## Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Grade 5 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.

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## 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

|

## Gateway 3:

### Usability

0
22
31
38
N/A
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

+
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Gateway One Details

The instructional materials reviewed for JUMP Math Grade 5 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 5 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
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 meet expectations for assessing grade-level content. Above-grade-level assessment items are present but could be easily omitted or edited without significant impact on the underlying structure of the instructional materials. Probability, statistical distribution, similarity, transformation, and congruence do not appear in the assessments. Examples of grade-level assessment items include:

• Student Resource, Assessment & Practice Book 1, Unit 5, NF5-15, Item 6, “Make the mixed numbers have the same denominator. Add the wholes and parts separately. 2$$\frac{2}{7}$$ + 4 $$\frac{1}{2}$$ (5.NF.1) In Items 1-10, students are assessed on their ability to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
• Student Resource, Book 2, Assessment & Practice, OA5-6, Item 5b, “Do the operations in the brackets first. Then write the answer. 7 + (3x2).” (5.OA.1).
• Teacher Resource, Sample Units and Quizzes, Book 2, Unit 2: Numbers and Operations - Fractions: Multiplying and Dividing Fractions, Quiz, Item 4, “Sam has 18 marbles. Jane has 1$$\frac{1}{6}$$ times as many marbles as Sam. Mona has $$\frac{8}{9}$$ as many marbles as Sam. a. Without calculating, say who has the greatest number of marbles. Explain your answer; b. To check your answer in part a, calculate the number of marbles for Jane and Mona.(5.NF.6)
• Teacher Resource, Sample Units and Quizzes, Book 2, Unit 6: Measurement and Data: Area and Volume Test, Item 2: “Find the volume of the stack made from unit cubes. Include units in your answer.” The item shows models of two rectangular prisms made from unit cubes. (5.MD.3a)

The following is an assessment item aligned to standards above Grade 5, but it can be modified or omitted without compromising the instructional materials:

• Teacher Resource, Sample Unit Quizzes and Tests, Book 1, Unit 3, Number and Operations in Base Ten, Multiplication, Quiz, Item 6 a,b, c, “a. Write 4$$^6$$ as a product;  b. Express 3 x 3 x 3 x 3 x 3 as a power; c. Evaluate the power 2$$^4$$.” (6.EE.1)

### 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 5 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 approximately 82 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
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 meet expectations for spending the majority of class time on the major work of the grade. Overall, approximately 82 percent of class time is devoted to major work of the grade.

The materials for Grade 5 include 14 units. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-59), so the number of lessons examined for this indicator is 138 lessons.

Three perspectives were considered: the number of units devoted to major work, the number of lessons devoted to major work, and 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 79 percent, 11 out of 14;
• Lessons – Approximately 82 percent, 113 out of 138; and
• Days – Approximately 82 percent, 124 out of 152.

The number of instructional days, approximately 82 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
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-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 5 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
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 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.

Examples where connections are present include the following:

• 5.MD.1 supports the major work of 5.NBT.B. In Teacher Resource, Part 1, Unit 7, Lessons MD5-1 to MD5-9, Teacher Resource, Part 2, Unit 5, Lessons MD5-11 to MD5-16, and Teacher Resource, Part 2, Unit 6, Lessons MD5-33 to MD5-38, students use measurement in the metric system to support the work of multiplying by multiples of 10 through many opportunities to convert within this system.
• 5.MD.2 supports the major work of 5.NF. In Teacher Resource, Part 1, Unit 5, Lessons NF5-10, NF5-17, and NF5-18 have students measure and draw line plots supporting the work of the Number and Operations - Fractions domain.

### 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 5 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 138 days, which is appropriate for a school year of approximately 140-190 days.

• The materials are written with 14 units containing a total of 170 lessons.
• Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. 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 138 lessons.
• There are 14 unit tests which are counted as 14 extra days of instruction.
• There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.

### Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 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 extensive work with 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. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resource contains sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.

• At the beginning of each unit, This Unit in Context provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade levels. For example, This Unit in Context from Unit 3, Number and Operations in Base Ten: Multiplication, of Teacher Resource, Part 1, describes how "in Grade 3 students were introduced to multiplication as repeated addition and they interpreted the product of two numbers as the total number of objects when given a number of equal groups and the number in each group (3.OA.1)." Connection to future content is also stated such as "In this unit, students will identify relationships between corresponding terms in sequences made with multiplication (5.OA.3). Identifying relationships between corresponding terms in two sequences is an essential prerequisite for when students write formulas to represent the rule of functions in Grade 8 (8.F.1),"

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

• Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
• The problems in the Assessment & Practice books align to the content of the lessons, and they provide on-grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-56, Teacher Resource, Part 1)
• In the Extensions sections of the Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource, Part 2, Unit 6, Lesson NF5-24 engage students in finding the area of the rectangle, but these problems still align to 5.NF.4b.

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 5, Lesson MD5-19 identifies that a student "(k)nows how to tell time using a 12-hour clock format,” “(k)nows that 1 h = 60 min,” “(c)an convert time from hours to minutes,” and “(i)s familiar with a.m./p.m. notation.”
• There are 32 lessons identified as Bridging lessons, and most of these lessons are not aligned to standards from prior grades but state for which grade level standards they are preparation. Teacher Resource, Part 2, Unit 7, Lesson G5-6, which has students identifying and drawing line segments, lines, rays, and angles, is preparation for 5.G.3 and 5.G.4.

### 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 5 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings.

Overall, units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 1, Operations and Algebraic Thinking: Patterns and Teacher Resource, Part 1, Unit 5, Number and Operations-Fractions: Fractions are shaped by the Operations and Algebraic Thinking and Number and Operations-Fractions domains. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.

The instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. Instances where two or more clusters within a domain are connected include the following:

• In Teacher Resource, Part 1, Unit 3, Lesson NBT5-17, students write a power as a product and a product as a power. This lesson connects 5.NBT.A and 5.NBT.B.
• In Teacher Resource, Part 1, Unit 5, Lesson NF5-19, students compare fractions, review equivalent fractions, and solve word problems connecting 5.NF.A and 5.NF.B.
• In Teacher Resource, Part 2, Unit 4, Lesson NBT5-55, students multiply fractions and then their corresponding decimals. This lesson connects 5.NBT.A and 5.NBT.B.

The instructional materials also include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Instances where two or more domains are connected include the following:

• In Teacher Resource, Part 2, Unit 5, Lesson MD5-15, students convert between pounds and ounces, connecting 5.MD and 5.NF.
• In Teacher Resource, Part 2, Unit 6, Lesson MD5-25, students solve problems connected to the area of rectangles, connecting 5.NF and 5.NBT.

## Rigor & Mathematical Practices

#### Partially Meets Expectations

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-
Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Grade 5 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
+
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Criterion Rating Details

The instructional materials reviewed for JUMP Mathematics Grade 5 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 5 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The materials include problems and questions that develop conceptual understanding throughout the grade level. The instructional materials provide students few opportunities to independently demonstrate conceptual understanding without teacher direction throughout the grade level.

5.NBT addresses understanding the place value system and performing operations with multi-digit whole numbers and with decimals to hundredths In both books and in multiple units. The materials explore a variety of real world applications using few mathematical representations. Opportunities exist for students to work with place value that call for conceptual understanding. Examples include:

• Teacher Resource, Part 2, Unit 4, Lesson NBT5-55, “3$$\frac{3}{10}$$ x $$\frac{4}{10}$$ SAY: We can find this product by finding $$\frac{3}{10}$$ of $$\frac{4}{10}$$. This is the area created where the two shadings done by students overlap (see example in margin). ASK: What decimal fraction does the overlapped shading represent? ($$\frac{12}{100}$$) SAY: So $$\frac{3}{10}$$ x $$\frac{4}{10}$$ = $$\frac{12}{100}$$.”
• Student Resource, Assessment & Practice Book, Part 1, Lesson NBT5-46, Item 1, Regroup every tenth as 1 one. “b. 16 tenths = ___ones + ___ tenths” (same structure for Items a-e). (5.NBT.7)
• Teacher Resource, Part 2, Unit 4, Lesson NBT5-54, “2. 13 x 3 ASK: What addition question can you use to find the product? Ask for a volunteer to write the answer on the board. (2.13 + 2.13 + 2.13) Ask students to use base ten materials to add 2.13 + 2.13 + 2.13 (6.39; see diagram below).” The diagram below shows 6 flats, 3 rods, and 9 units.
• Teacher Resource, Part 2, Unit 2, Lesson NF5-21, “Multiplying fractions by unit fractions. Demonstrate finding half of $$\frac{3}{4}$$ by dividing an area model of the fraction into a top half and a bottom half.”

The materials provide some problems that provide opportunities for students to demonstrate conceptual understanding, examples include but are not limited to:

• Teacher Resource, Part 2, Unit 2, Lesson NF5-2, Extensions, Item 1, “Here is another way of dividing the fraction $$\frac{1}{7}$$ in half. Instead of dividing a model into a top half and a bottom half, divide into a left half and a right half. (2 models shown of $$\frac{1}{2}$$ of $$\frac{1}{7}$$ =$$\frac{1}{14}$$) No matter how you find the half of$$\frac{1}{7}$$, the answer should always be the same. Draw two pictures to find the fraction of the fraction. a.$$\frac{1}{2}$$ of$$\frac{1}{3}$$; b. $$\frac{1}{2}$$ of$$\frac{1}{4}$$.” (5.NF.4) Students demonstrate conceptual understanding for multiplying unit fractions by drawing models.

### 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 instructional materials reviewed for JUMP Math Grade 5 meet expectations for attending to those standards that set an expectation of procedural skill and fluency. The instructional materials develop procedural skill and fluency throughout the grade level. The materials provide opportunities for students to independently demonstrate procedural skill and fluency across the grade.

Examples that show the development of procedural skill and fluency include:

• Teacher Resource, Part 1, Unit 3, Lesson NBT5-24, “Multiplying by a multiple of 10. Remind students that multiplying by a multiple of 10 requires you to add a 0. Write on the board. 3x4=12 so 3x40=___ 7x5=35 so 7x50=___ 9x6=54 so 9x60=___.” (5.NBT.5)
• Student Resource, Assessment & Practice Book, Part 2, Lesson NBT5-64, Item 1a-d, “Perform the first two steps of long division with a two-digit divisor. 1a. 31⟌806 1b. 38⟌988” (5.NBT.6)
• Teacher Resource, Part 2, Unit 6, Lesson MD5-35, “Tom measured the dimensions of a 2 L juice carton and calculated the volume to be 200 cm3. Is his answer correct? Explain how you know. Answer: NO; 2 L=2,000mL=2,000cm3, so Tom’s answer is incorrect.” (5.MD.1)

Examples that show opportunities for students to independently demonstrate procedural skill and fluency across the grade include:

• In Student Resource, Assessment & Practice Book, Part 1, Lesson NF5-14, students complete 26 problems to find equivalent fractions, find common denominators, and add fractions with unlike denominators. (5.NF.1)
• Teacher Resource, Part 2, Unit 4, Lesson NBT5-67, “Each card has (on Side 1) a multiplication fact, decimal questions, and mixed-up answers AND (Side 2) the answers clearly identified. Player A: Hold up a flashcard so that you see Side 1. Match the questions to correct answers. Player B: Look at Side 2 and note when Player A matches the questions and answers correctly. After each card, switch roles and play again.” Students play a game using the Mental Math Decimal Flash Cards in the Blackline Masters.
• In Teacher Resource, Part 1, Unit 3, Lesson NBT5-13, students use Blackline Master page D-55 to practice multiplication facts.

### 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 5 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. The materials include limited opportunities for students to independently engage in the application of nonroutine problems. Most problems are routine in nature and provide few opportunities for students to independently demonstrate the use of mathematics flexibly.

The instructional materials have few opportunities for students to engage in non-routine application throughout the grade level. There is little variety in situational contexts/problem types. Engaging applications include single- and multi-step word problems presented in a context in which the mathematics is applied; however, these problems are often routine, and students have few opportunities to engage with non-routine application problems. Examples of routine application problems include:

• Teacher Resource, Part 2, Lessons NF5-27, Practice Word Problems, “a. Three people share $$\frac{5}{8}$$ of a cake equally. What fraction of the cake does each person get? b. Eight people share $$\frac{1}{2}$$ pounds of chocolate equally. How much chocolate does each person get? c. Four people share $$\frac{3}{4}$$ of a meat pie. What fraction of the pie does each person get?” It is important to note that four, nearly identical problems, are offered in the Assessment and Practice, Part 2, Lesson NF5-27, Items 4-9.
• Teacher Resource, Unit 1, Lesson G5-4, Exercises, Item 3, “A helicopter set out from Grants Pass, OR, flew to Eugene, OR, and then flew to Willamette National Forest. How far did it fly?”
• Teacher Resource, Part 1, Unit 7, Lesson MD5-9,Extensions, Item 1, “A small box of rice weighs 1,362g and cost $5.60. A large bag of rice weighs 2.27kg and cost$9. How much do 5 small bags boxes weigh and cost? How much do 3 large bags weigh and cost? Which combination is a better buy?”
• Teacher Resource, Part 1, Unit 6, Extensions, Item 5, “In November, the students in Grade 5 class read 88 fiction books and 38 non-fiction books. They read one third as many books in December. How many books did they read in November and December altogether?”

Few opportunities for non-routine applications of mathematics are provided in the extensions and in the Assessment and Practice Books. Examples include:

• Teacher Resource, Part 1, Unit 7, Lesson MD5-4, Extensions, Item 2, “John has a strip of paper 1cm long and 2cm wide. He folds the strip so that it has a crease down its center. How can John use this strip as a benchmark to make each of these measurements? a. 5 cm; b. 3 cm; c. 1 cm”
• Teacher Resource, Part 2, Unit 5, Lesson MD-13, Extensions, Item 2c, “A car is traveling on a road with the distance markers shown in part 2a. At the first marker, the driver sees a reason to brake. Halfway to the other marker, the car crashes. A police officer is examining the scene of the crash. The speed limit for the road is 70 mi/hr. Was the car traveling at the speed limit or not? Explain.”

### 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 reviewed for JUMP Math Grade 5 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the materials, but there is an over-emphasis on procedural skills and fluency.

The curriculum addresses conceptual understanding, procedural skill and fluency, and application standards, when called for, and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized. The materials emphasize fluency, procedures, and algorithms.

Examples of conceptual understanding, procedural skill and fluency, and application presented separately in the materials include:

• Conceptual Understanding: Student Resource, Assessment & Practice Book, Part 1, Lesson NBT5-42, Item 2, “Write the decimal in expanded form using words and write the total number of thousandths.”
• Procedural Skill and Fluency: Student Resource, Assessment & Practice Book, Part 1, Lesson NBT5-24, includes 20 problems where students apply the algorithm step by step, then six problems where they complete a multiplication problem with all steps of the algorithm. Students practice the stages of the algorithm to multiply 3-digit numbers by 2-digit numbers.
• Application: Student Resource, Assessment & Practice Book, Part 2, Lesson NF5-26, “Kim has $$\frac{5}{3}$$ cups of paint. She uses $$\frac{3}{4}$$ of it to paint a shelf. a. How much paint did she use? b. Did Kim use more or less than 1 cup of paint? How do you know?”

Examples of where conceptual understanding, procedural skill and fluency, and application are presented together in the materials include:

• Student Resource, Assessment & Practice Book, Part 1, Lesson NBT5-26, Item 7, “In some countries it costs only $18 to buy lunch for a child for an entire year. a. How much money is needed to pay for lunch for a school of 354 children for the entire year? b. A generous donor gave$5,000 to the school. How much more money is needed to feed all the children for one year?” Students use the multiplication algorithm to solve word problems related to multiplication.
• Teacher Resource, Part 1, Unit 6, Lesson NBT5-46, Item, 12, “The mass of a dime is 2.268 g and the mass of a quarter is 5.670 g. What is the total mass of one dime and two quarters?” Conceptual understanding and application are engaged within this problem.
• Teacher Resource, Part 2, Unit 2, Lesson NF5-22, Item 9, ”Farah made apple juice. She used $$\frac{3}{5}$$ of a bag of apples on Saturday. She used $$\frac{1}{2}$$ of the rest of the apples on Sunday. What fraction of the bag did Farah use on Sunday? Reduce your answer to lowest terms.” Students engage conceptual understanding by using fraction models, engage procedural skills to solve equations multiplying two fractions, and apply these mathematics to solve word problems involving multiplication of fractions.

### 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 5 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 5 meet expectations for identifying the Standards for Mathematical Practice 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 Mathematical Practices are identified at the beginning of each unit in the Mathematical Practices in this Unit.
• Mathematical Practices in this Unit gives suggestions on how students can show they have met a Mathematical Practice. For example, in Unit 5, Measurement and Data: US Customary Units “MP.4: In Lesson MD5-15 Extensions, problem 3, students model mathematically when they use either a T-table or number lines to model and solve a real-world situation. In Lesson MD5-21, Extensions, problem 1, students use equations and/or timelines to model and solve a real-world problem involving elapsed time.”
• Mathematical Practices in this Unit gives the Mathematical Practices that can be assessed in the unit. For example, in Unit 5 Measurement and Data: US Customary Units, “In this unit, you will have the opportunity to assess MP.1 to MP.7.”
• The Mathematical Practices 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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 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 5.

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

• MP1: Teacher Resource, Part 1, Unit 2, Lesson NBT5-5, Extensions, Item 5, “Hannah writes two number sequences. The first sequence starts at 0. Any term in the second sequence is always 5 less than the next term in that sequence. Each term in the second sequence is 10 more than the same term in the first sequence. Write a rule for each sequence.” Students have the opportunity to make sense of problems and design appropriate solution pathways.
• MP2: Teacher Resource, Part 1, Unit 3, Lesson NBT5-15, Extensions, Item 6, “Use any tool such as play money, base-10 blocks, or sketches of these to model and solve the multiplication. Explain how your model shows the multiplication. a. 40 x 10 b. 32 x 10 c. 57 x 100.” Students reason quantitatively to represent abstract problems.
• MP6: In Teacher Resource, Part 1, Unit 5, Lesson NF5-14, students attend to precision when subtracting fractions with unlike denominators as they calculate a common denominator and then carry out the subtraction operation.
• MP7: Teacher Resource, Part 1, Unit 3, Lesson NBT5-15, Extensions, Item 2: “Find as many answers as you can using multiples of 10 for each question. a. __ x __ = 40,000; b. __ x __ = 120,000” Students look for and make use of structures when working with multiples.
• MP8: Teacher Resource, Part 1, Unit 2, Lesson NBT5-1, Item 3, “Nina and Sal save their allowance to donate to charity. Nina starts with $500 and Sal starts with$360. They both get $20 per week. When they are ready to donate, Nina has$1000. How much money do they donate all together? Explain how you know.” Students apply repeated reasoning to extend a sequence and solve word problems.

For MP4, students are given models to use and have few opportunities to develop their own mathematical models. In addition, students have few opportunities to compare different models in problem contexts. Examples include:

• Teacher Resource, Part 1, Unit 2, Lesson NBT5-8, Extensions, Item 2, “Amy and Jin sell cookies to raise money for charity. There are 15 cookies in each box. Amy starts with 518 boxes and Jin starts with 372 boxes. They each sell 12 boxes a day. After a certain number of days, Jin has 300 boxes left. How many boxes does Amy have left? Find the answer using sequences. Show your work and write your answer as a complete sentence.”
• Teacher Resource, Part 2, Unit 6, Lesson MD5-29, Extensions, Item 2, “a. Mandy coaches a baseball team. She has a pizza party for her team and spent \$95.95 for 5 pizzas. Each pizza cost the same amount. Three of the pizzas were vegetarian. One of the vegetarian pizzas had pineapple on it. How much did the vegetarian pizzas cost? b. Which facts did you not need to use in part a? Explain.” The students are not developing their own models or comparing different models.

For MP5, students are given few opportunities to use tools strategically, as they are most often given the tools to use for a problem. Examples include:

• Teacher Resource, Part 1, Unit 3, Lesson NBT5-35, Extensions, Item 2, “a. Use long division to find 656 / 8. Use money, base-10 blocks, or sketches of these, to explain each step. b Create a story problem about sharing money or base ten blocks that matches the division. Explain what each step in the long division is in your story problem.”
• Teacher Resource, Part 2, Unit 4, Lesson NBT5-59, Extensions, Item 4, “Use money or base-10 blocks and math words like regrouping, hundredths, and tenths to explain why 4.65 x 3 = 13.95.”
• Teacher Resource, Part 2, Unit 7, Lesson G5-18/G5-19, Extensions, Item 2, “Nancy has one large cubic box and one small cubic box. To measure the volume of each, she fills them with cubic blocks, each measuring 1 cubic foot. She uses 91 blocks altogether and the blocks fill the boxes perfectly. How much larger is the larger box than the smaller box? Use one or more of these tools: a number line, a pan balance, base-10 blocks, a ruler, a T-table, connecting cubes, grid paper, pattern blocks, pencil and paper sketches.”

### Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
Narrative Evidence Only

### 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
+
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 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 1, Unit 3, Lesson NBT5-19, Extensions, Item 3, “Look at the following statement: If you multiply a whole number by 10,000, the number of zeros in the product will be ___. a. Rani says the blank should be 4, since there are 4 zeros in 10,000. Do you agree with Rani?”
• Teacher Resource, Part 2, Unit 2, Lesson NF5-31, Extensions, Item 3, “John adds $$\frac{2}{5}$$ + $$\frac{5}{3}$$ = $$\frac{7}{8}$$. What mistake did he make? How can you tell by estimating that the answer is correct? Explain.”
• Teacher Resource, Part 2, Unit 6, Lesson MD5-30, Extensions, Item 4, “Tony says, ‘Since there are 1,000 millilites in a liter, millileters must be bigger than liters.’ Explain why you agree or disagree with Tony’s reasoning.”
• Teacher Resource, Part 2 Unit 4, Lesson NBT5-57, Extensions, Item 5, “To multiply 3.2 and 7.1, Tessa multiplies 32 and 71 first. She then moves the decimal in the product two places to the left because the rule says to add the number of places after the decimal point to each factor. Tesa knows the rule, but she doesn’t understand why the rule works.” Part a helps guide the student. Part b. “In pairs, explain your answers to part a. Do you agree with each other? Discuss why or why not.”

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 NBT5-39, Extensions, Item 2 “a. Is there a largest power of 10? Explain. b. Is there a smallest decimal fraction? How do you know?” Students do not construct a viable argument or analyze the arguments of others, only explain the solution.
• Teacher Resource, Part 1, Unit 5, Lesson, NF5-17, Extensions 6: “a. Find: $$\frac{1}{2}$$ of 2, $$\frac{1}{3}$$ of 3, $$\frac{1}{4}$$ of 4, $$\frac{1}{5}$$ of 5, $$\frac{1}{}$$ of 6, $$\frac{1}{7}$$ of 7. Do you see a pattern? Predict $$\frac{1}{384}$$ of 384. Explain your reasoning. b. Find the fractions of a number. Explain your result. $$\frac{2}{3}$$ of 3, $$\frac{3}{5}$$ of 5, $$\frac{8}{9}$$ of 9, $$\frac{7}{15}$$ of 15, $$\frac{8}{11}$$ of 11” Students do not construct a viable argument or analyze the arguments of others, only explain the solution.

### 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
+
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 5 partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Teacher guidance and questions are found in the lessons. In some lessons, teachers are given questions that prompt mathematical discussions and engage students to construct viable arguments, and in other lessons, teachers are provided questions and sentence stems to facilitate students in analyzing the arguments of others, and to justify their answers. Also, on page A49 in the “How to use the lesson plans flexibly” 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 ___? (a particular strategy or tool)
• How did you come up with ___? (an idea or strategy)”

These sentence stems are used consistently during the Lessons and Extensions.

Examples where teachers are provided guidance to engage students in constructing viable arguments and/or analyze the arguments of others include, but are not limited to:

• Teacher Resource, Part 1, Unit 3, Lesson NBT5-20, Extensions, Item 4, “Encourage partners to ask questions to understand and challenge each other’s thinking. See page A-49 for sample sentence and question stems to guide students.”
• Teacher Resource, Part 1, Unit 5, Lesson NF5-18, Extensions, Item 2, “Encourage partners to ask questions to understand and challenge each other’s thinking and use of math words. See page A-49 for sample sentence and question stems to guide students.”
• Teacher Resource, Part 1, Unit 5, Lesson NF5-19, Extensions, Item 2, “Encourage partners to ask questions to understand and challenge each other’s thinking. See page A-49 for sample sentence and question stems to guide students.”

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 “choose 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 redirect students who didn’t understand. Examples include:

• Teacher Resource, Part 1, Unit 6, Lesson NBT5-40, Extensions, Item 1, “NOTE: Encourage students to try examples in an organized way to look for a pattern.” The teacher is encouraged, but not given any samples.
• Teacher Resource, Part 1, Unit 2, Lesson NBT5-12, Extensions, Item 3, “a. What is the greatest seven-digit number you can create so that the number is a multiple of 5 and the millions digit is worth 200 times as much as the ten thousands digit? b. In pairs, explain how you know that your answers in part a) are correct. Do you agree with each other? Discuss why or why not.” The teacher asks students to explain, but the materials do not give any other suggestions to the teacher.
• Teacher Resource, Part 2, Unit 2, Lesson NF5-31, Extensions, Item 3, "John adds$$\frac{2}{5}$$ + $$\frac{5}{3}$$ = $$\frac{7}{8}$$. What mistake did he make? How can you tell by estimating that the answer is incorrect? Explain." Teachers are provided an answer but teachers are not given direction on how to help students build an argument.
• Teacher Resource, Part 2, Unit 3, Lesson OA5-7, Extensions, Item 4, "The smallest non-zero place value in 15.70 is the tenths place. a. What is the smallest non-zero place value in the sum? a. 4.6 + 5.2 ... b. Rob adds two numbers whose smallest non-zero place value is the tenths place. When does the sum also have the tenths place as the smallest non-zero place value? Try several examples and make a conjecture, or guess, of what the rule is. c. In pairs, explain why your conjectures are true. Do you agree with your partner? Discuss why or why not. The materials provide answers but not directions to the teachers for how to guide the students in constructing an argument.

### Indicator 2g.iii

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

The instructional materials reviewed for JUMP Math Grade 5 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 direction 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.

## 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 3aa - 3z

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

### 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

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

### 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
abc123

Report Published Date: 2020/09/17

Report Edition: 2019

Title ISBN Edition Publisher Year
Teacher Resource for Grade 5, New US Edition 978‑1‑77395‑040‑2 JUMP Math 2019
Student Assessment & Practice Book 5.1 978‑1‑927457‑14‑6 JUMP Math 2019
Student Assessment & Practice Book 5.2 978‑1‑927457‑15‑3 JUMP Math 2019

## Math K-8 Review Tool

The mathematics review criteria identifies the indicators for high-quality instructional materials. The review criteria 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 review criteria evaluates materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complements the review criteria 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.

## Math K-8

K‑8 Evidence Guide K‑8 Review 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.

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.