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My third grade team thinks it is too soon for data unit.  The students could read the graphs but the questions that went along with them were too complex.  Two step word problems, too much language.  The line plot part of the unit had to be done later in the year because the students did not know fractions yet.
The third grade team thinks it makes more sense to do the units in order.

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No Changes

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More time for unit 5- specifically on the time standard.

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Coordinate Plan- Eureka lessons have fractions so need to supplement with only whole numbers which is the standard.
Order of operations is a standard that is not addressed in the Scope and Sequence.

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No Changes

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No changes

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the order of the mods is not a concern- however, they feel as though it is important to have some flexibility in the completion dates (usually spend longer on the first unit, but the later ones seem to go faster once the foundation is built)

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-Not all teachers did week of inspirational math
-have previously stopped in the fall to work on fact fluency (however- this should be built into workshop)
-is there a unit that could be placed between Mod 1 & 2? possibly shapes or measurement?
-the break from computation because of coins and measurement between mod 2 and 4 feels very long

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-Need to truly embed $ from the beginning of the year- did not and was a challenge
-Mod 5 is definitely the most difficult - more time? possible things to help this?

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-Found it too difficult to begin with Mod 6- even with some changes, they felt too much was lost
-Possible to start with a week or 2 of addition/subtraction review?
-Mod 7 always seems to get missed- run out of time- could we move this earlier?

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-Would recommend using Number Worlds (place value) during the first coordinate plane unit to give struggling students a jump start

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-introduce and work with money earlier in the year
-suggested moving mod 8 (unit on time and geometry) moved to middle of the year, perhaps after mod 4. Teaching it at the end doesn't allow  students to practice those skills throughout the year as needed. It would also break apart mod 4 & 5 and give students a break from addition/subtraction and time for it to sink in

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-My K team things the current scope and sequence is too fast paced. They believe that they should be teaching addition and subtraction after April break. They suggest having more time for Mod 1 for children to explore number sense and learn proper number formation.

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-Consider designating the first few weeks for general number sense and math workshop routines.
-Consider introducing coin identification during unit one or two.
-Consider splitting the time standard-teach time to the hour in between unit one and unit two, keep time to the half hour where it is in scope and sequence.
-Consider moving rest of coin unit after unit 5 because students will have more experience working with larger numbers.
-Consider not limiting Unit 5 to numbers to 40-we want students to apply the place value skills up to 100 starting in Unit 5 rather than wait until Unit 7.

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My third grade team echoed the same sentiment about not beginning the year with Module 6. The language was too much for the beginning of the year, and the line plots did have to be retaught. Would it be possible to break up Module 2- moving some of the addition and subtraction strategies to the beginning of the year?

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-While my third grade agreed that Mod 6 was too much at the beginning of the year this year, it did match up well with the STEAM unit the third grade starts with (weather). They actually don't want to change the unit but maybe start with data in a more simplified way.

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My first grade team would like to begin the year with a few weeks of number sense. They then would like to move into the geometry unit. They would also like for more time to be designated to the unit on money.

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My second grade team would like to work on time and money earlier in the year so that it is something they can spiral back to.

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My fifth grade team would like to not break apart Modules 4 and 5. They would also like to make sure 2D shapes and attributes are covered before MCAS.

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My grade 4 team thought Unit 3 was too long and therefore the assessment was too long. They wondered if it could be split into two parts.

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No changes to scope and sequence.
Regarding assessments:
They should be completed as close to script as possible with rewording for clarification of comprehension of the concept. If we have to reword for some students to understand, that's OK. It's about understanding the concept.

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Like the scope and sequence as is.

Assessments: too wordy and many students struggle understanding what they are being asked.

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Build in time for roll out of math workshop.  Nikki Newton recommends 20 days and we are not really given any.

Regarding data unit: They really liked having it first.  It lends itself to getting to know the students, kids got excited about numbers and data.  Very visual with charts and graphs.  Length is just right.
The assessment was challenging for students.
Should 3.MD.4 be moved to a unit later in the year?
Embed data throughout the year as if taught at the beginning it needs to be revisited.
Can perimeter be taught with area? Teachers ran out of time prior to MCAS.

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more time spent on geometry, money, time. Would like to see exposure earlier in the year.

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Scope and sequence as is, possibly adding time to set up routines for math workshop.

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My team spent some of their spring collaborations brainstorming how to integrate some of the math standards into their integrated science units.

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Starting with Mod 6 would be better if the mini-unit was more carefully articulated using whole numbers instead of fractions

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Suggested moving mod 6 back to later in the year

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Echoing the need for time and money; otherwise, no changes suggested

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-More on coins and time; more time in the beginning of the year for routines, including developing a leveled fluency station

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My team has asked us to consider combining modules 2 and 6. Combining 2D and 3D shapes as well as analyzing, comparing, and composing shapes. The order of everything else would stay the same.

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No Changes

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From a teacher ---> For those of us that teach 3rd - 5th, the ability to complete the curriculum prior to the MCAS is overwhelming.  Is there a way to consider that as you plan the year?   Perhaps its a bigger issue!
Thank you

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From teacher --> No, I think the scope and sequence is OK (with the coin unit being split up across the year

From Teacher --> Our scope and sequence is great!

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From teacher --> No issues with S&S, but "I wonder if there is a way to incorporate more questions that require deep thinking, questions that challenge critical thinking and linguistic reasoning In other words, how can we better balance more depth of thinking without compromising the breadth of topics covered?"

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No changes suggested; pacing felt good and teachers felt as though they had plenty of time to cover material prior to MCAS. May want to consider new MCAS window.

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From teacher --> No major changes-- But I would love to see maybe one or two "buffer days" before a new unit begins to activate their prior knowledge in what students learned the previous year.

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From teacher --> I like the scope and sequence but want to include review for each unit.  The units are taught in such isolation and the children forget (for example) how to round or find area and perimeter when we are working on fractions.  I would like to see past skilled incorporated into each unit consistently.

From a different teacher --> We need to factor in consistent review during the school year.

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From TBE teacher --> The first days of the year we do the mini unit inspiration math is great but the resource is only available in English. It's challenging to incorporate in a TBE classroom.

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From teacher --> It is necessary to provide ample time at the beginning of the school year to explicitly teach and practice routines and structures with students. It is also imperative to have an opportunity to review material from the previous year so students are prepared to begin new material. When we jump immediately into curriculum it makes it immensely challenging to set up necessary structures. The routines are essential for maximizing learning throughout the entire year.

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From teacher --> Pace needs to be slowed and fundamental skills need to be reviewed for 1-2 lessons prior to new application.

From same teacher as above --> More supplemental, non-eureka teaching needs to be embedded in the trajectory; current EOU assessments are too varied from daily instruction to give realistic data