-Ready, Assess & Teach, Classroom Resources, including:

  • In Lesson 7, Student Worktext, Session 1, Explore, Connect It states, “1 animal drinks from a pool. More animals come. Now there are 4 animals. How many more animals came?”
  • In Lesson 8, Session 1, students subtract to compare the number of objects. The materials state, “There are 4 umbrellas. There are 6 animals. Are there more animals or umbrellas? There are 5 children. There are only 3 rain hats. How many children will not have rain hats?”   
  • In Lesson 17, Student Worktext, Session 2, Develop, Problem 5 states, “Aram has 11 crayons. Aram has 6 more crayons than Ray. How many crayons does Ray have?” 
  • In Lesson 22, Student Worktext, Session 1, Explore states, “Rosa carries 24 books. Ryan carries 37 books. Who carries more books? Who carries fewer?” 

The instructional materials include multiple opportunities for students to engage in non- routine application of mathematical skills and knowledge of the grade level. 

For example, in Classroom Resources:

  • In Lesson 7, Student Worktext, Session 2, Develop, Connect It, Problem 2 states, “There are 8 pencils. 4 are yellow. The rest are blue. How many are blue?” 
  • In Lesson 14, Session 1, Explore, Try It states, “Joe picks up 7 pencils. Carla picks up 3 pencils. Pete picks up 4 pencils. How many pencils do the children pick up?” 
  • In Lesson 18, Session 3, Develop, Connect It states, “Children tell what pets they have. They make a picture graph with the data. How many have dogs or cats? How many children have a bird, dog, or cat?” Non-routine problems include: “What other questions can you ask about the data? What answers can you find?”

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.  

All three aspects of rigor are present independently throughout the program materials. The instructional materials attend to conceptual understanding, procedural skill and fluency, and application independently throughout the grade level.

Students engage in instruction to develop conceptual understanding of grade appropriate mathematics:

  • In Lesson 9, Session 1, Explore, Act Out the Problem, the teacher has 6 girls and 2 boys go to one side of the room, and 4 boys and 4 girls go to the other side of the room. The teacher sets the visual model for students to see that two expressions can be compared.

Students engage in instruction to develop procedural skills and fluency appropriate for Grade 1:

  • In Lesson 5, Session 1, Explore, Connect to Prior Knowledge, students practice skill and fluency using a printed copy page containing number bonds for 9. The directions state, “Why: Use mathematical reasoning about number patterns for 9 in preparation for work with number patterns that equal 10. How: Write 4 different pairs of number partners for 9 using number bonds.”

Students use mathematical understanding and skill to solve application problems:

  • In Lesson 8, Student Worktext, Session 1, Explore, Problem 3 states, “Boom says there are fewer cats than dogs. Is he right? Explain.” Students must complete the problem by applying subtraction skills. 

Multiple aspects of rigor are engaged simultaneously at times to develop students’ mathematical understanding of a single topic/unit of study throughout the materials.

Examples where two or more of the aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials include:

  • In Lesson 10, Student Worktext, Session 1, Explore states, “I have 8 marbles. 5 marbles are red, the rest are yellow. How many are yellow?” Students combine their conceptual understanding and application of subtraction and addition to complete this real-life problem. They must show the problem using counters and then provide an equation to accompany their work. 
  • In Lesson 15, Session 2, Develop, students develop conceptual understanding of subtraction facts within 20 using a hundreds chart and a number bond. As their understanding of part/part/whole and place value develops, they also gain fluency with subtraction problems appropriate to Grade 1.
  • In Lesson 2, Session 5, Refine, students develop procedural skill with addition equations, conceptual understanding with determining missing numbers, and application with solving word problems.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for Practice-Content connections. Overall, the materials attend to the full meaning of the mathematical practices; however, there are instances where the practice standards are over-identified.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

The Standards for Mathematical Practice are identified in the “Program Implementation” materials. In the document titled “Correlations” there is a table labeled, “Correlations by Standards for Mathematical Practices (SMPs).” This table lists all eight Mathematical Practices, their corresponding descriptors, and the lessons where they can be found. The Standards for Mathematical Practice 1, 2, 3, 4, 5 and 6 are listed as being connected to the all 35 lessons of the text series. Standard 7 is embedded in 21 of the lessons and Standard 8 is embedded in 13 of the lessons according to the correlation chart. This structure is an overidentification of most of the standards for mathematical practices. 

In i-Ready, Assess & Teach, Ready Classroom Mathematics, Program Implementation, “Standards for Mathematical Practices in Every Lesson” states that the Deepen Understanding part of lessons describes that the Student Worktext learning targets are linked to the MPs.  Each lesson routine is outlined with the specific MPs that are addressed. Try It focuses on MPs 1, 2, 4, 5, and 6; Discuss It focuses on MPs 2, 3, and 6; and Connect It focuses on MPs 2, 4, and 5. These routines are present in each lesson, however teachers are not provided with specific guidance or direction as to how each routine in each lesson is engaging students with the practices. For example, in Unit 1, Lesson 4, the Correlation document indicates that MP 1, 2, 3, 4, 5, 6, and 8 are emphasized in the Lesson. The CCSS Focus in the Lesson Overview indicates that MP5 and MP8 are emphasized in the lesson.  Neither of those MPs are tagged in the lesson where these MPs are included. 

Mathematical Practices are explicitly connected to the mathematical content. Examples of connections include:

  • In Lesson 30, Session 2, Develop, the Deepen Understanding section provides guidance for MP6 to help students attend to precision. The materials state, “Ask these questions when discussing how to put the pencils in order. Listen for precision of language as well as precision in methodology.” The questions are, “What labels did you use with your answer? Why is the smallest pencil the least? Why is the biggest pencil the longest? What if the end of one of the pencils is not lined up with the other pencils?”
  • In Lesson 20, Session 2, Develop, Deepen Understanding states, “Ask: How do the numbers change in each row? In each column? Ask: Look at the third row in the 120 chart. How are the numbers alike? How are they different?” Students look for and make use of structure because they use the 120 chart to identify relationships between the numbers and connect the numbers to place value concepts of tens and ones. 
  • In Lesson 5, Session 2 Develop, the Deepen Understanding section provides guidance for MP8 to help them use repeated reasoning. The materials state, “When discussing the colored cube models and missing addend equations in Model It, prompt children to use a related subtraction equation.”

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for carefully attending to the full meaning of each practice standard.  

 

The instructional materials attend to the full meaning of each mathematical practice in i-Ready, Assess & Teach, Ready Classroom Mathematics, Classroom Resources.

Ready Classroom Mathematics materials fully meet the intent of the following math practices:

Math Practice 1: Make sense of problems and persevere in solving them.

  • In Lesson 7, Session 2, Develop, Deepen Understanding, the directions state, “MP1 Make sense of problems. Generalize: What other equation could you have used to solve this problem? Listen for children’s awareness of inverse operations and how a subtraction equation could relate to a missing addend equation.”  
  • In Lesson 17, Session 2, Develop, Deepen Understanding, the directions state, “MP1 Make sense of problems. When discussing the equations and number path in Model It, prompt children to communicate how they can connect the problem to strategies and models. Generalize: Could you use addition to solve this problem? Listen for children’s understanding that the missing addend equation 6 + ? = 15 would also solve this problem.”

Math Practice 2: Reason mathematically and quantitatively. 

  • In Lesson 16 Find the Unknown Number, Session 3 Develop, Deepen Understanding, the directions state, “MP2 Reason abstractly and quantitatively. Writing an equation with numerals and symbols for the unknown number requires children to think abstractly about the situation. Ask: In the equation 14-?=9 what does the 14 represent? What does the 9 represent? What does the question mark represent? Listen for, 14 is the total number of cherries in the bag at the beginning; 9 is the number of cherries left after some were eaten; the question mark shows the unknown number of cherries that were eaten.” 
  • In Lesson 14, Session 2, Develop, Deepen Understanding, the directions state, “MP2 Reason abstractly and quantitatively. Generalize: In any problem with 3 addends, will the total be the same no matter how you group the addends? Listen for children’s understanding that the same three addends can be combined in any order and will still yield the same total.” 
  • In Lesson 27, Session 3, Develop states, “In this session, children add two-digit numbers and multiples of ten. The purpose of this problem is to show how decomposing one addend using a number bond model can be helpful for combining the tens.” Try it, Make Sense of the Problem states, “Read the problem aloud. To support children in making sense of the problem, prompt them to identify how many balloons there are of each color. Ask What does the problem as you to find? How many red balloons are there? How many blue balloons?” Discuss it, Support Partner Discussion states, “Encourage children to name the model or strategy they used as they discuss their solutions. Support as needed with questions such as: What did you do? Can you explain why you did it that way?”

Math Practice 4: Model with mathematics.

  • In Lesson 17, Session 3, Develop, Deepen Understanding states, “Jody puts some lemons in a basket. Matt puts 6 more lemons in the basket. Now there are 14 lemons in the basket. How many lemons does Jody put in?” In the Teacher book it states “MP4 Model with mathematics. When discussing the 10-frames in Model It, prompt children how to identify how they can think about the quantities in different ways. Ask: Does it matter that the 6 red counters come first in the 10-frame? Listen for: Even though the 6 more lemons come second in the word problem, it doesn’t make a difference in the total. It helps to start with 6 and add more until there are 14.” 
  • In Lesson 18, Session 2, Develop, Deepen Understanding states, “What color are the pencils? How many of each color?” Teacher guidance states “MP4 Model with mathematics. As children organize and display data by sorting, counting, and making picture graphs, they make connections between different models.”
  • In Lesson 27, Session 3, Develop states, “50 blue balloons and 13 red balloons. How many balloons altogether?” Teacher guidance states, “In this session, children add two-digit numbers and multiples of ten. The purpose of this problem is to show how decomposing one addend using a number bond model can be helpful for combining the tens.” Deepen Understanding Using a Number Bond to Add Two-Digit Numbers states, “Point out that number bonds can be used to decompose numbers into many pairs of number partners. Using number bonds to break apart two-digit numbers into tens and ones makes it easier to add them to a multiple of ten. Ask How can a number bond help you add a two-digit number and a tens number? Listen for I can use the number bond to break apart the two-digit number into tens and ones. 13 is a ten and 3 ones. I add the ten to 50 and get 60. Ask How does the number bond help you know how many ones to add on? Listen for After I circle 50+10, I see the 3 ones in the other square of the number bond, so I know to add 3 more. 60+3=63. Generalize How is a number bond helpful for solving this kind of problem?”

Math Practice 5: Use appropriate tools strategically.

  • In Lesson 14, Student Worktext, Session 2, Develop, in the math toolkit students are given the option of using counters, ten frames, or connecting cubes to solve, “Pat collects 8 cans of food. Max collects 2 cans. May collects 4 cans. How many cans do they collect in all?”
  • In Lesson 28, Student Worktext, Session 3, Develop, in the math toolkit students are given the option of using base-ten blocks, counters, ten frames, or hundred charts to solve, “Malia picks 47 apples from the tree. She gets 5 apples from the ground. How many apples does Malia have?

Math Practice 6: Attend to Precision

  • In Lesson 8, Session 1, Explore, Try It, students attend to precision when deciding if there are enough umbrellas for six animals. The teacher is prompted to ask, “Are there enough umbrellas for all of the animals to have one? (No) Are there more umbrellas or more animals? How do you know? Listen for There are more animals. 2 animals didn’t get an umbrella.”
  • In Lesson 23, Session 2, Develop, Apply It, students attend to precision as they draw an hour hand to show 8 o’clock and 9 o’clock. 

Math Practice 7: Look for and make use of structure.

  • In Lesson 34, Session 2, the Deepen Understanding section provides guidance to ensure students can look for structure. This section states, “As children compose shapes, they are building understanding of patterns and iterating units. Encourage attention equivalency as children notice both the composite shape and the shapes that form the composite shape.”
  • In Lesson 2, Session 3, Develop, Deepen Understanding, the directions state, “MP7 Use structure. Children may observe patterns and structure as they discover that any number can be doubled to make a doubles fact and that one more can always be added to make a near doubles fact.” 
  • In Lesson 15, Session 2, Develop, Deepen Understanding, the directions state, “MP7 Use structure. Discuss how to decompose the lesser number when making a ten to subtract.” 

 Math Practice 8: Look for and express regularity in repeated reasoning.

  • In Lesson 5, Session 2, the Deepen Understanding section provides guidance to ensure students use repeated reasoning. This section states, “When discussing the colored cube models and missing addend equations in Model It, prompt children to use a related subtraction equation.”

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
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Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade level mathematics. 

Student materials consistently prompt students to construct viable arguments and to analyze the arguments of others. In the Program Implementation tab, Implementation Support, Try-Discuss-Connect Routine Resources, teachers find different ways to encourage Math Practice 3 in their math classrooms. Try It provides Three Reads routine, Co-Craft Questions and Problems, and Turn and Talk routine. Discuss It provides the Turn and Talk, Collect and Display, Say It Another Way, and Compare and Connect routines. Connect It provides Collect and Display, Turn and Talk, and Say It Another Way routines. 

These routines provide students with opportunities to construct viable arguments. Examples include:

    • In Lesson 7, Session 2, Develop, Connect It, Problem 2 states, “There are 8 pencils. 4 are yellow. The rest are blue. How many are blue? Buzz: 4 + 8 = ? Boom: 4 + ? = 8. Who is right and how do you know?”
    • In Lesson 8, Student Worktext, Session 2, Develop, Problem 1 states, “There are 6 children. There are 4 hats. Are there more hats or children? How many children do not get a hat?” Problem 2 states, “How can subtracting help you compare the number of hats and children?” Students explain their reasoning for why they subtract in order to answer the previous question. 
  • In Lesson 28, Session 3, Develop, students have opportunities to construct viable arguments when they discuss, “How would you explain 47 + 5 to a partner? Show and tell a partner how you would solve the problem. Then listen to them tell it back to you the way they understood it.”

Ready Classroom Mathematics materials give students opportunities to analyze the mathematical arguments of others. Examples include:

  • In Lesson 10, Session 2, Develop, Try It states, “Lila notices patterns on the fact table. What could be some patterns she notices? Color to show patterns.” Students color their individual charts. They move to partnerships. As they look at their partners work, the student agrees or disagrees with the work of their partner.
  • In Lesson 28, Student Worktext, Session 1, Explore, Problem 2 states, “Jack says 24 has 2 tens and 4 ones. Maya says 24 has 24 ones. Who is right? Why?” Students partner to use connecting cubes to model both Jack’s and Maya’s responses and discuss who was correct.
  • In Lesson 13, Student Worktext, Session 2, Develop, Problem 5 states, “Boom says the equation 9 + 18 = 17 is true. Do you agree? Explain.” Students independently explain in their worktext.

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

In the i-Ready, Teach and Assess, Ready Classroom Mathematics, Program Implementation, Teaching and Learning Resources, there are Discourse Cards. The cards support teachers to engage students in answering questions such as “Do you agree with the strategy, answer, or explanation? Do you disagree with the strategy, answer, or explanation? What do you think about what another student said?” In Implementation Support, the Student Handbook lists the eight Mathematical Practices in student-friendly language. For example, MP3 states, “Show and explain. Share your math ideas to help others understand you.” Discuss It states, “Ask your partner: Do you agree with me? Why or why not? Tell your partner: The strategy I used to find the answer was ...” 

Ready Classroom Mathematics instructional materials support teachers to engage students in constructing viable arguments. Examples include:

  • In Lesson 12, Session 1, Explore, Act Out Making a Ten states, “Read the problem aloud together. Arrange 13 or more chairs (or 13 Xs taped to the floor) in a 10-frame configuration plus others to the side to represent seats on the bus. Invite 9 children to sit down “on the bus.” Have 4 other children stand to the side. Ask If you have more children get on the bus until there are 10 on the bus altogether, how many more can get on the bus? Listen for Encourage a variety of answers then say : Let’s find out! Have 1 child sit as the class counts from 9 up to 10. Ask You don’t have all the children on the bus yet, but can you tell how many there will be? How can you tell? Listen for There are 10 seats filled, and 3 more children, for a total of 13.  Have children work in pairs to represent the problem they acted out using counters on the “bus” workmat on the Student Work Text page.”
  • In Lesson 28, Session 3, Develop, Deepen Understanding states for MP3 Construct Arguments, the teacher is supported to help students articulate the steps of a problem, “Explaining the steps in an addition problem will help children articulate their understanding of a multi-step strategy. Partners will be challenged to listen to another’s strategy and tell it back in their own words.” 
  • InLesson 30, Session 3, Develop, the teacher is provided with the following questions to support engaging students in constructing viable arguments, “How can you explain what you did to show Ron’s books in order?”

Ready Classroom Mathematics instructional materials support teachers to engage students in analyzing the arguments of others. Examples include:

  • In Lesson 10, Session 2, Develop, Try It states, “Hugo tries to figure out the total 4 + 5. He knows some other facts that can help him. What facts could help him? What is the total?” In Discuss It, Support Partner Discussion states, “Encourage children to share their solutions and the number facts that helped them find the total.” Guiding questions for the discussion are listed: “What did you notice about your partner’s approach? Did your partner find the same total as you did? How were you sure your answer was right?”
  • In Lesson 16, Session 2, Develop, the teacher is provided with the following questions to support engaging students in constructing viable arguments, “How did you get started? Can you explain your model to your partner? Did you solve this in a different way than your partner solved it?”
  • In Lesson 30, Session 3, Develop, the teacher is provided with the following questions to support engaging students in analyzing the reasoning of others, “Do you agree with Buzz that the red flower is the shortest? Why or why not?”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations that materials explicitly attend to the specialized language of mathematics. 

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. In the Program Implementation tab, an Academic Vocabulary Glossary is provided. This is set up with the vocabulary explicit to each unit. There is a “Build Your Vocabulary” Sheet that goes along with each unit to help develop the vocabulary within the unit. This page can be found in the Beginning of the Unit link for each unit. There is also a “Connect Language Development to Mathematics” that helps to develop language routines with students. 

The Ready Classroom Mathematics materials provide explicit instruction on the use of mathematical language in the Classroom Resources tab. Examples include:

  • First Grade has 6 Units. For each unit, there is a Beginning of Unit tab. Within this tab there is a Build Your Vocabulary page and a Connect Language Development to Mathematics page. The Build Your Vocabulary page is a student work page. The Connect Language Development to Mathematics page provides information on how to use the student vocabulary page and provides a language development routine: Assess prior knowledge, Pronounce the word, Define the word, Use the word. This routine is defined in detail only in Unit 1 but is referenced in all later units.
  • On the Build Your Vocabulary page, students are given two different sets of words, “My Math Words” and “My Academic Words.” The guidance provided to the teacher under the Connect Language Development to Mathematics page states, “My Math Words provides access to prior knowledge and understanding of critical math words and phrases through teacher-guided activities. My Academic Words provides an early entry point to those all-purpose academic words students will engage with throughout their study of mathematics. The Academic Vocabulary Routine provides explicit instruction and active engagement.” The Academic Vocabulary Routine directions are provided and broken up into four parts in Unit 1. The four parts listed are, “Assess Prior Knowledge, Pronounce the Words, Define the Words, Use the Words.” 
  • In Lesson 9, Session 2, Develop, Develop Language states, “Why: Clarify the meaning of the phase How can you tell (if) as used to indicate knowledge about a topic. How: Read the Discuss It question a loud. Explain that the phrase how can you tell (if) means to know, notice, recognize or observe that something is a certain way. Ask questions that contain the phrase, such as: How can you tell if someone is sleepy? How can you tell if it’s cold? How can you tell if it’s lunch time?” 
  • In Lesson 16, Session 2, Develop, the materials provide explicit instruction on the use of mathematical language. Teachers define the word some and examine how it is used in word problems with unknown numbers. “Ask children to circle the word some. Read the first sentence of the Try It problem and then ask: How many pies are on the table? [some] Explain that some means and unknown number or amount. Point to the groups of objects around the room and use the modifier some. Examples: Here are some books. There are some pencils in the cup. Some children are wearing sneakers.

Ready Classroom Mathematics materials support students to learn and use precise and accurate terminology. Examples in the Classroom Resources tab include:

  • There is a “Build Your Vocabulary” Sheet that goes along with each unit to help develop the vocabulary within the unit. This page can be found in the Beginning of the Unit link for each unit. 
  • Lesson Vocabulary is listed on every Lesson Overview page for each section. For example, Lesson 9 Understand True and False Equations, Lesson Overview page, the following Lesson Vocabulary is listed: 
    • equal sign = a symbol that means is the same as.
    • equation: a mathematical sentence that uses an equal sign (=) to show that two things are equal. 

In Program Implementation tab there is:

  • An Academic Vocabulary Glossary which contains the vocabulary explicit to each unit. 
  • A Teacher’s Guide Table of Contents provides the overall view of each unit. In each unit there is a Build Your Vocabulary section with the vocabulary addressed in the unit.

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercised that given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for distinguishing between problems and exercises. 

There are several practice pages provided with each lesson. After receiving guidance from the teacher in the Try It section of each lesson, students can demonstrate their understanding in a variety of ways. Students solve problems to learn new mathematics in the Explore sessions of each lesson. These ideas are further developed in Develop sessions, where students solve problems in the Try It and Connect It sections. In the Refine session, students complete exercises where they apply their learning. For example:

  • In Grade 1, Lesson 15, Session 3, Develop, Student Worktext pages begin with the Try It section and the story problem, “Ava has 13 beads. She gives away 9 beads. How many beads are left?” This is followed by ways to model the problem such as, “Find 13-9. 13-9=? Is the same as 9+?=13.” This is accompanied with a number line to model. Next the student works in the Connect It section comparing the Try It section to their way of solving. In the Apply It section they demonstrate their understanding with a new story problem. 

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for designing assignments not being haphazard and exercises given in intentional sequences. 

The sequence of lessons in each topic is designed to move from concrete and pictorial representation toward abstract work with numbers. Each unit has a Unit Flow and Progressions Video that highlights the work of the unit and how it fits in the progression of mathematics across grade levels. 

Each unit also has a Learning Progression Chart that shows which lessons are building upon and which lessons students are preparing for within the unit. Each lesson has learning progression information which highlights work done in previous grade levels, as well as the work to be done in this lesson and subsequent lessons.

Each lesson has a consistent structure that builds towards independence. For example, 

  • In Grade 1, Lesson 22, Session 2, Try It, the teacher is provided with a guiding question to connect to the work from Session 1, “How is the problem like the ones you did yesterday?” During Try It, students pairs create models for the problem, “Nora picks 52 apples. Nick picks 25 apples. Who picks more apples?” During Connect It the teacher helps students connect the different models used. Finally, during Apply It and the Exit Ticket students practice and independently show their understanding.

Lessons within units build upon each other. For example: 

  • In Grade 1, Unit 4 includes the following lessons and topics: Lesson 25: Add and Subtract Tens, Lesson 26: Understand 10 More and 10 Less, Lesson 27: Add Tens to Any Number, Lesson 28: Add Two-Digit and One-Digit Numbers, andLesson 29: Add Two-Digit Numbers. 

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for having a variety in what students are asked to produce. 

Students are expected to respond to problems in a variety of ways, including produce answers, use models, drawings, and equations to support their explanations. Students are asked to justify their solutions with a partner and participate in discussions with Discuss It and Pair/Share prompts. Students respond to different problem types in the Refine section of the lessons, including short answer explanations, multiple choice, fill in the blank, and drawings. For example:

  • In Grade 1, Lesson 25, Session 3, Develop, students respond to problems in multiple ways when adding and subtracting tens. There are problems where students solve word problems, draw models, provide explanations, and solve multiple choice items.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for manipulatives being faithful representations of the mathematical objects they represent. 

There are a variety of manipulatives in the Math Tool Kit available during lessons, and students are introduced to these in appropriate contexts for the concept being developed. 

  • In Grade 1, Lesson 3, Session 3, Develop, students use counting cubes, counters, 10-frames and number bonds on the Student Worktext pages to demonstrate adding in any order with near doubles. 

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet the expectations for the visual design not being distracting or chaotic. 

The student pages provide ample space for students to show work and write explanations. The layout of the lessons is consistent throughout all of the lessons and the student materials are present in the teacher edition. For example: 

  • In Grade 1, Lesson 18, Student Worktext, Session 3, Develop states, “Children tell what pets they have. They make a picture graph with the data. How many have dogs or cats?” There is a grade appropriate graphic of a graph provided and pictures that correspond to the problem with adequate space for the student to work on the problem without distractions. 

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
8/8
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for supporting teacher learning and understanding of the Standards. The instructional materials support: planning and providing learning experiences with quality questions; contain ample and useful notations and suggestions on how to present the content; and contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum. 

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing teachers with questions that are designed to elicit students’ mathematical understanding and thinking. 

  • In Grade 1, Lesson 22, Session 1, Explore, questions are posed for the teacher to ask students. The questions are in italics and easy for the teacher to see. In Discuss It the following questions are provided: “How did you model the problem? Can you describe the solution to your partner? Did your partner model the problem in a different way?”

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meets expectations for including ample notes and useful annotations and suggestions on how to present the content in the student edition. 

The Program Implementation tab includes a “Digital Math Tools - Support Videos” section. This section includes support videos for counters and connecting cubes, base ten introduction, base ten: add and subtract, number line, multiplication models, perimeter and area, fraction models: add and subtract, and fraction models: compare and multiply.

In Classroom Resources, guidance for teachers supports the delivery of the content, as well as information on student responses for each section of the lesson. For example: 

  • In Grade 1, Lesson 11, Session 4, Refine, a common misconception is available for teachers to review. The materials state, “Common Misconception If children struggle with understanding of the meaning of the position of each number in the number bond, then provide number bonds with the totals in different positions and have children identify the whole and the parts.” This session also includes error alert notes and connecting to prior knowledge notes. 

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject as necessary. 

In Classroom Resources at the beginning of each unit, Learning Progressions, Math Background, and Unit Flow and Progression Videos provide information for teachers on mathematics and models. For example: 

  • In Grade 1, Lesson 23, the Tools for Instruction section builds teacher understanding of time.  

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for containing a teacher’s edition that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for Kindergarten through Grade 12.  

The Ready Classroom Mathematics materials include a “Learning Progression,” section in the teacher edition for each lesson that describes how the grade-level appropriate standard is developed in previous grades as well as how it will extend in the next grade. For example:

  • In Grade 1, Lesson 13, the full text of Standard 1.OA.6 is listed and defined.  Under the Learning Progression section on the same page, which describes the progression students will learn about addition and subtraction, it starts with In Kindergarten, moves to In Grade 1, In This Lesson, and In Grade 2.

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 contain an online portal that cross-references standards and provides a pacing guide for each lesson. Specifically, under the Program Implementation tab there are Teacher’s Guide, Table of Contents, Program Overview, Correlations, and Yearly Pacing resources to assist the teacher. Moreover, under the correlation resource there are correlations by state standard, correlations by ready classroom mathematics lessons, math in action correlations, standards for mathematical practices correlations, unit review correlations, and ELA standard correlations.

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement. Family Letters for each lesson are found in the “Lesson Overview and Family Letter” tab at the beginning of each lesson. These letters explain the learning target and include an activity they can do at home. In the teacher edition, there is a “Connect to Family” section. For example:

  • In Grade 1, Lesson 15, the Family Letter provides background information on making a ten to subtract and an activity for families to do with their child. 

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 contain explanations of the instructional approaches of the program and identification of the research-based strategies. Under the Program Implementation Tab, there is a Supporting Research tab. Here, teachers can find supporting research charts including: “Ready Classroom Mathematics is built on research from a variety of federal initiatives, national mathematics organizations, and experts in mathematics.” The chart lists instructional routines, mathematical practices, collaborative learning, and mathematical discourse. For each one of those items, the publishers have listed examples and corresponding research.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
10/10
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for addressing common student errors and misconceptions, ongoing review and practice with feedback, clearly denote the standards being assessed, and provide rubrics and guidance for teachers to interpret student performance and suggestions for follow-up. The instructional materials provide some opportunities to gather information on students’ prior knowledge.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels. 

The materials in Ready Classroom Mathematics list prerequisite skills for each lesson in the Lesson overview. Prerequisite Lessons are provided with each lesson to review concepts or to provide students with instruction in areas that may be gaps in their learning. For example:

  • In Grade 1, Lesson 29, the Prerequisite Lesson is: Kindergarten Lesson 29: Count to 100 by Tens, Sessions 1-5, and Lesson Quiz.

In addition to identifying prerequisite skills for each lesson, Explore, at the beginning of each lesson, connects students’ prior knowledge with the content of the lesson. In some Warm-up questions there is a tag “Prerequisite” noting that the question is assessing prior knowledge.  

The instructional materials include adaptive Diagnostic Assessments with Prerequisite  Reports found in i-Ready, Reports.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions. 

The Ready Classroom Mathematics materials provide strategies for teachers to identify and address common student errors and misconceptions. For example,

  • In Grade 1, Lesson 14, Session 3, Develop, the Common Misconception states, “If children are not able to apply the commutative and associative properties to simplify the addition, then write the three addends on index cards so that they can move them around and physically group them together in different ways to find combinations that are known facts.” 

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. 

Over the course of a lesson, which includes multiple sessions, materials engage students with multiple activities to review, practice, and independently demonstrate the grade-level mathematical concepts and skills. 

Feedback is provided to students as they progress through the Sessions. Frequent feedback opportunities to address skills and concepts are provided in the Classroom Resources tab, within each lesson and its sessions. The Reteach - Tools for Instruction within each lesson provides teachers with sample errors and remediation strategies to address those errors. In addition, throughout the lesson sessions, potential misconceptions are highlighted with guidance for teachers to provide feedback and new opportunities for practice. For example: 

  • In Grade 1, Lesson 22, Session 1, Explore, Common Misconception states, “If children do not recognize that a ten can be expressed as 10 ones or 1 ten, then provide practice composing and decomposing 1 ten train, having children describe each model as 1 ten and 10 ones and reinforcing that they have the same value.”

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for offering ongoing formative and summative assessments that clearly denote which standard is being emphasized.

  • Standards are clearly noted within the assessments found at the end of each lesson. Standards are provided alongside the questions as well as the Depth of Knowledge level. Unit Assessment Correlations are available with the question number, DOK, Standard, and Lesson. 
  • A Mid-Unit Assessment is provided for longer units. Mid-Unit Assessments also provide standards correlations for each item. These can be found in the Classroom Resources tab, End of Unit, Assess, Lesson Quizzes, and Unit Assessments. 
  • Formative assessments are also available:
    • Lesson quizzes, exit tickets, and quick checks are provided for most lessons. These quizzes assess the specific standard(s) being taught in the lesson.
    • Within the sessions are Check For Understanding supports that include a statement as to why the check is being done. The why relates back to the standard being taught in the activities for that session.

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for including aligned rubrics and scoring guidelines to support teachers in interpreting student performance and sometimes provide for follow-up instruction. 

Rubrics are provided for Mid-Unit Assessments, Unit Assessments, Unit Performance Tasks, Lesson Quizzes, and Math in Action. (grade 2 and above) The rubrics and scoring guidelines support teachers to interpret student performance. Assessment answer keys are provided alongside the questions along with the DOK level for the item. For multiple choice answers, the correct answer and explanations for incorrect choices are given, including the most common misconceptions.  

Reports from i-Ready diagnostic assessments and comprehension checks assist teachers in providing follow-up instruction for misconceptions and mathematical errors. The electronic reports also include links to assist in reteaching items missed. Within lessons, rubrics and scoring guidelines provide guidance for teachers to follow-up and, throughout Ready Classroom Mathematics, there is guidance for teachers on behaviors to look for, error alerts, and Common Misconceptions. 

  • Unit Assessments include a Unit Assessment Teacher Guide that provides instructors with solutions, points possible, the exact standard covered, and the depth of knowledge (DOK) level for each item.
  • The Scoring Guide for the problems in the scoring table include: DOK, points of scoring, standard addressed, and lesson assessed by each problem.
  • The Scoring Rubrics includes points and expectations for short response, multiple select, choice matrix, extended response, and fill-in-the-blank items.
  • Assessment Practice provides some support for follow-up by identifying standards that need further study and reinforcement. Assessment Practice Answer Key and Correlations identify the standard which each question has been designed to evaluate.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 encourage students to monitor their own progress. 

Each Unit Opener has a Self-Check page for students to select the skills/concepts they think they already know and understand. End of Unit opportunities for self-reflection are provided at each grade level for all units. Assessments can be completed using an answer form that allows for students to correct the assessment orally after completion, review answers, and explain concepts students may not fully understand. Dialogue is fully supported inside the classroom to address student misconceptions and give students opportunities for both self- and peer assessment.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
12/12
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials consistently provide: strategies to help teachers sequence and scaffold lessons; to meet the needs of a range of learners; tasks with multiple entry points; supports and accommodations for English Language Learners and special populations; and opportunities for advanced students to investigate mathematics content at a deeper level. The instructional materials provide a balanced portrayal of various demographic and personal characteristics, and include suggestions for grouping strategies.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. 

The sessions within a lesson follow the sequence of Explore, Develop, and Refine. Within a session, there is a sequence of Start, followed by Try It, Model It, or Apply It; Discuss; Connect; and Close.

  • Start is designed to build fluency or connect to prior knowledge. 
  • Try It is designed to give students an opportunity to explore the concept on their own.
  • Model It is designed to allow students the opportunity to explore the concept through manipulatives or drawings. 
  • Apply It is designed to give students an opportunity to practice the skill on their own. 
  • Discuss is designed to allow students to talk to other students about the concept and compare what they did with each other. 
  • Connect It is designed to help students connect the concept to real-life. 
  • Close is designed to solidify the learning for the day and to check for understanding through the use of an exit ticket. 

Each lesson includes a Differentiated Instruction Teacher Toolbox that includes Reteach (Tools for Instruction), Reinforce (Math Center Activities), and Extend (Enrichment Activities). For example, the Lesson 1 Overview states: 

  • Reteach- “Children who require additional support for prerequisite or on-level skills will benefit from activities that provide targeted skills instruction.”
  • Reinforce- “Children who require additional practice to reinforce concepts and skills and deepen understanding will benefit from small group collaborative games and activities.” This is available in three versions: on-level, below-level, and above-level.
  • Extend- “Children who have achieved proficiency with concepts and skills are ready for additional challenges will benefit from group collaborative games and activities to extend understanding.” 

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing teachers with strategies to meet the needs of a range of learners. 

Each lesson provides opportunity for differentiation in small group lessons, interactive digital tutorials, support for teachers to address common misconceptions at different points throughout lessons. For example:

  • The Differentiated Instruction opportunities provide support to reteach students who need additional support, reinforce learning for students who need additional practice, and extend learning for students who have achieved proficiency and are ready for further challenges.
  • The Language Development sections for English Language Learners provides even more differentiated support for students who are at different levels of English proficiency.
  • Community and Cultural Responsiveness activities build bridges between the mathematics students are learning to investigations of authentic contexts and issues. For example, students apply mathematics they have learned to objects and activities found in parks.

The materials also support learning with a variety of different experiences to develop connections in each lesson. For example:

  • Lessons use manipulative objects such as counters and connecting cubes for hands-on experiences where students are actively applying and representing mathematics with hands-on objects.
  • Partner and Whole group discussion are incorporated in all sessions to provide dialogue surrounding the mathematics being done.
  • Visual representations and physical representations using mathematics manipulatives are used throughout each session.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for embedding tasks with multiple entry points that can be solved using a variety of solution strategies or representations. 

The materials present word problems at the beginning of most lessons in the Try It part of the session, which provides multiple points of entry for students. During Model It, students can model the problem in whichever way they like. Examples of problems that provide multiple entry points, different representations, and/or solution pathways include: 

  • In Grade 1, Lesson 5, Student Worktext, Session 1, Explore, Try It states, “10 spaceships return home. Some land on the blue mat and some land on the red mat. What are five ways the spaceship could land?”

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations to engage students in regular and active participation in learning mathematics.

In Program Implementation, Implementation Support there are resources, including:

  • A Multilingual Glossary
  • A Bilingual Glossary
  • An Academic Vocabulary Glossary
  • WIDA PRIME V2 Correlation
  • Try-Discuss-Connect Routine Resources

In Classroom Resources, Teachers Edition, Language Development is identified for each lesson. This differentiated instruction chart provides guidance for teachers at three levels of differentiation that identifies specific strategies (e.g., Speaking/Writing, Reading/Writing) directly connected to lesson sessions and activities. During sessions, specific strategies target additional supports for students to support engagement in lesson activities. For example:

  • Prerequisite lessons are identified for most lessons and include specific supports for ELLs.
  • Develop Language includes Why (rationale for the suggestions) and How (strategies and guidance on how to engage students) sections, along with explanations as needed.  
  • Discuss It provides supports for all students to engage in mathematical discourse.
  • Differentiated Instruction is included for most lessons and includes activities for intervention, on-level, and challenge.
  • Math Center activities provide multiple levels of content. 
  • Math in Action lessons in Grade 2 and higher build background in a variety of contexts to ensure access for all.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing opportunities for proficient and advanced students to participate in enrichment activities for a deeper challenge. 

In i-Ready, Teach and Assess, Ready Classroom Mathematics, Classroom Resources, Teacher, Lesson Pacing Guide includes Small Group Differentiation Activities, and highlights Extend, Enrichment Activity. These Enrichment Activities can be found during the Refine session in the lesson, and include a Challenge Activity related to the content of the lesson. For example: 

  • In Grade 1, Lesson 14, Extend states, “Have students use strategies such as making a ten and using doubles to solve addition equations with four addends…”

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 meet expectations for providing a balanced portrayal of demographic and personal characteristics representing a variety of backgrounds. 

In the Program Implementation tab, a multilingual, bilingual, and academic glossary are provided. Throughout the materials there are examples of animated pictures of children that have varied skin tone, features, hair color, and hair types such as pictures of children with brown skin and black hair, light skin and blond hair, and brown skin and brown hair. Pictures with more than one child show interactions between children with varied skin and hair colors such as one with light brown skin and black hair and the other with dark brown skin and black hair. The pictures of objects included are pencils, cars, soccer balls, footballs, apples, bananas, crayons, goldfish, rocks, flowers and other objects commonly known to most students. A variety of names representing different ethnic and cultural backgrounds are used, including:  Rosa and Ryan, Nick and Nora, Dave and Ari, Roberto and Rena, Fran and Pete, Gabe and Rose, Darious, Sam, Lexi, Paco, Julija, Lana, and Kyle.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 provide a variety of opportunities for different grouping strategies. 

Each lesson session includes supports for partner discussion and whole class discussion. Some examples of discussions throughout the materials include: “Have pairs explain how they modeled and solved the problems. Compare and Connect the different representations and have children identify how they are related. Ask your partner: Do you agree with me? Why or why not? Tell your partner: I started by…” These discussion starters are used throughout the materials in all grades. Opportunities for grouping are also supported in the differentiated instruction and language development activities. The teacher materials offer support for whole class discussions and independent activities throughout the instruction.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 provide support to draw upon home language and culture to facilitate learning. The materials offer a multilingual mathematics glossary that defines common mathematical terms in ten different languages. There are student discourse tools in both English and Spanish to support those two most common languages. There are family letters in Spanish, as well as in English, that support parents in learning mathematics at home. 

Interactive Learning Games are available in English and Spanish.

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
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Criterion Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, and include opportunities to assess students’ mathematical knowledge and procedural skill. The digital materials do not include opportunities to personalize learning for students, but do present some opportunities for customization for local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.  

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices. 

The materials include Interactive Tutorials with most lessons that are animated interactive lessons assigned to students in their personalized instructional plan. These tutorials include integrative technology such as interactive tools and digital math manipulatives to engage students in the Mathematical Practices.  

Some lessons include multiple interactive tutorials related to the content of the lesson. Students work through the videos and answer questions. Students can use the lesson view to skip to different parts of the lesson. There is a pen for student use, as well as a notepad and a dictionary.

Digital Math Tools are provided to be used throughout the program. Tools available in the grades K-5 program include Counters, Connecting Cubes, Base Ten Blocks Tool, Number Line Tool, Multiplication Models Tool, Perimeter and Area Tool, and Fraction Models Tool. In general, tools are representative of concrete manipulatives.

Seven learning games are provided for student practice of concepts and skills. There is a document called “Learning Games Lessons Correlations” in the Program Implementation Guide, in the Digital Resource Correlations section, that provides information for teachers about which games support which lesson content. 

Interactive Practice is provided for student practice of concepts. The practice is provided for some lessons but not all. In each Interactive Practice, students are given problems to solve which build on their conceptual understanding and help consolidate their knowledge.

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0
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Indicator Rating Details

The instructional materials reviewed  for Ready Classroom Mathematics Grade 1 digital materials are web-based and compatible with multiple Internet browsers and operating systems. These materials also allow for the use of handheld and mobile devices. System requirements can be accessed by clicking the question mark at the top right-hand corner when signed in to the teacher website and clicking on the link to the system requirements PDF. 

According to the PDF provided by the publisher, the materials are compatible with Windows 7 SP!, Windows 10 1802 (April 2018 update) or higher, MacOS X 10.11, MacOS 10.12-10.14, Google Chrome OS. Supported browsers include Internet Explorer on Mac and Google Chrome operating systems, Microsoft Edge, Microsoft Safari, Firefox, and Google Chrome. The publisher recommends Google Chrome with auto-updates enabled for the best experience. In addition, there is an app for iPads titled “i-Ready for Students.” The app is not supported for iPad minis. The app is not available for other tablets or the iPhone. However, when attempted, many of the tools can be viewed on other mobile devices through the website accessed through the browsers listed.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 materials include online comprehension checks for each lesson. Comprehension checks have five problems and are a mixture of problem types, including multiple-choice, multiple select, fill in the blank, and drag and drop. Middle and End of Unit Assessments are also available for each unit in a digital version with similar formatting. Those assessments are customizable and allow teachers to eliminate or combine assessment items. The learning games offer teachers reports on three types of data that include time spent on activities, student performance on math skills, and other qualitative data such as student perseverance through difficult tasks. Reports for comprehension checks are available for individual students and at the class level. 

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 can be customized for individual learners or users through the digital platform using adaptive or innovative technologies. 

In i-Ready, Assess and Teach, Assessment, teachers can customize Interactive Practice assignments. In i-Ready, Reports, Learning Games can also be customized. i-Ready Instruction, available for an additional purchase, includes additional opportunities to customize content. In i-Ready, Assess and Teach, Classroom Resources, Lesson Quizzes, Fluency and Skills activities, and powerpoint slides for each lesson are customizable.

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 materials provide limited opportunities for teachers to customize lessons for local use. Ready Classroom Mathematics Teacher Resources include Small Group Differentiation using Prerequisite Lessons, Tools for Instruction, Math Center Activities, and Enrichment Activities. These are teacher-led activities for use with small groups requiring additional instruction and/or review prerequisite concepts. Middle and End of Unit Assessments have one editable form, digital assessments are customizable, and fluency pages have an editable form as well. 

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
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Indicator Rating Details

The instructional materials reviewed for Ready Classroom Mathematics Grade 1 provide no explicit guidance for opportunities for collaboration using technology. No opportunities are provided for teacher-to-student collaboration or student-to-student collaboration. There are no technical features that allow collaboration between teacher and student or between students.

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Additional Publication Details

Report Published Date: 04/02/2020

Report Edition: 2020

Title ISBN Edition Publisher Year
Ready Classroom Mathematics Student Worktext Grade 1 978-1-4957-9178-9 Curriculum Associates 2020
Ready Classroom Mathematics Teacher Guide Grade 1 978-1-4957-9199-4 Curriculum Associates 2020

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Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

Math High School

ELA K-2

ELA 3-5

ELA 6-8


ELA High School

Science Middle School

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