Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for alignment. The instructional materials meet expectations for focus and coherence by assessing grade-level content, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the progressions in the Standards. The instructional materials partially meet expectations for rigor and the mathematical practices. The instructional materials partially meet the expectations for rigor by attending to conceptual understanding and procedural skill and fluency, and they also partially meet expectations for practice-content connections by identifying the mathematical practices and using them to enrich grade-level content.

See Rating Scale Understanding Gateways

Alignment

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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
12
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Meets Expectations

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-
Gateway One Details

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for Gateway 1. The instructional materials meet expectations for focus within the grade by assessing grade-level content and spending the majority of class time on the major work of the grade. The instructional materials meet expectations for being coherent and consistent with the Standards as they connect supporting content to enhance focus and coherence, have an amount of content that is viable for one school year, and foster coherence through connections at a single grade.

Criterion 1a

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

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for not assessing topics before the grade level in which the topic should be introduced. Above-grade-level assessment items are present and can be modified or omitted without significant impact on the underlying structure of the instructional 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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for assessing grade-level content. Above-grade-level assessment items are present and can be modified or omitted without significant impact on the underlying structure of the instructional materials.

JUMP Math provides students Assessment and Practice Books (Part 1 and Part 2) which are used in conjunction with the lessons to provide students practice with the lesson concepts and teachers an opportunity to assess student understanding. A quiz is provided for approximately every four lessons. A test is included addressing the content of two to three quizzes, with one to two tests per unit. The Teacher Resource for Grade 1 contains sample quizzes and tests for Assessment and Practice Book 1 on pages I-1 to I-69 and for Assessment and Practice Book 2 on pages Q-1 to Q-88. At the end of each assessment section, there are scoring guides and rubrics for the teacher to use to assess student progress towards the CCSSM. Examples of grade-level assessment items include:

  • Teacher Resource, Unit 6: Operations and Algebraic Thinking Test, Item 1, students apply properties of operations to answer “How many do you add to make 10?” and “How many are left?” when adding 6+6, 5+7, and 3+8. (1.OA.3)
  • Assessment and Practice Book 1, Lesson OA1-30, students use pictures to solve word problems including addition within 20. Students also draw pictures or circles to help them add. (1.OA.1)
  • Teacher Resource, Unit 2: Number and Operations in Base Ten Test, Item 2, students count the number of tens and ones in 13 and 18 and represent the ten as 1 ten and the rest as ones. (1.NBT.2)
  • Teacher Resource, Unit 1: Number and Operations in Base Ten Test, Item 9, students fill in the next six numbers after 108. (1.NBT.1)
  • Teacher Resource, Unit 4: Measurement and Data Test, Item 4, students read a digital time at the hour or half-hour and draw the hands on a provided analog clock to match the digital time. (1.MD.3)

The following are examples of assessment items that are aligned to standards above Grade 1, but these can be modified or omitted without compromising the instructional materials:

  • Unit 3: Operations and Algebraic Thinking Quiz (lessons 70-73), Item 1, Assessment and Practice Book 2, Lesson OA1-71, items 1-15, students identify coin values and compare coin values. (2.MD.8)
  • Unit 3: Operations and Algebraic Thinking Quiz (lessons 70-73), Items 2 and 3, Unit 3: Operations and Algebraic Thinking Test, item 3; Assessment and Practice Book 2, Lesson OA1-71, items 16-21; and Lesson OA1-72, items 15-18, students count money. (2.MD.8)
  • Unit 3: Operations and Algebraic Thinking Quiz (lessons 70-73), Item 4; Unit 3: Operations and Algebraic Thinking Test, item 4; Assessment and Practice Book 2, Lesson OA1-72, items 19-22, students draw coins to represent a certain amount. (2.MD.8)
  • Assessment and Practice Book 2, Lesson OA1-72, Items 1-4, students trade pennies for nickels and draw the amount. (2.MD.8)
  • Assessment and Practice Book 2, Lesson OA1-72, Items 8-14, students write addition sentences for the item represented by coins. (2.MD.8)

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend at least 85 percent of class time on the major clusters of the grade.

Indicator 1b

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

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for spending the majority of class time on major work of the 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,” 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 JUMP Math Grade 1 meet expectations for being coherent and consistent with the Standards. The instructional materials connect supporting content to enhance focus and coherence, include an amount of content that is viable for one school year, and foster connections at a single grade. However, the instructional materials contain off-grade-level material and do not relate grade-level concepts explicitly to prior knowledge from earlier grades. 

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 JUMP Math Grade 1 meet 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 Resource, Part 1, Unit 6, Lesson OA1-23, students create picture graphs from data given in tally charts and solve one-step word problems from data in tally charts, and in Teacher Resource, Part 2, Unit 6, Lesson MD1-24, students answer questions about picture graphs and ask questions about data presented in various ways.
  • 1.MD.B supports 1.NBT.1. in Teacher Resource, Part 2, Unit 4, Lesson MD1-13, students practice reading and writing numbers in the context of telling time.

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 for JUMP Math Grade 1 meet 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 Resource 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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations 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 Resource contains 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, Teacher Resource, Part 2, describes how students described two digit numbers in Kindergarten and how it was extended in Teacher Resource, Part 1, of first grade. "In this unit students use 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, Teacher Resource, Part 2, Unit 4, Lesson MD1-17 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 Resource)
  • 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 Teacher Resource, Part 1, Unit 3, Lesson OA1-27 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, Teacher Resource, Part 2, Unit 3, Lesson OA1-54 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, Teacher Resource, Part 1, Unit 1, Lesson OA1-1, 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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 meet 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 Resource, 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 Resource connects every lesson to a CCSSM standard.
  • Generally, lesson objectives make connections to CCSSM cluster headings. In Teacher Resource, Part 2, Unit 3, Lesson OA1-54, 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 Resource, Part 2, Unit 2, Lesson NBT1-29 connects 1.NBT.B to 1.NBT.C. Students subtract tens from tens.
  • In Teacher Resource, Part 2, Unit 6, Lesson MD1-20, students are sorting shapes into categories connecting domains 1.MD and 1.G.
  • In Teacher Resource, Part 1, Unit 3, Lesson OA1-27, students solve word problems involving doubling numbers connecting 1.OA.A and 1.OA.B.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Grade 1 partially meet expectations for Gateway 2.The instructional materials partially meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skill and fluency, and spending some time working with routine applications. The instructional materials do not always treat the three aspects of rigor together or separately, but they do place heavier emphasis on procedural skill and fluency. The instructional materials partially meet expectations for practice-content connections. Although the instructional materials meet expectations for identifying and using the MPs to enrich mathematics content, they partially attend to the full meaning of each practice standard. The instructional materials partially attend to the specialized language of mathematics. 

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.
6/8
+
-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skill and fluency, and spending some time working with routine applications. The instructional materials do not always treat the three aspects of rigor together or separately, but they do place heavier emphasis on procedural skill and fluency. 

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

While conceptual understanding is not explicitly identified or labeled in the materials, the materials include problems and questions that develop conceptual understanding throughout the grade level. Students are given repeated opportunities in the program to develop an understanding of place value and to use that understanding, along with properties of operations to add and subtract. Examples include:

  • Teacher Resource, Part 1 Unit 3, Lesson OA1-12, Extensions 5, “Miss B asks students who are wearing shoes with laces to stand in a line. She counts 3 people. She then asks students who are not wearing shoes with laces to stand in a line beside them, She counts 3 extra people in that line. How many people are not wearing shoes with laces? a) Pretend counters are people and then act out the story to answer the question. b) Draw stick people to answer the question. c) Did you get the same answer for parts a) and b)? d) In pairs, explain why your answer to parts a) and b) are the same.” (1.OA.6) Students are developing conceptual understanding while making connections as to why the answers to part a and b are the same. 
  • Teacher Resource, Part 2, Unit 1, Lesson NBT1-17, students use tens and ones blocks to compare two numbers. Students represent numbers up to 50 and compare numbers with the same number of tens, the same number of ones, and different numbers of tens and ones. (1.NBT.2,3)
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-28, Activity 1, “Emphasize that students can find 50 + 20 by counting the number of tens. (5 + 2) 50 + 20 = 5 tens + 2 tens = 7 tens = 70.” (1.NBT.2,4) In this activity, students apply the concept of adding one digit numbers to adding tens blocks.
  • Teacher Resource, Part 2, Unit 5, Lesson G1-1, Extension 2, “In groups of three or four, students use 10 feet of yarn or string to create shapes. As students work, ASK: How many vertices will your shape have? How many sides?” (1.G.1) 

The materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. The Extension questions, Activity Centers, Assessment and Practice Books, and Black Line Masters all provide opportunities for students to independently demonstrate conceptual understanding. Examples include:

  • Assessment and Practice Book 1, Lesson NBT1-4, Problem 2, “15 is ___tens block and ___ ones blocks.” (1.NBT.2) This helps build the foundation for place value that is needed for larger numbers. Students count the number of tens blocks and ones blocks to answer how many tens blocks and ones blocks make up a number. It is noted in the Teacher Resource that students may place actual tens and ones blocks on the chart and count how many they use.
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-35, Extensions 3, “Beth says ‘10 more than 37 is 47.’ She writes 37 + 10 = 47. Do they mean the same thing? Explain how you know.” Students show their place value understanding of tens and ones to add 10 more to a number. (1.NBT.4,5)
  • Teacher Resource, Part 2, Unit 6, Lesson MD-20, Extension 3, “a) How did I sort these shapes? Group A: cylinder, cube, rectangle, square Group B: cone, triangle b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not.” (1.MD.4 and 1.G.1)
  • Teacher Resource, Part 2, Unit 3, Lesson OA1-59, Extension 1, Students create subtraction word problems for the pictures on BLM Apple Trees (L-106). Students write a number sentence and solve the problem. (1.OA.1) 

Indicator 2b

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

The instructional materials reviewed for JUMP Math Grade 1 meet expectations for attending to the standards that set an expectation of procedural skill and fluency.

The Teacher Resource states, “Mental math is a mathematical framework that includes number sense, computational fluency, and the application of number concepts through purposeful and varied practice, not just rote memorization. Essential mental math concepts, skills, exercises, and assessments that can be used throughout the year are presented in this section.” The Mental Math section contains addition and subtraction fluency strategies such as “adding 2 to an even number” or “add a one-digit number to 10 by replacing the zero in 10 by the one-digit number.” This section also includes exercises, checklists, and the directions for a modified “Go Fish” game. 

It was also recommended in the Instructional Strategies section under “Use daily routines” to “Establish predictable routines that support deliberate practice of math fluency. For example, incorporate exercises from the Mental Math section into your daily schedule.” 

While procedural skill and fluency are not explicitly identified or labeled, the instructional materials develop procedural skill and fluency throughout the grade level. Opportunities to develop, practice, and demonstrate fluency are provided extensively throughout the materials. Examples include:

  • Teacher Resource, Part 1, Unit 3, Lesson OA1-22, “Teach students to complete addition sentences such as 7 + ___ = 10 by holding up seven fingers and using the fact that they have 10 fingers altogether, so the number of fingers not up goes in the blank.” (1.OA.5,6)
  • Teacher Resource, Part 1, Unit 6, Lesson OA1-44, Problem 3, “7 + 8 = 7 + __ + __ = 10 + __.” (1.OA.3,6) Students add by breaking up a one-digit number to make 10 with a given addend. Students first represent this with blocks, then with numbers rather than objects, and finally mentally. Students use BLM Using 10 to Add to practice adding numbers across 10. 
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-33, Activity, “Each student rolls a pair of dice to create a two-digit number. Students record their number and write numbers that are 1 more, 1 less, 10 more, and 10 less.” (1.NBT.5)
  • Teacher Resource, Part 2, Unit 3, Lesson OA1-70, Exercise 2, “Find the unknown number by writing a related addition sentence. a) 12 -???? = 8 b) 13 - ????= 7 c) 14 - ????= 9.” (1.OA.4-6) Students use their fluency within 10 to solve number sentences by making 10, finding unknowns using 10, and solving subtraction sentences by solving related addition sentences.

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade level. Examples include:

  • Assessment and Practice Book 1, Lesson OA1-38, Problem 10, “__ + __ = 14 so 14 - 7 = __.” (1.OA.4,6) Students use a related addition fact within 10 to subtract (Problems 1-6) and doubles up to 20 to subtract (Problems 9-16).
  • Assessment and Practice Book 2, Lesson NBT1-41, Problems 15-19, students separate the tens and ones to add by writing the number of tens and ones in a place value chart. (1.NBT.4)
  • Assessment and Practice Book 2, Lesson MD1-24, Problem 4, “How many more students like apples than bananas?” (1.MD.4; 1.OA.1,6) Problems 4-6, students use addition and subtraction within 20 to answer questions about a picture graph.

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
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied; however, there are missed opportunities concerning the variety of problem types called for by the Standards. 

The instructional materials provide students opportunities to engage in routine application of grade-level mathematics. The 1.OA.A cluster heading calls for students to “Represent and solve problems involving addition and subtraction.” Grade 1 standard 1.OA.1 calls for students to “use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem” (see Table 1, CCSSM page 88). All problem types are not represented equally, as there is a missed opportunity for students to work with both addends unknown or starts unknown problems. 

Students are given multiple opportunities to practice representing addition and subtraction problems with drawings and objects in routine applications. Both addends unknown and starts unknown situations are underrepresented in the materials. Examples of other problem types include:

  • Teacher Resource, Part 1, Unit 3, Lesson OA1-26, Extension 3, “There are monkeys swinging in 3 trees. There are 9 monkeys altogether swinging in the trees. One of the trees has 2 monkeys swinging in it. a) How many monkeys might be swinging in each of the other two trees? b) in pairs, explain how you did part a). Say what you used for the monkeys and the trees.” (1.OA.2,3,6)
  • Teacher Resource, Part 1, Unit 6, Lesson OA1-51, “A pet store has 5 cats. The store has 4 dogs. How many animals are in the pet store?” (1.OA.1) 
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-38, “23 students are in the gym. 5 more children come in. How many students are in the gym now? Ask students to find the answer by counting on.” (1.NBT.4) 
  • Teacher Resource, Part 2, Unit 3, Lesson OA1-69, Exercises: “a) Mark buys 2 muffins. Emma buys 3 muffins. Ron buys 1 muffin. How many muffins do they buy altogether? b) 8 turtles are on a log. 3 crawl away. 3 more crawl away. How many turtles are on the log now? c) 9 horses are in a field. 2 horses join them. 3 horses run away. How many horses are in the field now?” (1.OA.1,2,4,8) 

The instructional materials have some opportunities for students to engage in non-routine application throughout the grade level. Examples of non-routine applications include:

  • Teacher Resource, Part 1, Unit 2, Lesson NBT1-8, Extension 2, “a) 8 people line up to play soccer. 3 fewer people line up to skip rope. How many people are lined up altogether? Use cubes to act out the story. b) In pairs, explain how you know your answer is correct? Do you agree with each other? Discuss why or why not.” (1.NBT.3)
  • Teacher Resource, Part 1, Unit 6, Lesson OA1-46, Extension 2, “Solve the problem. Use any tool you think will help. Then write your answer using a number sentence and a word sentence. a) Sal lost 3 stickers. He had 15 stickers to start. Now how many stickers does he have? b) Sal got 3 stickers for his birthday. He had 15 stickers before his birthday. Now how many stickers does he have? c) In pairs, take turns explaining what tools you used in parts a) and b) and why you used it. d) In pairs, take turns explaining what the symbols in your number sentences mean.” (1.OA.6)
  • Teacher Resource, Part 2, Unit 3, Lesson OA1-68, Extension 4, “Josh has some buttons. Cathy has 1 more button than Josh. Sandy has 3 more buttons than Cathy. Who has more buttons, Josh or Sandy? How many more? Use any tool you think will help.” (1.OA.1,4)

The Teacher Resource states, “The deepest work in a JUMP math lesson often happens in the extension questions, which appear at the end of most lesson plans.” It goes on to say, “All students should be given the opportunity to engage with the extension questions.” However, there are instances where the extension questions state that they are for students who know a particular skill. Examples include:

  • Teacher Resource, Part 1, Unit 1, Lesson OA1-1 “Extensions 2 and 3 are for students who can write numbers.” Extension 2 states, “Write the numbers in the correct order. a) 2, 1, 3 b) 4, 6, 5 c) 9, 7, 6, 8 .”
  • Teacher Resource, Part 1, Unit 2, Lesson NBT1-7, Extension 2 states, “NOTE: Extension 2 is for students who know how to count in the twenties. Circle the greater number. a) 21 or 25 b) 27 or 24 c) 29 or 20 d) 17 or 20.”
  • Teacher Resource, Part 1, Unit 2, Lesson NBT1-9, Extension states, “NOTE: This extension is for students who know how to count in the twenties. a) Make a sentence using ‘is greater than’ and the following pairs of numbers: i) 25 and 27 ii)29 and 22 iii) 17 and 25 b) Make a sentence using ‘is less than’ and the following pairs of numbers: i) 24 and 28 ii) 25 and 21 iii) 12 and 23.”

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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The instructional materials address specific aspects of rigor, and the materials integrate aspects of rigor, however, not all aspects are addressed equally. Heavy emphasis is placed on conceptual understanding and procedural skill and fluency. While students are given opportunities to engage with application problems throughout the materials, these are often teacher directed.

All three aspects of rigor are present independently throughout the materials. Examples include:

  • Conceptual Understanding: Teacher Resource, Part 2, Unit 1, Lesson NBT1-14, Exercises: “Ellen collects 10 leaves every day. a) How many leaves does she have after 3 days? b) How many leaves does she have after 8 days? c) How many leaves does she have after 10 days?” Students demonstrate conceptual understanding in this lesson.
  • Procedural Skill and Fluency: Teacher Resource, Part 1, Unit 6, Lesson OA1-42, students add two one-digit numbers with sums greater than ten by first regrouping to make a 10. Students continue to practice this procedural skill and fluency in the accompanying Assessment and Practice Book pages.
  • Application: Teacher Resource, Part 2, Unit 3, Lesson OA1-58, Extension 5, “A birthday cake is cut into 12 pieces. There are 10 people at the birthday party. After everyone who wants a piece has one, there are 5 pieces left. How many people at the party didn’t want a piece of cake? a) In pairs, talk about the problem. What do you know about the pieces of cake? What do you know about the people at the party? What do you need to find out? How are you going to model the problem? b) Answer the question by yourself. Model what each step means in the story.”

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials; however, a heavy emphasis is placed on conceptual understanding and procedural skill and fluency. Examples of multiple aspects of rigor that are engaged simultaneously include:

  • Teacher Resource, Part 1, Unit 4, Lesson OA1-33, “Draw a number line from 0 to 10 on the board. Ask students to come to the board to show how they would subtract 8 - 3, 6 - 2, 9 - 4, 5 - 3, 8 - 4, and 7 - 2.” Students demonstrate conceptual understanding and procedural skill and fluency when they use number lines to subtract. Students also practice this skill in the accompanying Assessment and Practice Book pages.
  • Teacher Resource, Part 1, Unit 6, Lesson OA1-53, Extension 2, “a) Before my birthday party, I got 7 presents. At my birthday party, I got 8 more presents. Then my aunt and uncle came over and I got 1 more birthday present. How many presents do I have now? Write a number sentence to show your answer. b) In pairs explain how you found the answer. Do you agree with each other? Discuss why or why not.” This lesson incorporates application and procedural skill and fluency when students determine whether they need to add or subtract to solve word problems.
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-29, Exercises “Draw and cross out tens to subtract. a) 30 - 20 b) 50 - 30 c) 60 - 40.” Students demonstrate conceptual understanding and procedural skill and fluency when they draw base ten blocks and cross out tens to subtract pairs of two-digit multiples of 10.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
+
-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for practice-content connections. Although the instructional materials meet expectations for identifying and using the MPs to enrich mathematics content, they partially attend to the full meaning of each practice standard. The instructional materials partially attend to the specialized language of mathematics. 

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 JUMP Math Grade 1 meet expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich mathematics content within and throughout the grade level.

All 8 MPs are clearly identified throughout the materials, with few or no exceptions. Examples include:

  • The MPs are identified at the beginning of each unit in the “Mathematical Practices in this Unit”
  • “Mathematical Practices in this Unit” includes suggestions as to how students might demonstrate an MP. For example, Teacher Resource, Part 2, Unit 5, “In G1-10 Extension 5, students create designs from pattern blocks. They look for and make use of structure when they notice that some blocks have the same side lengths that fit well together and can be used to make neat designs.” (MP7)
  • “Mathematical Practices in this Unit” gives the MPs that can be assessed in the unit.
  • The MPs are also identified in the materials in the lesson margins.
  • In optional Problem Solving Lessons designed to develop specific problem-solving strategies, MPs are identified in specific components/ problems in the lesson.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for carefully attending to the full meaning of each practice standard. The materials do not attend to the full meaning of MPs 4 and 7.

Examples of the materials carefully attending to the meaning of some MPs include:

  • MP1: Teacher Resource, Part 1, Unit 5, Lesson MD1-4, Extension 3, In part f, students complete BLM Taller and Shorter. Students make sense of the problems and persevere in solving them when they put three names in order from tallest to shortest based on clues that are given. 
  • MP2: Teacher Resource, Part 1, Unit 3, Lesson OA1-14,“Ask a student to put dots on a domino to show 3 + 6. Thyen ask how you could use the same domino to show 6 + 3. ASK: What could I do to this domino to make it show 6 + 3 instead of 3 + 6? Demonstrate turning it around. ASK: Does turning the domino around change the total number of dots on it? (no) How does turning the domino around change the addition sentence? (it becomes 6 + 3 = 9) What stays the same and what changes? (the numbers being added and the total stays the same, but the order of the numbers being added changes) How do those numbers change? (the order of the numbers is reversed or switched) Distribute dominoes and have students turn them around to write two addition sentences.” Students reason abstractly and quantitatively when they rotate dominoes to help them understand why you can change the order of the addends but the total stays the same. 
  • MP5: Teacher Resource, Part 2, Unit 4, Lesson MD1-13, Extension 3, “Lynn has 28 marbles. Greg has 22 marbles. How many marbles should Lynn give to Greg so that they have the same number of marbles? Use any tool you think will help. Explain what each step means in the story.” Students use tools strategically to help them solve a problem about marbles.
  • MP6: Teacher Resource, Part 1, Unit 4, Lesson OA1-39, Extension 2, “Students attend to precision when they explain how a picture shows that 14 - 4 - 2 is the same as 14 - 6 and then express that mathematically by using the equal sign.”
  • MP8: Teacher Resource, Part 2, Unit 2, Lesson NBT1-31, Extension 1, “Students look for and express regularity in repeated reasoning when they use tens and ones blocks to subtract 20 from a number in the twenties and then recognize that the answer is always the ones digit of the number in the twenties, because they are always removing both the tens blocks.”

Examples of the materials not carefully attending to the meaning of MPs 4 and 7 include:

  • MP4: Teacher Resource, Part 2, Unit 2, Lesson NBT1-41, Extensions, problem 2, “Mindy is a farmer. She has cows and pigs. There are 37 cows on the farm. There are 8 pigs on the farm. She sells 3 animals. Now how many animals are on the farm? Use number sentences to show your work. Explain what each step means in the story.” Students do not model with mathematics since they are told what mathematical model to use.
  • MP7: Teacher Resource, Part 2, Unit 3, Lesson OA1-64, Extensions, problem 3, “Draw a part-total picture to solve the problem. a) There are 60 fish in a pond. 20 are green and the rest are brown How many are brown?” This problem doesn’t require students to use structure to solve. 
  • MP7: Teacher Resource, Part 2, Unit 5, Lesson G1-6, Extensions, problem 2, “A shape is missing from the square. Which shape is it? Explain.” A rectangle is show with a missing piece and different triangles are given as possible answers. Students do not use structure to solve the problem as they match the missing piece.

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 JUMP Math Grade 1 partially meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.  

There are few opportunities in the Teacher Resource or the Assessment & Practice for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the margins of the lesson. Examples of where the materials prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • Teacher Resource, Part 2, Unit 6, Lesson MD1-21, Extension 3, “If you know 10 - 7 = 3, how can you find 20 - 7 without subtracting? Explain. b) In pairs, explain your answer to part a). Do you agree with each other? Discuss why or why not.”
  • Teacher Resource, Part 1, Unit 2, Lesson NBT1-4, Extension 2, students draw two groups of 5 dots and discuss, in groups, if you start at 5 and count on 5 more do you always get to 10. “Do you agree with each other? Why or why not? If students counted 5 numbers starting at 5 (5, 6, 7, 8, 9) instead of counting 5 numbers after 5 (6, 7, 8, 9, 10), their partners will have the opportunity to critique incorrect reasoning. NOTE: Encourage partners to ask questions and challenge each other’s thinking (MP.3)-see page A-43 for sample sentences and question stems.”
  • Teacher Resource, Part 1, Unit 5, Lesson MD1-9, Extension 1, “Maria creates a path with 6 cubes by tracing along some sides of the figure. She thinks the path is 6 cubes long. Jake measures Maria’s path and thinks it is 8 cubes long. How long is the path? Who is correct? Explain.” A picture is included.
  • Teacher Resource, Part 2, Unit 5, Lesson G1-3, Extension 3, “Alex solved the given problem. Do you agree with Alex’s thinking? Why or why not. a) Matt gives away 11 books. He has 8 books left. How many did he have to start with? Alex says: He has 8 books left and “left” means subtract, so I should subtract 11 - 8. He started with 3 books. b) Lily gives away 5 shirts. Then she gives away 3 more shirts. How many shirts did she give away altogether? Alex says: She gives away 3 shirts, and when you give things away, the number gets smaller, so I should subtract 5 - 3. She has 2 shirts.” Students evaluate the solutions given by Alex and determine if they agree or disagree and why.

Examples where the materials miss opportunities to prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • Teacher Resource, Part 1, Unit 6, Lesson OA1-53, Extension 2, “a) Before my birthday party, I got 7 presents. At my birthday party, I got 8 more presents. Then my aunt and uncle came over and I got 1 more birthday present. How many presents do I have now? Write a number sentence to show your answer. b) In pairs, explain how you found the answer. Do you agree with each other? Discuss why or why not.” Explaining how one finds an answer is not students creating a mathematical argument. 
  • Teacher Resource, Part 2, Unit 1, Lesson NBT1-22, Extension 2, Students determine which line is longer using clues and explain how they know. “a) Can you tell which line is longer using the clues? Explain. Clue A: The green line is longer than the red line. Clue B: The red line is shorter than the yellow line. b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not.” Explaining how students found an answer is not students creating a mathematical argument.

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 instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. While students are given opportunities to construct viable arguments and analyze the reasoning of others, the materials provide limited assistance to teachers in engaging students in both constructing viable arguments and analyzing the arguments of others.

Teacher Resource, Part 1 states, “When students work with a partner, many of them will benefit from some guidance, such as displaying question or sentence stems on the board to encourage partners to understand and challenge each other’s thinking, use of vocabulary, or choice of tools or strategies. For example:

  • I did ___ the same way but got a different answer. Let’s compare our work.
  • What does __ mean?
  • Why is __ true?
  • Why do you think that__?
  • I don’t understand__. Can you explain it a different way?
  • Why did you use__? (for example, a particular strategy or tool)
  • How did you come up with__? (for example, an idea or strategy)

Once all students have answered the ASK question, have volunteers articulate their thinking to the whole class so other students can benefit from hearing their strategies.” While these generic question and sentence stems are provided, there is no further guidance or examples for how or when they should be used.

The majority of opportunities for students to engage in  MP3 occur in the extension problems. These include sample answers and often refer teachers back to the prompts listed on page A-43, but give no further guidance on how to build students ability to construct an argument around their thinking or how to critique the reasoning of others. Teachers are often prompted, “In pairs, have students explain their thinking. Do they agree with each other? Discuss why or why not”, however, no guidance is given as to which questions to ask in regards to that specific problem, how to help the students defend their answer, or why an answer makes sense. Additionally, materials include some sample explanations relating to the correct answer being given, but do not always give guidance for teachers on how to effectively guide the conversation if an incorrect answer is being defended. Examples include:

  • Teacher Resource, Part 1, Unit 6, Lesson OA1-42, Extension 2, “a) Draw circles to show 3 + 3. b) Draw circles like you did for part a), but show 4 + 3. c) Partner A: Draw circles to show 5 + 5. Change your picture just enough to show 6 + 5. Use a different color to show the change. Partner B: Draw circles to show 4 + 4. Change your picture just enough to show 5 + 4. Use a different color to show the change. Partners A and B: Talk about what you did the same way. d) How can you find 7 + 4 if you know 6 + 4 = 10? e) In pairs, explain your answers to part d). Do you agree with each other? Why or why not?” Sample answers are given. The text then states, “NOTE: In part e) encourage partners to ask questions to understand and challenge each other’s thinking (MP.3)-See page A-43 for sample sentence and question stems.” No suggestions are given for questions students could ask their partners, which questions from page A-43 are relevant to this problem, or how students could defend their thinking. 
  • Teacher Resource, Part 2, Unit 2, Lesson NBT1-40, Extension 3, “Peter says that 35 < 28 because when he made the numbers with tens and ones blocks, he needed more blocks to make 28 than to make 35. Do you agree with Peter? Why or why not?" There is no guidance given for the teacher in how to assist students in analyzing Peter’s reasoning, or how to guide the conversation when they have the misconception that Peter is correct. "Answer: No. Sample explanations: 
    • Any number in the 30s is greater than 28 because 28 is only in the 20s, so you say it first when counting.
    • 35 has 3 tens and 28 has 2 tens and 8 ones, which is less than 3 tens. Eight ones is less than the extra ten that 35 has.
    • It doesn’t matter how many blocks are used, but how many ones there are in the blocks. Three tens blocks means more ones than 2 tens blocks and 8 ones blocks.” 
  • Teacher Resource, Part 2, Unit 4, Lesson MD1-13, Extension 4, “Ivan, Karen, and Carl each solve the problem shown below: There are 8 balloons. There are 3 fewer stickers than balloons. How many stickers are there? Ivan says: 8 + 3 = 11, so there are 11 stickers. Karen says: 8 - 3 = 5, so there are 5 stickers. Carl says: 8 - 3 = 6, so there are 6 stickers. Who do you agree with? What mistakes did the other people make?” A sample answer is given, however, there is no additional guidance for teachers to help students construct an argument about who they think is correct or how to determine the mistakes that each person made.
  • Teacher Resource, Part 2, Unit 6, Lesson MD1-21, Extension 3, “a) If you know 10 - 7 = 3, how can you find 20 - 7 without subtracting? Explain. b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not. Selected sample answer: a) 20 is 10 more than 10, so 20 - 7 is 10 more than 10 - 7. Since 10 - 7 = 3, then 20 - 7 = 13.” While a sample answer is provided, there is no guidance for the teacher to help students construct a viable argument or how to discuss their answers with a partner.

Indicator 2g.iii

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

The instructional materials reviewed for JUMP Math Grade 1 partially meet expectations for explicitly attending to the specialized language of mathematics.

Accurate mathematics vocabulary is present in the materials; however, while vocabulary is identified throughout the materials, there is no explicit directions for instruction of the vocabulary in the teacher materials of the lesson. Examples include, but are not limited to: 

  • Vocabulary is identified in the “Terminology” section at the beginning of each unit.
  • “Vocabulary” is identified at the beginning of each lesson.
  • The vocabulary words and definitions are bold within the lesson.
  • There is not a glossary.
  • There is not a place for the students to practice the new vocabulary in the lessons.

Gateway Three

Usability

Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

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

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.
N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

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.
N/A

Indicator 3d

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

Indicator 3e

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

Criterion 3f - 3l

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

Indicator 3f

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

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.
N/A

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.
N/A

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.
N/A

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).
N/A

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.
N/A

Indicator 3l

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

Criterion 3m - 3q

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

Indicator 3m

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

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

Indicator 3o

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

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

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.
N/A

Indicator 3q

Materials encourage students to monitor their own progress.
N/A

Criterion 3r - 3y

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

Indicator 3r

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

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

Indicator 3t

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

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).
N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

Indicator 3x

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

Indicator 3y

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

Criterion 3z - 3ad

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

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.
N/A

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.
N/A

Indicator 3ab

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

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.
N/A

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.).
N/A
abc123

Additional Publication Details

Report Published Date: 09/17/2020

Report Edition: 2019

Title ISBN Edition Publisher Year
Teacher Resource for Grade 1, New US Edition 978-1-77395-045-7 JUMP Math 2019
Student Assessment & Practice Book 1.1 978-1-927457-32-0 JUMP Math 2019
Student Assessment & Practice Book 1.2 978-1-927457-33-7 JUMP Math 2019

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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.

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Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

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

Key Terms Used throughout Review Rubric and Reports

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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

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

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

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

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

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

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

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

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

Math K-8

Math High School

ELA K-2

ELA 3-5

ELA 6-8


ELA High School

Science Middle School

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