## Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 1 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.

|

## 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

|

## Gateway 3:

### Usability

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

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Meets Expectations

+
-
Gateway One Details

The materials reviewed for Grade 1 meet the expectations for Gateway 1. Although there are some questions that align to and/or assess standards that are beyond Grade 1, the inclusion of these questions is either mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials, and these materials 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. 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 1 JUMP Math meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Although there are some questions that align to and/or assess standards that are beyond Grade 1, the inclusion of these questions is either mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials.

### 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 1 meet the expectation 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 I and Teacher Resources Part 2 Section Q, along with the answer keys and "Scoring Guides and Rubrics," were reviewed for this indicator.

The assessments are mostly aligned to the standards of the grade level, and assessment questions that are above grade-level/non-aligned can easily be modified or omitted without making a significant impact on the integrity of the materials.

Assessments containing off grade-level material include the following:

• On the Teacher Resources Part 1 Unit 5 Test for Lessons 1 to 12, problem 4 asks students to compare objects to a meter stick. Comparing length to a benchmark (meter stick) more closely aligns to 2.MD.1. In the Teacher Resources Part 2 Unit 2 Test for Lessons 28 to 43, question 9 asks students to add 2 digit numbers with 2 digit numbers (not a multiple of 10). Adding 2 digit numbers more closely aligns to 2.NBT.5.
• On the Teacher Resources Part 2 Unit 3 Test for Lessons 66 to 73, question 3 asks students to add nickels and question 4 asks students to add coins to equal \$0.14, which more closely aligns to 2.MD.C.8.

Some assessments contain bonus questions. The rubric indicates that these questions should be marked correct or incorrect and not be assigned a point value. The bonus questions include items that might assess standards that are above grade level, and in addition, the standard is not identified on the rubric.

• On the Teacher Resources Part 1 Unit 6 Quiz for Lessons 48 to 49, the bonus problem requires students to solve an addition problem with 4 addends. Grade 1 Operations and Algebraic Thinking standards are limited to 3 addends.
• On the Teacher Resources Part 2 Unit 1 Quiz for Lessons 24 to 27, the bonus problem requires students to solve an addition problem with 3 addends with one of the addends being 107. Grade 1 Operations and Algebraic Thinking standards are limited to addition and subtraction problems within 20.
• On the Teacher Resources Part 2 Unit 2 Quiz for Lessons 32 to 35, the bonus problem requires students to solve an addition problem with 4 addends. Grade 1 Operations and Algebraic Thinking standards are limited to 3 addends.

### 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 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 85 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 Grade 1 meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 85 percent of class time is devoted to major work of the grade.

The materials for Grade 1 include 12 Units. In the materials, there are 151 lessons, and of those, 13 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 138 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 75 percent, 9 out of 12;
• Lessons– Approximately 86 percent, 119 out of 138; and
• Days– Approximately 85 percent, 128 out of 150.

The number of instructional days, approximately 85 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 1 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 150 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 1 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 1 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:

• 1.MD.C supports 1.OA.A and 1.OA.C.
• In Teacher Resources Part 1 Unit 6 Lesson 23, students create picture graphs from data given in tally charts and solve one-step word problems from data in tally charts.
• In Teacher Resources Part 2 Unit 6 Lesson 24, students answer questions about picture graphs and ask questions about data presented in various ways.
• 1.MD.B supports 1.NBT.1.
• Students practice reading and writing numbers in the context of telling time in Teacher Resources Part 2 Unit 4.

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

• The materials are written with 12 units containing a total of 150 lessons.
• Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 150 lessons, and of those, 12 are Bridging lessons. Twelve 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 150 lessons.
• There are 12 unit tests which are counted as 12 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 1 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 highlight 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 2, Number and Operations in Base Ten: Using Place Value to Add and Subtract, of Teacher Resources Part 2 describes how students described two digit numbers in Kindergarten and how it was extended in Teacher Resources Part 1 of first grade. "In this unit students use the place place value representation to add and subtract (1.NBT.4,5,6)." Students build on understandings of addition and subtraction from Kindergarten (K.OA.1,2). Students use of place value continues in Grades 2 and 3 (2.NBT.7 and 3.NBT.2).

There are some lessons that are not labeled Bridging Lessons that contain off grade-level material. For example, Lesson 17 of Unit 4 in Teacher Resources Part 2 addresses area and is better aligned to 3.MD.5.

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-47, Teacher Resources)
• In the Extension problems, 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 27 of Unit 3 in Teacher Resources Part 1 engage students in using 5 to double, but these problems still align to 1.OA.1.

The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of these 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 54 of Unit 3 in Teacher Resources Part 2 identifies knowing "add by counting and drawing objects and know the meaning of the addition sign and the equal sign" in order for students to accomplish the goal of the lesson, which is determining the total in an addition sentence using pictures and models.
• There are 13 lessons identified as Bridging Lessons; most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. For example, Lesson 1 of Unit 1 in Teacher Resources Part 1, which has students counting, is preparation for 1.OA.5.

### 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

Grade 1 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 connect two or more clusters in a domain or two or more domains in a grade when appropriate.

Overall, units are organized by domains and are clearly labeled. For example, Teacher Resources Part 2 Unit 3 Operations and Algebraic Thinking: Problem Solving with Pictures, Models and Equations and Teacher Resources Part 2 Unit 5 Geometry: Reasoning with Shapes are shaped by the Operations and Algebraic Thinking domain. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.

• The Teacher's Guide connects every lesson to a CCSSM standard.
• Generally, lesson objectives make connections to CCSSM cluster headings.
• In Teacher Resources Part 2 Unit 3 Lesson 54, the goal is "Students determine the total in an addition sentence using pictures and models" which aligns to cluster heading 1.OA.D.
• Each standard is addressed during the course.

The instructional materials do include some 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.

• Teacher Resources Part 2 Unit 2 Lesson 29 connects 1.NBT.B to 1.NBT.C. Students subtract tens from tens.
• In Teacher Resources Part 2 Unit 6 Lesson 20 students are sorting shapes into categories connecting domains 1.MD and 1.G.
• In Teacher Resources Part 1 Unit 3 Lesson 27 students solve word problems involving doubling numbers connecting 1.OA.A and 1.OA.B.

## Rigor & Mathematical Practices

#### Does Not Meet Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 1 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 1 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 1 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

Clusters 1.NBT.B and 1.NBT.C focus on understanding place value and using place value and properties of operations to add and subtract.

• Teacher Resources Part 1 Unit 2 has students use charts, tens and ones blocks, and number cards to develop place value. In Lesson 9 students use a number chart (1-20) to compare two numbers in order to determine which is larger/greater than (1.NBT.3).
• In Teacher Resources Part 2 Unit 1, students focus on understanding place value. In Lesson 15 students work with base ten blocks to understand 1 ten block is the same as 10 ones blocks. In Lesson 16 students draw base ten blocks to represent tens and ones.
• Teacher Resources Part 2 Unit 2 focuses on addition and subtraction using place value. Students use base tens blocks, charts, fingers, regrouping strategies, and equations to use place value to add and subtract.

### 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 1 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-30. The strategies are not incorporated into the lesson plans for the teacher.
• There are games in the teacher's edition pages A44-A45 that help to build student fluency. These games focus on adding and subtracting within 10, but these games are not mentioned in the lessons.

Standard 1.OA.6 requires students to add and subtract within 20 and fluently within 10.

• Much of the work in Grade 1 is around adding and subtracting. Teacher Resources Part 1 Units 3, 4, and 6 and Part 2 Unit 3 focus on Operations and Algebraic Thinking standards. Adding and subtracting within 20 can also be frequently seen in Teacher Resources Part 2 Units 1 and 2.
• Teacher Resources Part 1 Unit 3 Lesson 12 has solving simple addition problems, using problems involving zero. Students continue adding in Lessons 13- 16. Students continue with working towards fluency in Lessons 19-26.

### 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 for Grade 1 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 is little evidence of the opportunity to work with engaging applications of the mathematics. Word problems are present in the materials, but the context has no bearing on the mathematics. Students are asked to use real-world items frequently, but these are used in place of counters and are more of a tool.

• Few problems regarding 1.OA.A, "Represent and solve problems involving addition and subtraction," include meaningful context.
• In Teacher Resources Part 1 Unit 3 Lesson 30, teachers should "draw a vase with four flowers and a vase with three flowers. Write the words 'four flowers' and 'three more flowers' above the pictures. Have a volunteer write the numerals above the number words. Ask: How many flowers are there altogether? Say: 'Altogether' means 'in total' or 'in all'." Similar problems follow.

There are very few non-routine problems throughout the year. Most word problems are single step and routine.

• Teacher Resources Part 1 Chapter 4 Lesson 41: "5 children were at the park, 2 of them left. How many are left?" and "John has 7 crayons. 4 of them are red. How many are not red?"
• Teacher Resources Part 1 Chapter 3 Lesson 13: "4 red crayons + 3 blue crayons = ______crayons altogether"
• Teacher Resources Part 2 Chapter 3 Lesson 61: "The teacher draws six circles on the board to represent apples and shades 4 of them to represent red apples. ASK 'How many apples are green?'"
• In Teacher Resources Part 1 Chapter 3 Lesson 27, students learn about doubles. They write number sentences from pictures and solve. There are no word problems.

### 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 1 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 1 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-21 . 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 Grade 1 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 1 Unit 3 Lesson 17, in the Activity the teacher tells the students that they have 5 pencils in the case. The teacher then shows students 4 pencils outside the case and asks how many pencils altogether. The teacher has the students count on to add. It then tells the teacher to repeat with various examples. This problem is scripted to the point that children do not have to persevere in solving the missing addend problems. Another example is found in Teacher Resources Part 2 Unit 1 Lesson 14; the teacher demonstrates to students how to skip count by 5's and then talks about skip counting by 10's. Then the student skip counts by 5's. There is no persevering and problem solving occurring.
• MP5: In Teacher Resources Part 1 Unit 3 Lesson 18, the teacher prompts students to answer a variety of prompts regarding choosing which number to count on from. For example, "given 2+9=__ and 9+2=___ ASK: will these problems have the same number? (yes) How do you know? (they are adding the same numbers) Which problem is easier to solve?" Students are not choosing appropriate tools strategically.
• MP6: In Teacher Resources Part 2 Unit 3 Lesson 54 students review equal and not equal. The teacher places different numbers of stacked blocks on two desks in the front of the room, and students determine if they are equal. Then the teacher changes the number, and students answer that they are not equal. Precise language is being used, but the nature of direct instruction has the students repeating the correct vocabulary word rather than communicating with others.
• MP7: In Teacher Resources Part 1 Unit 2 Lesson 5 students are provided a structure to determine which number is greater. The teacher tells students to pull 2 numbers out of a cup and then start counting up from 1 to determine the larger number. Students are not determining the structure on their own.

### 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 1 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 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. One example is found in Teacher Resources Part 1 Unit 5 Lesson 11. The teacher demonstrates how to use a ruler to measure. "SAY: Look, this way the line is 6 units long. Is this correct? (no) Have students explain your mistake." The only time that students are constructing an argument themselves is when they try to explain how the teacher came up with the incorrect answer. Another example is in Teacher Resources Part 2 Unit 1 Lesson 16. The teacher reminds students that every tens block has 10 ones. The teacher then draws a picture on the board. The teacher is prompted to "ASK: What number is shown? (12) Can I show this number a different way if I use a tens block? (yes, you can replace 10 of the ones with a tens block)." These questions lead to understanding but do not address MP3 by having students construct their own arguments and/or critiquing the reasoning 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 1 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 10 page 32: Questions are all true or false or yes or no.
• Teacher Resources Part 1 Unit 2 Lesson 6 page 16: "Challenge students to explain, in more than one way, how they know that 13 is greater than 3." Several example responses are provided. The teacher is prompted to "help students articulate all of these explanations."
• Teacher Resources Part 1 Unit 6 Lesson 45 page 15: Students are given between 6 and 10 counters and asked to place them on their five-frame. "ASK: Do they all fit? (no) Do you have more than 5 or less than 5 counters? (more than 5) How do you know?" An example response is provided, but no additional guidance is provided for the teacher.
• Teacher Resources Part 2 Unit 2 Lesson 17: All the questions are yes or no answers.
• Teacher Resources Part 2 Unit 5 Lesson 1 page 7: The teacher draws a rectangle on the board, counts the sides and says there are 6 sides. Then the teacher asks "Am I correct? (no) What did I do wrong? (counted some sides twice)."

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 1 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 2 Unit 5 page N-1 , there is discussion about the appropriate clarity expected from students regarding squares, rectangles and prisms.
• 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 1 Unit 3 Lesson 12 vocabulary includes the terms add, addition sentence, altogether, count, equals (=), in total, and plus (+). 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.

## Usability

### 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

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

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

Report Edition: 2013

Title ISBN Edition Publisher Year
Jump Math Assessment and Practice 1.1 978-1-927457-32-0 JUMP Math 2014
Jump Math Assessment and Practice 1.2 978-1-927457-33-7 JUMP Math 2014
Jump Math Teacher Resources Books for AP 1.1 978-1-927457-36-8 JUMP Math 2014

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.

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