Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Kindergarten 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
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
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 Kindergarten 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. These materials are consistent with the mathematical progression in the standards, and students are offered extensive work with grade-level problems. 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 Kindergarten JUMP Math meet the expectations for not assessing topics before the grade-level in which the topic should be introduced. Although there are suggestions on what could be used as formative assessments in the teacher pages at the beginning of the book marked K.1, there are no areas in specific lessons marked as summative assessment for teachers to use as guidance.

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

JUMP Math materials for Kindergarten meets the expectations for assessing grade-level content. The program does not provide any designated summative assessments, yet it does give suggestions as to what could be used as assessments.

  • Page A-11 in the TE states, “The secret to bringing an entire class along at the same pace is to use continuous assessment.”
  • On page A-11 in the TE, the publisher states, “ JUMP Math materials are designed to allow for continuous formative assessment.” In addition they state, “The JUMP Math Kindergarten materials provide four levels of assessment for students. Each lesson contains a variety of questions that can be used for formative assessment during the lesson. The activity at the end of the whole-class lesson can be used for more full assessing every student, even those who might be reticent in groups. The accompanying pages of the AP Book can be used to verify that students understood the lesson….Finally, activity centers allow further exploration and integration of materials. Teachers can take advantage of the smaller groups in the activity centers to assess and reinforce if necessary.” While JUMP Math Kindergarten does not contain a more formal assessment system, it does provide options that assess grade level standards.

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 Kindergarten meet the expectation for having students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. Students and teachers using the materials as designed devote approximately 76 percent of class time to the major work 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 Kindergarten meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 76 percent of class time is devoted to major work of the grade.

The materials for Kindergarten include 14 Units. In the materials there are 133 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 some connections found between supporting clusters and major clusters.

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 76 percent, 101 out of 133; and
  • Days– Approximately 76 percent, 101 out of 133.

The number of instructional days, approximately 76 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.
8/8
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten 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 143 days of lessons and assessment. Students are given extensive work on grade-level problems, and materials develop according to the grade-by-grade progressions in the Standards. 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 Kindergarten 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 for JUMP Math Kindergarten meet the expectation 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:

  • K.G.B supports the major work of K.CC.B.
    • In Teacher Resources Part 1 Unit 3 Lessons 6 and 7, students are learning about squares and rectangles while also using their counting skills.
  • K.MD.B supports the major cluster of K.CC.B.
    • In Teacher Resources Part 1 Unit 6 Lessons 2 and 3, students are sorting cubes and cards while also counting objects.
    • In Teacher Resources Part 1 Unit 6 Lesson 4, students are asked to count each group and how many are in each group after sorting in different ways.

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 143 days which is appropriate for a school year of approximately 140-190 days.

  • The materials are written with 14 units containing a total of 133 lessons.
  • Each lesson is designed to be implemented during the course of one 45 minute class period per day.
  • There is a unit at the beginning of the Kindergarten book called Getting Ready for Kindergarten Math: Songs, Stories, and Games. This unit includes 10 additional songs, games, and stories without attached lesson plans.

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
+
-
Indicator Rating Details

The instructional materials reviewed for Kindergarten meet the expectation for being consistent with the progressions in the Standards. Overall, the materials completely 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.

The materials develop according to the grade-by-grade progressions in the Standards. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resources contain sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.

  • At the beginning of each unit, "This Unit in Context" provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade levels. For example, "This Unit in Context" from Unit 8, Operations and Algebraic Thinking: Addition within 10, of Teacher Resources Part 2 describes how "students build on Unit 7 by adding numbers with a total less than or equal to 10." Connection to future content is stated, but standards are not made specific. "The final two lessons begin to develop facility with pairs that make 10, an important tool for addition and subtraction in higher grades."

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 grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-38, Teacher Resources)
  • In the Extensions sections of the 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 4 of Unit 6 in Teacher Resources Part 1 engage students in sorting shapes which is still aligned to K.MD.3 and K.CC.5,6,7.

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

Kindergarten JUMP Math materials meet the expectations for fostering coherence through connections at a single grade level, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials sometimes connect two or more clusters in a domain or two or more domains in a grade when appropriate.

In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resources Part 1 Unit 1 Counting and Cardinality: Numbers 1 to 5 and Teacher Resources Part 2 Unit 7 Operations and Algebraic Thinking: Addition within 5 are shaped by the Counting and Cardinality and Operations and Algebraic Thinking Domains. 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 Teacher Resources Part 2 Unit 10 Lesson 5 , the goals for the lessons include language concerning work with numbers 11-19 to gain foundations for place value, "Students name recognize and begin to write the numbers 14, 15, 16," , and these lessons are aligned to K.NBT.A. Also, in Teacher Resources Part 2 Unit 8 Lesson 22, the goals for the lessons include language concerning operations and algebraic thinking, “Given expressions that show addition students add within 10 using objects or pictures," and these lessons are aligned to K.OA.A.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade.

  • Some lessons connect clusters within a domain. For example, Teacher Resources Part 1 Unit 1 Lesson 5 addresses clusters K.CC.A and K.CC.B by having students use number names and count the number of objects.
  • Some lessons connect standards from 2 domains. For example, Teacher Resources Part 1 Unit 3 Lesson 2 addresses standards K.G.1,2 and K.CC.5 by having students identify and count shapes.
  • Student work in Teacher Resources Part 1 Unit 6 Lesson 3 by sorting shapes by attribute (K.MD.3) and by counting the sizes of the groups and then ordering the groups by size (K.CC.C).
  • In Teacher Resources Part 1 Unit 6 Lesson 5, students sort shapes by counting the number of corners (K.CC.B, K.MD.B) and classify shapes into categories (K.G.4).

Gateway Two

Rigor & Mathematical Practices

Does Not Meet Expectations

+
-
Gateway Two Details

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

Cluster K.NBT.A focuses on working with numbers 11-19 to gain foundations for place value.

  • Students work with K.NBT.A in Teacher Resources Part 2 Unit 10. Lesson 2 has students counting 11, 12, and 13 with and without ten frames, and Lesson 3 uses ten frames and number bonds to develop an understanding that teen numbers consist of ten ones and some more ones. Lessons 4-12 continue this development through all teen numbers.

K.OA.A focuses on understanding putting together and adding to, and understanding subtraction as taking apart and taking from.

  • In Teacher Resources Part 1 Unit 7, students begin their understanding of addition within 5 by counting on (Lesson 2), acting out (Lesson 3), adding with objects and pictures (Lessons 4 and 5), Putting together with objects and pictures (Lessons 6-8), decomposing (Lessons 9 and 10), adding 1 and 0 (Lesson 12).
  • Students continue their understanding in Teacher Resources Part 2 Unit 8 by continuing to use adding on strategies, acting out, objects, pictures, and decomposing.
  • Teacher Resources Part 2 Units 11 and 12 extend student understanding from addition to subtraction. Again, students use counting strategies, objects and pictures, composing, and subtraction.

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 Kindergarten 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 in the teacher's edition page A-29. The strategies are not incorporated into the lesson plans for the teacher.
  • There are games in the teacher's edition pages A34-A35 that help to build student fluency. These games focus on learning pairs to 5 and 10, but these games are not mentioned in the lessons.

Standard K.OA.5 requires students to fluently add and subtract within 5.

  • Much of the work in Kindergarten is around adding and subtracting. Teacher Resources Part 2 Units 7, 8, 11, and 12 focus on Operations and Algebraic Thinking standards.
  • Teacher Resources Part 2 Unit 7 Lesson 2 has students counting on to 5. Subsequent lessons in the unit include Acting Out with Addition, Adding with Objects, Adding with Pictures, Putting Together with Objects/Pictures, and Decomposing 5.

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 materials for Kindergarten Jump Math 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.

There are 25 lessons in the series that identify a focus on K.OA.2. This cluster calls on students to understand putting together, adding to, taking apart, and taking from situations with unknowns in all positions. Work in this series is limited to adding to, taking from, and putting together with the result unknown as well as put together with both addends unknown. This represents 4 of the 12 possible application situations for this cluster as identified in Table 1 of the Common Core Glossary. There were no problems that addressed add to change unknown, add to start unknown, take from change unknown, take from start unknown, put together addend unknown, take apart total unknown, take apart addend unknown, and take apart both addends unknown. In addition, Teacher Resources Part 2 Unit 8 Lessons 21 and 22 and Teacher Resources Part 2 Unit 11 Lesson 31 list K.OA.2 as one of the standards addressed in the lesson, but the lessons do not contain word problems. Therefore, this series does not provide the depth called for in the cluster.

Word problems included in the instructional materials are often routine.

  • Teacher Resources Part 2 Unit 7 Lesson 6: "I like apples and pears, so I buy one apple and two pears. How can I find out how much fruit I bought in all?"
  • Teacher Resources Part 2 Unit 8 Lesson 18: "Friendly Farm has seven cows. Welcome Farm has three cows. How many cows in all?"
  • Teacher Resources Part Unit 11 Lesson 28: "I have five apples. Kate eats two apples. How many apples are left?"
  • AP book K.2, pg. 191: "3 ants climb a wall, 2 fall down. How many ants are on the wall now?"
  • AP book K.2, pg. 185: "3 cats chase a ball, 2 dogs chase a ball. How many pets in total?"
  • AP book K.2, pg. 165: "Draw circles to show bunnies. Cross out circles to show bunnies that hop away. How many bunnies stay?"

Lessons focus on a whole class approach; therefore, most word problems are performed as a whole class, not independently.

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, the majority of the lessons focus on procedural skills and fluency with very few opportunities for students to discover and 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 Kindergarten 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 Kindergarten meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

In Teacher Resources Part 1, a discussion of MPs is given starting on page A-22 . According to a statement in the materials, “We guide students to develop Mathematical Practice Standards by explicitly teaching the skills required.” 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-22 in Teacher Resources Part 1, "While the development of these practices occur in virtually every lesson, only some lessons have grade-level application to 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 Kindergarten 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 only identify examples of the Standards for Mathematical Practice, 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 2 Unit 12 Lesson 35, Activity 1 is marked as MP1. Students create subtraction stories. Students are given magazines and told to cut out pictures to create a subtraction story with an associated number sentence. Students share these with classmates, but they are not looking for entry points to solve a problem. It is a missed opportunity to have students trade stories and create the subtraction number sentence for another student’s story which would allow them to make sense of math problems and persevere in problem solving. Another example is found in Teacher Resources Part 1 Unit 2 Lesson 10; in the lesson, students practice writing the digit 4 as a whole class. Students who finish the whole class lesson early can go to the Assessment and Practice Book Part 1 Unit 1 Lesson 10 and trace the number 4. While writing the digit 4 is a Kindergarten standard, there is no mathematical thinking occurring while students are tracing digits. Students do not have to make sense of mathematical situations or persevere while tracing digits.
  • MP4: In Teacher Resources Part 1 Unit 3 Lesson 21, students are using a blackline master to match houses with doors. This is a matching activity, and there is no modeling.
  • MP5: In Teacher Resources Part 2 Unit 7 Lesson 9, students are directed to use five frames for counting which does not allow the opportunity to choose an appropriate tool for the math. Typically students do not select tools when MP5 is indicated in a lesson.
  • MP6: In Teacher Resources Part 2 Unit 14 Lesson 6, students fill containers to determine which has a larger capacity. Students work in groups filling containers with sand and rice to determine which holds more and which holds less. While students are talking and working in groups they are not required to use the precise vocabulary of the lesson during their group work (i.e. bigger, less, more, same amount, and smaller).
  • MP7: While the publisher attaches MP7 to many lessons, sometimes the structure is found in the standard itself and not the indicated exercise. For example, in Teacher Resources Part 1 Unit 2 Lesson 12, in the activity “Associating written numbers 1, 2, 3, 4, 5, with spoken numbers” the teacher makes a small deck of card numbered 1-5. The teacher holds up a number card for each number and says: “We learned that this is the number 5 .” The teacher repeats as needed and then changes the question to “What is this number?” In this activity students are not discerning anything about the structure of this series of numbers; they are simply matching the digit with its matching word form. Another example is Teacher Resources Part 1 Unit 5 Lesson 30, Activity 2. In this activity students have cards numbered 5-7. The teacher clearly says a number from 5 to 7, and students hold up the number card for the number read. These problems do not require students to look closely to discern a pattern or structure.

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 Kindergarten 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 and 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 Part 1 and 2, examples identified as MP3 are often in a whole group or small group discussion. 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 2 Unit 10 Lesson 2, students are asked if 11 or 12 is greater and then asked to explain why. Students are not given an opportunity to analyze the arguments of others.

There are several instances where MP3 is incorrectly identified in the materials:

  • Teacher Resources Part 1 Unit 1 Lesson 4, the Counting Correctly activity, is labeled MP3. In this activity students are taught three elements of counting objects correctly- touching each object once, saying one number for every object touched, and saying the counting numbers in the correct order. Students show a thumbs up or down to indicate if the teacher is counting correctly, but students are not constructing viable arguments or analyzing the arguments of others.
  • In Teacher Resources Part 1 Unit 4 Lesson 33 the teacher is holding up fingers to represent the numbers 9 and 10. The teacher shows either 9 or 10 and has the class say the number together. Then the teacher is then prompted to ask, “Is there another way to show 10 using my fingers? (no)." Students are not constructing viable arguments or analyzing the arguments of others.
  • In Teacher Resources Part 2 Unit 9 Lesson 16 students are shown a 3-D shape such as a sphere. The teacher asks “Is this a sphere,” and students respond with a thumbs up or down. Students provide no justification about why it is a sphere.

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 Kindergarten 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.

  • Teacher Resources Part 1 Unit 1 Lesson 14 page 57: The teacher is told to alternate between counting correctly and incorrectly and have students signal if the teacher has counted correctly or incorrectly. "Have students identify mistakes and discuss them as a class."
  • Teacher Resources Part 1 Unit 3 Lesson 2 page 9: "Does this look like a wheel? (no) Is this a circle? (no)."
  • Teacher Resources Part 1 Unit 4 Lesson 33 page 30: The teacher holds up either 9 or 10 fingers and has the class say the number together. Then asks "Is there another way to show 10 using your fingers? (no)." The teacher calls out 9 or 10 and has students show the number of their fingers.
  • Teacher Resources Part 2 Unit 9 Lesson 17: The teacher holds up various shapes, and students do thumbs up or thumbs down if the shape is a cylinder. It also states "you can prompt students by asking whether the object looks like a can."

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 Kindergarten 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 plans.”
  • Unit introductions sometimes include vocabulary. For example, in Teacher Resources Part 1 Unit 3 page E-1 , there is discussion about the teacher using "quadrilaterals," "pentagons," "parallelograms," and so on but states "you do not need to use these words with your students."
  • 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 9 Lesson 15, vocabulary includes the terms count and number. 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.
  • Many of the discussion prompts provided are guided by the teacher so that the student is merely repeating the teacher's language. This limits student ability to actively use mathematical language.

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 Assessment and Practice K.1 978-1-927457-71-9 JUMP Math 2014
Jump Math Assessment and Practice K.2 978-1-927457-72-6 JUMP Math 2014
Jump Math Teacher Resources K.2 978-1-927457-73-3 JUMP Math 2014

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