Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 8 partially meet the expectations for alignment to the CCSSM. The materials meet the expectations for focus and coherence in Gateway 1, and they do not meet the expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet the expectations for alignment, evidence concerning instructional supports and usability indicators in Gateway 3 was not collected.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

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

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

The materials reviewed for Grade 8 meet the expectations for Gateway 1. These materials do not assess above-grade-level content and spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. Although materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades, the materials develop according to the grade-by-grade progressions in the Standards. Students are given extensive work on grade-level problems, and connections are made between clusters and domains where appropriate. Overall, the materials meet the expectations for focusing on the major work of the grade, and the materials also meet the expectations for coherence.

Criterion 1a

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

The instructional materials reviewed for Grade 8 meet the expectations for not assessing any topics before the grade-level in which the topic should be introduced. All of the summative assessment questions focus on grade-level topics or below. Overall, the instructional materials do not assess any content from future 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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for assessing the grade-level content and, if applicable, content from earlier grades. The Sample Unit Quizzes and Tests included in the Teacher Resources Part 1 Section K and Teacher Resources Part 2 Section U, along with the answer keys and "Scoring Guides and Rubrics," were reviewed for this indicator. Examples of Unit Tests that include great-level assessment items include the following:

  • In Teacher Resources Part 1, the Unit 4 Test that addresses standards from 8.EE.C has students examine linear equations that have one solution, infinitely many solutions, or no solutions and solve linear equations with rational number coefficients.
  • In Teacher Resources Part 2, the Unit 4 Test that addresses standards from 8.G.B has students applying the Pythagorean Theorem to find unknown side lengths of right triangles in real-world problems and find the distance between two points on a coordinate grid.

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
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for focus on the major clusters of each grade. Students and teachers using the materials as designated will devote the majority of class time to 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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 80 percent of class time is devoted to major work of the grade.

The materials for Grade 8 include 14 Units. In the materials, there are 156 lessons, and of those, 29 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-56), so the number of lessons examined for this indicator is 127 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were connections found between supporting clusters and major clusters, and due to the strength of the connections found, the number of lessons addressing major work was increased from the approximately 101 lessons addressing major work as indicated by the materials themselves to 103.5 lessons.

Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work including days for unit assessments.

The percentages for each of the three perspectives follow:

  • Units– Approximately 71 percent, 10 out of 14;
  • Lessons– Approximately 81 percent, 103.5 out of 127; and
  • Days– Approximately 80 percent, 113.5 out of 141.

The number of instructional days, approximately 80 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for coherence. The materials use supporting content as a way to continue working with the major work of the grade and include a full program of study that is viable content for a school year including 141 days of lessons and assessment. Students are given extensive work on grade-level problems. Materials develop according to the grade-by-grade progressions in the Standards, but materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. These instructional materials are visibly shaped by the cluster headings in the standards, and connections are made between domains and clusters within the grade level. Overall, the Grade 8 materials support coherence and are consistent with the progressions in the standards.

Indicator 1c

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

The instructional materials reviewed for Grade 8 meet the expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade-level.

Examples where connections are present include the following:

  • In Lessons 46, 47, and 48 of Unit 4 in Teacher Resources Part 2, the materials connect 8.NS.2 with 8.G.7,8 as students are expected to use rational approximations of irrational numbers in order to apply the Pythagorean Theorem to real-world and mathematical problems or find the distance between two points in the coordinate plane.
  • In Lessons 53 and 54 of Unit 6 in Teacher Resources Part 2, the materials connect 8.G.7 with 8.G.9 as students use the Pythagorean Theorem in real-world and mathematical problems in order to find the volumes of cones and spheres.
  • In Lessons 7 and 8 of Unit 7 in Teacher Resources Part 2, the materials connect 8.F.4 with 8.SP.2 as students construct a linear model for a relationship between two quantities because a scatterplot of the two quantities suggests a linear association between them.

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
+
-
Indicator Rating Details

The instructional materials reviewed meet the expectations for having an amount of content designated for one grade level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 141 days which is appropriate for a school year of approximately 140-190 days.

  • The materials are written with 14 units containing a total of 156 lessons.
  • Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 156 lessons, and of those, 29 are Bridging lessons. Twenty-nine Bridging lessons have been removed from the count because the Teacher's Edition states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 127 lessons.
  • There are 14 unit tests which are counted as 14 extra days of instruction.
  • There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 partially meet the expectation for being consistent with the progressions in the Standards. Overall, the materials address the standards for this grade-level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades, but they do not explicitly relate grade-level concepts to prior knowledge from earlier grades.

The materials develop according to the grade-by-grade progressions in the Standards, and content from prior or future grades is clearly identified and related to grade-level work. The Teacher Resources contain sections that highlights the development of the grade-by-grade progressions in the materials, identify content from prior or future grades, and state the relationship to grade-level work.

  • At the beginning of each unit, "This Unit in Context" provides a description of prior concepts and standards students have encountered during the grade-levels before this one. The end of this section also makes connections to concepts that will occur in future grade-levels. For example, "This Unit in Context" from Unit 6, Functions: Defining, Evaluating, and Comparing Functions, of Teacher Resources Part 1 describes the topics from Operations and Algebraic Thinking that students encountered in Grades 4 and 5, specifically generating patterns given rules, and from Equations and Expressions in Grade 6, specifically analyzing the relationship between dependent and independent variables. The description then includes topics from Functions, specifically the graph of a function along with its rate of change and initial value, and it concludes with how the work of this unit builds to the study of functions in high school.

The materials give all students extensive work with grade-level problems. The lessons also include "Extensions," and the problems in these sections are on grade-level.

  • Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
  • The problems in the Assessment & Practice books align to the content of the lessons, and they provide on grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-54, Teacher Resources)
  • In the Advanced Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Lesson 23 of Unit 2 in Teacher Resources Part 1 engage students in estimation with numbers written in scientific notation and the four operations, and these problems still align to 8.EE.3,4. Also, the problems in Lesson 55 of Unit 5 in Teacher Resources Part 2, Solving Word Problems Algebraically, align to 8.EE.8.

The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of missing explicit connections include:

  • Every lesson identifies “Prior Knowledge Required” even though the prior knowledge identified is not aligned to any grade-level standards. For example, Lesson 15 of Unit 1 in Teacher Resources Part 2 states that its goals are to introduce the y-intercept and find the y-intercept by graphing and draw a line using the slope and y-intercept. The prior knowledge required is adding, subtracting, and dividing integers and plotting points on a grid.
  • There are 29 lessons identified as Bridging Lessons, but these lessons are not explicitly aligned to standards from prior grades even though they do state for which grade-level standards they are preparation. For example, in Unit 1 of Teacher Resources Part 1, all fourteen lessons are Bridging Lessons and are labeled as "preparation for" various standards in 8.EE and 8.F.3. However, none of these fourteen Bridging Lessons are explicitly aligned to standards prior to Grade 8. Also, Lessons 13 and 14 of Unit 1 in Teacher Resources Part 2 are Bridging Lessons labeled as "preparation for 8.G.1, 8.G.3, and 8.F.4" that have students plotting points in coordinate grids and finding the lengths of horizontal and vertical line segments, but the lessons are not explicitly aligned to standards prior to Grade 8.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings and make connections within and across domains.

In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resources Part 1 Unit 7 is titled Statistics and Probability: Patterns in Scatter Plots, and Teacher Resources Part 2 Unit 4 is titled Geometry: Pythagorean Theorem. Within the units, there are goals for each lesson, and the language of the goals is visibly shaped by the CCSSM cluster headings. For example, in Unit 5 of Teacher Resources Part 1, one of the goals for Lesson 44 states "Students will review the concept of unit rate and find the unit rate in proportional relationships represented in different ways, including on the line of a graph." The language of this goal is visibly shaped by 8.EE.B, "Understand the connections between proportional relationships, lines, and linear equations."

The instructional materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. Examples of these connections include the following:

  • In Lessons 15 through 19 and 23 of Unit 1 in Teacher Resources Part 2, the materials connect 8.F.B with 8.F.A as students are expected to be able to interpret the equation y=mx+b as defining a linear function and construct a function to model a linear relationship between two quantities.
  • In Lesson 55 of Unit 6 in Teacher Resources Part 2, the materials connect 8.G.B with 8.G.C as students apply the Pythagorean Theorem in order to find the volumes of cones and pyramids.
  • In Lessons 37 and 38 of Unit 2 in Teacher Resources Part 2, the materials connect 8.EE.B with 8.G.A as students use an understanding of similar triangles in order to explain why the slope is the same between any two points on a line and derive the equation of a line through the origin or any other point on the vertical axis.
  • In Lessons 42 and 43 of Unit 4 in Teacher Resources Part 2, the materials connect 8.EE.A with 8.G.B as students work with radicals, specifically square root and cube root symbols, in order to represent solutions of equations that arise from developing an understanding of and being able to apply the Pythagorean Theorem.

Gateway Two

Rigor & Mathematical Practices

Does Not Meet Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 8 do not meet the expectations for rigor and mathematical practices. The instructional materials partially meet the expectations for rigor and do not meet the expectations for mathematical practices.

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.
5/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 8 partially meet expectations for rigor and balance. The materials include specific attention to both conceptual understanding and procedural skill and fluency; however, there are limited opportunities for students to work with engaging applications. As a result, the materials do not exhibit a balance of the three aspects of rigor.

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
+
-
Indicator Rating Details

The instructional materials for Grade 8 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

Cluster 8.F.A has students define, evaluate, and compare functions.

  • In Teacher Resources Part 1 Unit 6, Lessons 1 through 6 develop an understanding of functions by representing them in the following ways: input/output machines, tables, sequences, mapping diagrams, and graphs. Each representation helps students to understand that a function is a rule that assigns to each input exactly one output (8.F.1). In Lesson 1, students work with various input/output machines, and they determine a machine that gives one output for each input is a machine that represents a function. In contrast, a machine that gives more than one output for any input is not a function. In Lesson 4, students learn how to represent ordered pairs with mapping diagrams, and this extends their understanding of functions by showing another way in which functions can be represented.
  • In Teacher Resources Part 1 Unit 6, Lessons 7 through 12 continue to build an understanding of functions by addressing formulas for tables, sequences/graphs/algebra, linear functions, rate of change, slope in linear functions, and finding slope using tables and equations (8.F.2,3). In these lessons, students get to compare functions and interpret equations in y=mx+b form as defining a linear function. In Lesson 11, students review change in x, change in y, and the rate of change between two points in the first quadrant and then extend these concepts to any two points in the coordinate grid. Through different examples, the students determine that when finding the change in x (or in y) on a straight line only the coordinates of the initial and final points are needed.

Cluster 8.G.A asks students to understand congruence and similarity using physical models, transparencies, or geometry software.

  • In Teacher Resources Part 1 Unit 3, the materials offer students opportunities to develop their understanding of congruence and properties of angles by measuring and drawing angles, discussing different types of angles, examining the interior and exterior angles of triangles, and developing relationships for different pairs of angles formed when two parallel lines are intersected by a transversal (8.G.5).
  • In Teacher Resources Part 2 Unit 2, the materials offer students opportunities to further develop their understanding of 8.G.A by exploring and working with transformations. Students use different tools and physical models to examine translations, reflections, rotations, and dilations (8.G.1,3). Students also get the opportunity to come to understand congruence and similarity through transformations both on and off the coordinate plane (8.G.2,4).

Cluster 8.EE.B states that students should understand the connections between proportional relationships, lines, and linear equations.

  • In Teacher Resources Part 1 Unit 5, Lessons 41 through 45 address ratios, proportional relationships and graphs, unit rates and percents. In Lesson 41, students begin reviewing coordinates in the first quadrant, creating ratio tables, plotting ratio tables on coordinate planes, and graphing ratios to solve problems. In Lesson 42, students identify ratio tables and proportional quantities. The teacher asks students to give examples of situations that produce proportional relationships and situations that do not. Students identify proportional relationships on graphs by using a ruler to connect the points on the graph that were produced by a prior exercise. The teacher asks: "On which graphs do all three points fall on the same line? What happens on graph _? Teacher writes on board: Conjecture: If two quantities are proportional, the graph showing their relationship _______ the origin. If two quantities are not proportional, the graph showing their relationship is ___________ or _______________." In Lesson 43, students graph equations or formulas by making a table of values for an equation, graphing the values, and then comparing steepness and constant of proportionality. In Lesson 44, students review unit rate, find unit rate it in proportional relationships represented in different ways, and compare different proportional relationships (8.EE.5).
  • In Lessons 37 and 38 of Unit 2 in Teacher Resources Part 2, students further develop their understanding of the connections between proportional relationships and linear equations as they examine how the slope of a line is related to similar triangles and how transformations affect a line and its corresponding equation (8.EE.6).

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
+
-
Indicator Rating Details

The materials for Jump Math Grade 8 meet the expectations for procedural skill and fluency by giving attention throughout the year to individual standards which set an expectation of procedural skill and fluency.

  • The teacher's edition gives strategies for mental math starting on page A-32. The strategies are not incorporated into the lesson plans for the teacher.
  • There is a game in the teacher's edition pages A51-A52 that helps to build student fluency. This game focuses on addition and subtraction, but it is not mentioned in any of the lessons.

Standard 8.EE.7 has students developing procedural skill when solving linear equations in one variable.

  • In Teacher Resources Part 1 Unit 4, Lessons 29 through 38 offer students opportunities to develop procedural skill in solving linear equations in one variable. Procedural skills are developed through the use of number lines, combining like terms, using inverse operations, and applying the properties of operations. In Lesson 37, students get to use their procedural skills to determine when an equation has no solution, one solution, or infinitely many solutions.
  • There are further opportunities for students to develop their procedural skill with solving linear equations in one variable within the Assessment & Practice books on pages 120-143 for Part 1.

Standard 8.G.9 expects students to know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems with procedural skill.

  • In Teacher Resources Part 2 Unit 6, Lessons 49 through 55 offer students opportunities to develop procedural skill in working with the formulas for finding the volume of cones, cylinders, and spheres. Procedural skill is developed through identifying the characteristics of three-dimensional shapes, developing the formula for the volume of the shape, and using the formula to find the volume when dimensions are given.
  • There are further opportunities for students to develop their procedural skill using the formulas for finding the volume of cones, cylinders, and spheres within the Assessment & Practice books on pages 156-175 for Part 2. In these pages, students also get the opportunity to shade different parts of the figures in order to help them calculate the volumes of the figures.

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
0/2
+
-
Indicator Rating Details

The instructional materials do not meet the expectation for being 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. Overall, there is little evidence of the opportunity to work with engaging applications of the mathematics. There are few non-routine problems throughout the year. Word problems are present in the materials, but the context has limited bearing on the mathematics. There are ten Problem Solving lessons designed to "isolate and and focus on (problem solving) strategies."

Cluster 8.F.B involves students using functions to model relationships between quantities.

  • Teacher Resources Part 2 Unit 1 Lessons 15-19, 21, and 22 are identified as using functions to model relationships between quantities. Lessons 15 through 19 in the Teacher Resources explicitly instruct students on how to find the y-intercept from a graph, equation, table, or ordered pairs and then write the equation of a line in slope-intercept form. Lesson 21 systematically instructs students on how to solve five different word problems, two of them extension problems, using linear functions in the first quadrant by asking numerous questions: "How much do you have to pay to rent the e-bike for 1 hour? For 5 hours?;" "What is the y-intercept of the line?;" and "How are the slope and the cost related?" Lesson 22 gives three opportunities for students to qualitatively describe linear pieces of a graph, but these problems are based on a teacher-led example that shows students a process for completing the problems.

Standard 8.EE.8c has students solving real-world and mathematical problems leading to two linear equations in two variables.

  • In Teacher Resources Part 2 Unit 5, Lessons 52 and 55 are identified as solving real-world and mathematical problems leading to two linear equations in two variables. Lesson 52 directly instructs students on solving a word problem by graphing the two equations and finding an intersection point in the first quadrant. Two extension word problems are also given that lead students to graphing and finding a solution at the intersection point.
  • Pages 143-144 in the Assessment and Practice book for Part 2 has students writing two formulas for word problems without solving, solving two word problems by graphing the equations created by the students, solving four word problems by graphing equations that may contain fractions or decimals, and explaining why it might be difficult to find the exact intersection when fractions and decimals are included. In these problems, students are following a process established by the problems and exercises in the Teacher Resources book.
  • In Lesson 55 of Unit 5 of Teacher Resources Part 2, the teacher is instructed to write a four-step process on the board that students can use in order to solve word problems that result in two linear equations in two variables. The contexts presented do not have bearing on solving the problems, and the students are shown examples of how to "translate" the word problems into equation through the use of certain key words.

Problem Solving lesson PS8-7, found on G8-44, focuses on using logical reasoning to understand and reproduce a proof of the Pythagorean Theorem. Problems are presented with extensive scaffolding followed by exercises that are similar to those in the lesson. There are two BLMs: Proving the Pythagorean Theorem 1 and Proving the Pythagorean Theorem 2. Neither sheet engages students with an application of the mathematics or an opportunity to explain the proof of the Pythagorean Theorem.

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.
1/2
+
-
Indicator Rating Details

The instructional materials partially meet the expectation that the materials balance all three aspects of rigor with the three aspects almost always treated separately within the curriculum including within and during lessons and practice. Overall, many of the lessons focus on procedural skills and fluency with few opportunities for students to apply procedures for themselves. There is a not a balance of the three aspects of rigor within the grade.

  • The three aspects of rigor are not pursued with equal intensity in this program.
  • Conceptual knowledge and procedural skill and fluency are evident in the instructional materials. There are multiple lessons where conceptual development is the clear focus.
  • The instructional materials lack opportunities for students to engage in application and deep problem solving in real world situations.
  • There are very few lessons that treat all three aspects together due to the relative weakness in application. However, there are several lessons that include conceptual development leading to procedural practice and fluency.
  • There are minimal opportunities for students to engage in cognitively demanding tasks and applications that would call for them to use the math they know to solve problems and integrate their understanding into real-world applications.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
5/10
+
-
Criterion Rating Details

The instructional materials reviewed for Jump Math Grade 8 do not meet the expectations for practice-content connections. Although the materials meet expectations for identifying and using the MPs to enrich mathematics content, they do not attend to the full meaning of each practice standard. Overall, in order to meet the expectations for meaningfully connecting the Standards for Mathematical Content and the MPs, the instructional materials should carefully pay attention to the full meaning of each MP, especially MP3 in regards to students critiquing the reasoning of other students and teachers engaging students in constructing viable arguments and analyzing the arguments of others.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

The Standards for Mathematical Practices (MPs) are identified in Teachers Resources Parts 1 and 2 in most lessons. The MPs are not listed in the beginning with the lesson goals but in parentheses in bold within the lesson at the part where they occur. As stated on page A-21 in Teacher Resources Part 1, “We guide students to develop the Mathematical Practice Standards by explicitly teaching the skills required. While the development of these practices occurs in virtually every lesson, only some lessons have grade-level applications of the standards. These grade-level applications are identified in the margin.”

Overall, the materials clearly identify the MPs and incorporate them into the lessons. The MPs are incorporated into almost every lesson; they are not taught as separate lessons. All of the MPs are represented and attended to multiple times throughout the year, though not equally. In particular, MP5 receives the least attention.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 do not meet the expectations for carefully attending to the full meaning of each practice standard. The publisher rarely addresses the Mathematical Practice Standards in a meaningful way.

The materials identify examples of the Standards for Mathematical Practice (MPs), so the teacher does not always know when a MP is being carefully attended to. MPs are marked throughout the curriculum, but sometimes the problems are routine problems that do not cover the depth of the Math Practices. Many times the MPs are marked where teachers are doing the work.

Examples where the material does not meet the expectation for the full meaning of the identified MP:

  • MP1: In Teacher Resources Part 1 Unit 4 Lesson 32, the directions ask the teacher to “Have a volunteer circle all the x’s. How many x’s are being added in total?”, and in Teacher Resources Part 1 Unit 4, Lesson 33 specifically states to, “Encourage students to check their answers for one or two questions by replacing the variable x with a value such as x = 1 in both the given expression and its simplified expression. Students should find that they get the same result for both expressions. If not, they should look for a mistake in their work.” In these two examples, students do not have to make sense of problems to obtain the expressions they are trying to simplify because the expressions are given to them, and the level of perseverance required of the students is minimal due to the complexity of the problems being solved.
  • MP1: While the materials attach MP1 to many lessons, sometimes the extent of scaffolding takes away the student's opportunity to reason and persevere. For example, in Teacher Resources Part 2 Unit 1 Lesson 15, MP1 is claimed four times. Students are given several reminders by the teacher when finding the y-intercept. The teacher says, “Remind students that because the slope is equal between every two points on a straight line, we can say the slope of this line is ½.” Later in the lesson the teacher again, “remind(s) students that, in an increasing graph, as the x-coordinates get bigger, the y-coordinates get bigger too” and “remind students that they can draw a line using two points.” Due to the overabundance of teacher reminders, students do not have to make sense or persevere while solving these problems.
  • MP2: In Lesson 50 of Unit 5 in Teacher Resources Part 2, there are multiple instances where this MP is identified, but none of the problems contain a context that would enable students to engage in quantitative reasoning. Students do not have to attend to the meaning of quantities or create any representations for the problems presented because the abstract equations are given in the problem, and there are no contexts in which the students have to interpret, or contextualize, the abstract solutions.
  • MP4: In Lesson 27 of Unit 4 in Teacher Resources Part 1, there are two references to this MP. One set of exercises has students "write an expression for the cost of renting skates," and the other reference has teachers "work through one example with students, modeling each step on the board." In these two examples, students are not creating a mathematical model, and due to the teacher completing an example for the students, students are not getting to make assumptions or approximations in a complex situation or identify important quantities and represent their relationships.
  • MP4: In Teacher Resources Part 2 Unit 1, Lesson 19 cites MP4 when it has students substituting given values of m and b in the equation y=mx+b. In this problem, a mathematical model is given to the students, and as with many other problems where MP4 is noted, students do not have the opportunity to make assumptions or approximations in a complex situation, identify important quantities and represent their relationships, draw conclusions, or interpret the results of a problem and make improvements if needed.
  • MP5: In Teacher Resources Part 1 Unit 3 Lesson 14, students are working with corresponding angles and parallel lines. Activity 1 is labeled with MP5; however, the directions specifically instruct students to use The Geometer’s Sketchpad. This direct instruction on what tool students should use happens with activities in other lessons in this Unit. To reach the full meaning of this MP, students should be familiar with various tools appropriate for their grade and be able to make sound decisions about when each of the tools might be helpful, recognizing both the insight to be gained and their limitations.
  • MP6: In Teacher Resources Part 2 Unit 2, Lesson 20 has students working with parallel lines and transversals. The materials state, “Extend the slanted sides of all three triangles into lines and label them as shown below. ASK: Are any of these lines parallel? How can you tell? To prompt students to see the answer, highlight the horizontal line as shown below and label it line t.” Though this does require the teacher to be as precise as possible, it does not have the student working with the lines, so it does not attain the full meaning of having students attend to precision.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 partially meet expectations that the materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

Materials occasionally prompt students to construct viable arguments or analyze the arguments of others concerning key grade-level mathematics detailed in the content standards; however, there are very few opportunities for students to both construct arguments and analyze the arguments of others together. In the lessons provided in the Teacher Resources Parts 1 and 2, examples identified as MP3 are typically in a whole group discussion, though there are occasional suggestions for students to work in groups. Students rarely have the opportunity to either construct viable arguments or to critique the reasoning of others in a meaningful way because of the heavy scaffolding of the program. For example, in Teacher Resources Part 1 Unit 3 Lesson 15, students are proving the sum of the angles in a triangle is 180 degrees. The questions posed by the teacher prove this before the students have a chance to construct an argument on their own which takes away students' reasoning. Teacher Resources Part 1 Unit 4 Lesson 35 has teachers ask the question, “What makes this equation different from the ones you’ve solved before? (there are variables on both sides of the equation).” This question has one correct answer which means students do not get to construct an argument nor is there an opportunity to analyze the argument of another student. In Teacher Resources Part 2 Unit 1 Lesson 20, the teacher asks a series of scaffolded questions to help the students to determine which of three lines is the steepest. While these questions could lead to a better understanding of slope, they do not address MP3 by having students construct their own arguments and/or analyze the arguments of others.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 8 partially meet the expectation of assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.

Within lessons, the teacher materials are not always clear about how teachers will engage and support students in constructing viable arguments or critiquing the reasoning of others. Materials identified with the MP3 standard often direct teachers to "chose a student to answer" or "have a volunteer fill in the blank." Questions are provided but often do not encourage students to deeply engage in MP3. In addition, although answers are provided, there are no follow up questions to help re-direct students who didn’t understand. Examples of how the materials supply some questions for teachers to ask but have limited additional support include:

  • In Lesson 5 of Unit 3 in Teacher Resources Part 1, teachers are presented with a set of questions that help students determine the possible measures of the other two angles in a triangle when they know the measure of one angle is 50 degrees and the triangle has two equal angles. However, the questions are scaffolded to lead the students to one solution (missing angles are 50 degrees and 80 degrees) and then the other (both missing angles are 65 degrees). The materials do not assist teachers in helping students construct their own argument or analyze the arguments of others as students are not initially asked if there is more than one possible triangle that fits the given description.
  • In Lesson 2 of Unit 7 in Teacher Resources Part 1, there are two sentences where students are supposed to fill in the blank in the sentence. Teachers are given sample answers for the sentences, but they are not given any questions to assist students in constructing an argument or analyzing the arguments of other students.
  • In Teacher Resources Part 2 Unit 1 Lesson 16, the assistance given to the teacher for a set of three tables is "for each equation, ask a volunteer to fill in the column y for the table values.”
  • In Teacher Resources Part 2 Unit 1 Lesson 17, there is a problem labeled "Finding the y-intercept from a table." In this problem, teachers are instructed to ask questions that elicit one-word answers or numerical answers that are a single number. The questions are also scaffolded to lead the students to the final answer, and the teachers are instructed to put a 4-step process on the board as a summary. The scaffolded questions assist teachers in having the students construct an argument, but there are no alternative questions for the teachers to ask and no assistance in helping students analyze the arguments of other students.
  • In Teacher Resources Part 2 Unit 2 Lesson 25, part of the assistance given to teachers is a set of questions where are almost all of the answers are either "yes" or "no." Questions with one-word answers do not assist teachers in helping students to construct viable arguments or analyze the arguments of others.

Overall, some questions are provided for teachers to assist their students in engaging students in constructing viable arguments and analyzing the arguments of others; however, additional follow-up questions and direct support for teachers is needed.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
+
-
Indicator Rating Details

The materials reviewed for Jump Math Grade 8 partially meet the expectation for attending to the specialized language of mathematics. Overall, there are several examples of the mathematical language being introduced and appropriately reinforced throughout the unit, but there are times the materials do not attend to the specialized language of mathematics.

Although no glossary is provided in the materials, each unit introduction includes a list of important vocabulary, and each lesson includes a list of vocabulary that will be used in that lesson. The teacher is provided with explanations of the meanings of some words.

  • In Teacher Resources Part 1, page A-21 states that “words being introduced and defined for the first time are presented in bold font in the list and in italics in the lesson plan.”
  • Vocabulary words are listed at the beginning of each lesson plan in the Teacher’s Guide, but definitions, if any, are within the lesson.

While the materials attend to the specialized language of mathematics most of the time, there are instances where this is not the case.

  • Often students are not required to provide explanations and justifications, especially in writing, which would allow them to attend to the specialized language of mathematics. For example, in Teacher Resources Part 2 Unit 4 Lesson 43, vocabulary includes the terms hypotenuse, Pythagorean Theorem, and right angle. Each time, however, that these words are used in the lesson, they are used by the teacher. The student is not required to provide an explanation or justification for their answers that would allow them to use the words in this lesson.
  • Some activities include words that do not attend to the specialized language of mathematics. For example, in Teacher Resources Part 2 Unit 2, Lesson 18 has the teacher instructing students to: “Think of 'up' as positive and 'down' as negative; Think of 'right' as positive and 'left' as negative; and Think of 'right' and 'up' as positive and 'left' and 'down' as negative.”

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
0/8

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.
0/2

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
0/2

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.
0/2

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
0/2

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

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
0/2

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.
0/2

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.
0/2

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.
0/2

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

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

Indicator 3l

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

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/10

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
0/2

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
0/2

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
0/2

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2

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.
0/2

Indicator 3q

Materials encourage students to monitor their own progress.
0/0

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
0/12

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
0/2

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
0/2

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
0/2

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).
0/2

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
0/2

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
0/2

Indicator 3x

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

Indicator 3y

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

Criterion 3aa - 3z

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

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

Indicator 3ab

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

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

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

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

Additional Publication Details

Report Published Date: Wed Oct 18 00:00:00 UTC 2017

Report Edition: 2013

Title ISBN Edition Publisher Year
JUMP Math 8.1 Assessment & Practice 978-1-927457-52-8 JUMP Math 2015
JUMP Math 8.2 Assessment & Practice 978-1-927457-53-5 JUMP Math 2015
JUMP Math 8 Teacher Resources 978-1-927457-56-6 JUMP Math 2015

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

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.

X