## Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Grade 7 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 7 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
+
-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 7 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 7 meet expectations for assessing grade-level content. Above-grade-level assessment Items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials. The Sample Unit Quizzes and Tests along with Scoring Guides and Rubrics were reviewed for this indicator. Examples of grade-level assessment items include:

• Teacher Resource, Part 1, Sample Quizzes and Tests, Unit 2 Test, Item 3, “Subtract. Then find the distance apart. a. +8 − (−5) = ______, so +8 and −5 are _____ units apart. b. +4 − (+9) = ______, so +4 and +9 are _____ units apart. c. −6 − (+2) = ______, so −6 and +2 are _____ units apart. d. −3 − (−10) = ______, so −3 and −10 are _____ units apart.” Students are subtracting rational numbers and finding their distance apart. (7.NS.1c)
• Teacher Resource, Part 1, Sample Quizzes and Tests, Unit 3 Quiz, Item 5, “Factor the expression. Use the GCF of the numbers. a. 6x + 8 b. 12x − 15 c. 3x + 12 d. 8x − 4.” Students factor an expression using the Greatest Common Factor. (7.EE.1)
• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 5 Test, Item 4, “a. Use long division to write $$\frac{7}{8}$$ as a decimal. b. How do you know that the division is finished at this point?” Students use long division to change a fraction to a decimal and explain that the decimal form of a rational number terminates in 0s. (7.NS.2d)
• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 6 Quiz, Item 2, “What shape is the cross-section?” Students name the 2-dimensional figure that results from slicing a cross-section of a 3-dimensional figure. (7.G.3)
• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 7 Quiz, Item 2, “Box plots A and B represent sets that have 500 data values. a. Which set has the greater median? __________ b. Which set has the greater IQR? __________” Students compare two data sets and assess the degree of overlap. (7.SP.3)

The following are examples of assessment Items that are aligned to standards above Grade 7, but these can be modified or omitted without compromising the instructional materials:

• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 3, Item Bonus, “2(x + 3) = 3x - 7” Students expand an expression and collect terms. (8.EE.8)
• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 4, Item 2, “Evaluate the variables. Include the units.” Students find exterior angles based on a picture. (8.G.5)

### 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 7 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 7 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:

• Teacher Resource, Part 1, Unit 6, Lessons G7-8, G7-9, and G7-10 connect 7.RP.2 with 7.G.1 as students are expected to recognize and represent proportional relationships between quantities in order to solve problems involving scale drawings of geometric figures.
• Teacher Resource, Part 2, Unit 4, Lessons G7-11, G7-12, and G7-13 connect 7.EE.4a with 7.G.5 as students are expected to solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers, that arise from using facts about supplementary, complementary, vertical, and adjacent angles in a figure.
• Teacher Resource, Part 2, Unit 4, Lessons G7-14, G7-15, and G7-16 connect 7.EE.4 with 7.G.6 as students are expected to construct simple equations and inequalities to solve problems by reasoning about the quantities that arise from real-world and mathematical problems involving area of two-dimensional objects composed of triangles, quadrilaterals, and polygons.
• Teacher Resource, Part 2, Unit 7, Lesson SP7-16 connects 7.RP.2 with 7.SP.2 as students are expected to recognize and represent proportional relationships between quantities in order to draw inferences about a population with an unknown characteristic of interest.

### 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 7 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 154 days, which is appropriate for a school year of approximately 140-190 days.

• The materials are written with 15 units containing a total of 168 lessons.
• Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 168 lessons, and of those, 29 are Bridging lessons. These 29 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 139 lessons.
• There are 15 unit tests which are counted as 15 extra days of instruction.
• There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.

### Indicator 1e

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

The instructional materials reviewed for JUMP Math Grade 7 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 8, Statistics and Probability: Probability Models, of Teacher Resource, Part 1 describes the topics from Measurement and Data that students encountered in Grades K through 5, specifically organizing and representing data with scaled picture and bar graphs and line plots with measurements in fractions of a unit, and from Statistics and Probability in Grade 6, specifically developing an understanding of statistical variability and summarizing and describing distributions. The description then includes the topic of probability, specifically referring to using different tools to find probabilities, and it concludes with how the work of this unit builds to the statistical topic of bivariate data in Grade 8.

There are some lessons that are not labeled Bridging lessons that contain off-grade-level material, but these lessons are labeled as “preparation for” and can be connected to grade-level work. For example, Teacher Resource, Part 2, Unit 2, Lesson RP7-33 addresses solving addition and multiplication equations including negative addends and coefficients, and the lesson is labeled as "preparation for 7.EE.4."

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

• Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
• The problems in the Assessment & Practice books align to the content of the lessons, and they provide on-grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-54, Teacher Resource)
• In the Advanced Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource, Part 2, Unit 3, Lesson EE7-27 engage students in solving inequalities where the coefficient of the variable is negative, which is more difficult than when the coefficient is positive, but these problems still align to 7.EE.4b. Also, the problems in Teacher Resource, Part 2, Unit 5, Lesson NS7-52 that have students simplifying numerical expressions that include repeating decimals align to standards from 7.NS.

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

• Every lesson identifies “Prior Knowledge Required” even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource, Part 2, Unit 2, Lesson RP7-28 states that its goal is to solve problems involving ratios with fractional terms, and the prior knowledge required is that students can divide fractions, can multiply fractions by whole numbers, can multiply whole numbers by fractions, can find equivalent ratios, and can understands ratio tables.
• There are 29 lessons identified as Bridging lessons, but none of these lessons are explicitly aligned to standards from prior grades even though they do state for which grade-level standards they are preparation. For example, in Teacher Resource, Part 1, Unit 4, four of the seven lessons are Bridging lessons labeled as "preparation for 7.NS.1," and two of the seven are Bridging lessons labeled as "preparation for 7.NS.2." However, none of these six Bridging lessons are explicitly aligned to standards prior to Grade 7. Also, Teacher Resource, Part 2, Unit 3, Lesson EE7-1 is a Bridging lesson labeled as "preparation for 7.EE.4" that has students substituting values for a variable into an expression, but the lesson is not explicitly aligned to standards prior to Grade 7.

### Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 7 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings and make connections within and across domains.

In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 3 is titled Expressions and Equations: Equivalent Expressions, and Teacher Resource, Part 2, Unit 6 is titled Geometry: Volume, Surface Area, and Cross Sections. Within the units, there are goals for each lesson, and the language of the goals is visibly shaped by the CCSSM cluster headings. For example, in Teacher Resource, Part 1, Unit 8, the goal for Lesson SP7-9 states "Students will design and use a simulation to determine probabilities of compound events." The language of this goal is visibly shaped by 7.SP.C, "Investigate chance processes and develop, use, and evaluate probability models."

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

• In Teacher Resource, Part 2, Unit 4, Lessons G7-22 and G7-23, the materials connect 7.G.A with 7.G.B as students draw, construct, and describe geometrical figures; describe the relationships between them; and solve problems involving angle measure and area.
• In Teacher Resource, Part 2, Unit 7, Lesson SP7-13, the materials connect 7.SP.A with 7.SP.B as students use random sampling to draw inferences about a population and informal comparative inferences about two populations.
• In Teacher Resource, Part 2, Unit 3, Lesson EE7-19, the materials connect 7.RP with 7.EE as students are expected to recognize and represent proportional relationships between quantities and rewrite expressions in different forms in a problem context to shed light on the problem and how the quantities in it are related.

### Criterion 1b

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

The instructional materials reviewed for JUMP Math Grade 7 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 73 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 7 meet expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 73 percent of class time is devoted to major work of the grade.

The materials for Grade 7 include 15 units. In the materials, there are 168 lessons, and of those, 29 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-56), so the number of lessons examined for this indicator is 139 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were connections found between supporting clusters and major clusters, and due to the strength of the connections found, the number of lessons addressing major work was increased from the approximately 96 lessons addressing major work as indicated by the materials themselves to 102 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 67 percent, 10 out of 15;
• Lessons – Approximately 73 percent, 102 out of 139; and
• Days – Approximately 73 percent, 112 out of 154.

The number of instructional days, approximately 73 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.

## Rigor & Mathematical Practices

#### Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Grade 7 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 Mathematics Grade 7 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 7 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The materials include lessons designed to support students’ conceptual understanding. Examples include:

• Teacher Resource, Part 1, Unit 5, Lesson RP7-22, Extensions, Item 1, “Jake makes a 2.5% commission on the sale of a $30 item. How much money does he make in commission? Justify your answer.” In the extensions for this lesson problems exist where students use different forms. • Teacher Resource, Part 1, Unit 5, Lesson RP7-16, Exercises, Item 2, “a. Check that $$\frac{1}{20}$$ = 0.05 b. Use the fact that $$\frac{1}{20}$$ = 0.05 to write the fraction as a decimal. i. $$\frac{2}{20}$$ ii. $$\frac{13}{20}$$ iii. $$\frac{7}{20}$$” • Teacher Resource, Part 1, Unit 3, Lesson EE7-2, Exercises, Item 1, “Use the commutative property of multiplication to complete the equation. a. (9-7) x (3+4) = ____ b. (8-5) x (8÷4)= ____” Conceptual understanding is built with this lesson. • Teacher Resource, Part 2, Unit 3, Lesson EE7-15, Exercises, Item 1, “Move all the variable terms to the left side and all the constant terms to the right side. a. 3x + 3 - x = 5.” ### 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 7 meet expectations for attending to those standards that set an expectation of procedural skill and fluency. The materials place an emphasis on fluency, giving many opportunities to practice standard algorithms and to work on procedural knowledge. Cluster 7.NS.A develops procedural skill in completing addition, subtraction, multiplication, and division with rational numbers. Examples include: • Teacher Resource, Part 1, Unit 2, Lesson NS7-5, Exercise, Item e, “(+2) + (-3) Do the previous exercises without using a number line. Make sure you get all the same answers.” Students first use the number line to add integers and then apply noticed patterns to addition problems without a number line. • Teacher Resource, Part 1, Lesson NS7-14, Extensions, Item 5, “Lynn says that -4$$\frac{1}{5}$$+ 3$$\frac{2}{5}$$= -1$$\frac{3}{5}$$ because -4 + 3 = -1 and 1 + 2 = 3. Do you agree with Lynn? Why or why not?” Students apply the patterns associated with adding and subtracting integers to add and subtract decimals and fractions that contain negatives. • Student Resource, Assessment & Practice Book, Part 1, Lessons NS7-27, Item 2a, “-8 x 5 = 0 - ____=_____.” Students use the distributive property to further understand multiplying integers. Standard 7.EE.1 expects students to use procedural skills in developing equivalent, linear expressions with rational coefficients through addition, subtraction, factoring, and multiplication. Examples include: • Teacher Resource, Part 1, Unit 3, Lesson EE7-9, Exercises,“Write an equivalent expression without brackets. Then simplify your expression. a. 3x − (5 + 6x) b. 5x + 4 − (2x + 9).” Students simplify expressions by combining like terms using properties of operations. • Teacher Resource, Part 1, Unit 3, Lesson EE7-11, Exercises, “Simplify. a. 3x − 2(x + 5).” Students use pictures and area models to write equivalent expressions that involve multiplication and factoring. Standard 7.EE.4 expects students to develop procedural skill in constructing and solving linear equations in the form px+q=r or p(x + q)=r, and inequalities in the form px+q>r and px+q<r. Examples include: • Teacher Resource, Part 2, Unit 3, Lesson EE7-14, Exercises, “Solve the equation in two steps. a. 3x + (-5) =13 b. (-4)y - (-2) = 34 c. (-4) + 9z =14” Students undo operations to solve equations with rational numbers. Students solve many problems including, one-step equations, two-step equations, equations using the distributive property, and equations with complex fractions involving cross multiplying. • Teacher Resource, Part 2, Unit 3, Lesson EE7-23, Exercises, Item 1, “Write the description using symbols. a. x is 16 or more b. x is 25 or less c. x is -0.5 or less.” Students use symbols to write inequalities to represent conditions and show solutions on a number line. • Teacher Resource, Part 2, Unit 3, Lesson EE7-25, Exercises, “Write an inequality to represent the weights on a balance.” Pictures of balances are shown with different weights. Students use a balance model to solve inequalities. ### 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 + - Indicator Rating Details The instructional materials reviewed for JUMP Math Grade 7 partially meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of mathematics without losing focus on the major work of each grade. Overall, many of the application problems are routine in nature and replicate the examples given during guided practice, and problems given for independent work are heavily scaffolded. Examples include: • Book 2 Unit 2 has limited real-world problems for students to solve. The focus of the unit is on learning specific algorithms to solve ratio problems. • Teacher Resource, Part 2, Unit 2, Lesson RP7-27, Exercises, “Write a ratio with whole-number terms. a. $$\frac{3}{8}$$ of a pizza for every 3 people.” However, none of the independent student work includes real-world scenarios. (7.RP.A) Students use fractional ratios and write equivalent whole number ratios. • Teacher Resource, Part 2, Unit 2, Lesson RP7-28, Extensions, Item 2, “John skates $$\frac{7}{2}$$ km in 10 minutes and bikes $$\frac{19}{4}$$ km in 12 minutes. Does he skate or bike faster?” (7.RP.A) Students are using proportional relationships to solve the problem. • Teacher Resource, Part 1, Unit 7, Lesson NS7-28, Exercises, “Write a multiplication equation to show the amount of change. a. Ted gained$10 every hour for 5 hours.” (7.NS.3) Students are given a variety of real-world contexts and are asked to write expressions and equations for each context. Students are also asked to solve equations using multiplication and addition.
• Teacher Resource, Part 2, Unit 1, Lesson NS7-32, Exercises, “Will the recipe turn out? a. I’m making 5 $$\frac{1}{2}$$ batches of gravy, and each batch needs $$\frac{3}{8}$$ cup of flour. I use 2 cups of flour.” (7.NS.3) Students are using the four operations with rational numbers to solve problems. However, students are presented with few opportunities to solve real-world problems involving the four operations of rational numbers. When real-world problems are given, students are encouraged to follow the given examples and the problems do not have room for multiple strategies.
• Teacher Resource, Part 1, Unit 5, Lesson RP7-22, Exercises, “The amount of tax is 5%. Multiply the original price by 1.05 to calculate the price after taxes. a. a $30 sweater b. a$12 CD.” (7.EE.3) The application questions follow given examples closely. For example, students solve percentage increase problems by being shown the structure of the problems before this set of exercises.
• Teacher Resource, Part 1, Unit 8, Lesson PS7-9, Exercises, “Which part in the exercises above has the same answer as the given problem? a. 40% of students in the class are boys. Students are picked at random once a week for five weeks. Estimate the probability that a boy will be chosen in at least two consecutive weeks. b. 40% of blood donors have Type O blood. What is the probability that none of the first six donors asked have Type O blood?” (7.SP.8) The application questions follow given examples closely.

Non-routine problems are occasionally found in the materials. For example:

• In Book 1, Unit 1 Lesson RP7-11, Extensions, Item 5, “Raj mixes 3 cups of white paint with 1 cup of blue paint. He meant to mix 1 cup of white paint with 3 cups of blue paint. How much blue paint does he need to add to get the color he originally wanted?” (7.RP.A) Students are shown how to use ratio tables to help them solve problems with proportional relationships.

### 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 7 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: Teacher Resource, Part 1, Unit 2, Lesson NS7-5, Exercises, “Add using a number line. a. (-4) + (+1).” Students are introduced to adding integers using a number line. In the guided practice of the teachers edition, cut out arrows are moved around a number line drawn on the board to show students how adding negative numbers is done on a number line.
• Application: Teacher Resource, Part 2, Unit 2, Lesson RP7-35, Exercise, “A shirt cost $25. After taxes, it costs$30. What percent of the original price are the taxes?” Students use contexts to learn to cross multiply to arrive at an equation and then solve the equation.
• Procedural Skill and Fluency: In Part 2, Unit 5, Lesson NS7-47, Extensions, Item 1, “Investigate if the estimate is more likely to be correct when the divisor is closer to the rounded number you used to make your estimate. For example, when the divisor is 31 rounded to 30, is your estimate more likely to be correct than when the divisor is 34 rounded to 30? Try these examples: 31⟌243, 31⟌249, 31⟌257, 31⟌265, 31⟌274, 34⟌243, 34⟌249, 34⟌257, 34⟌265, 34⟌274.” Students are given opportunities to develop fluency with division with rational numbers.

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

• Student Resource, Student Assessment and Practice Book, Part 2, Lesson G7-24, Item 9, “The dimensions of a cereal box are 7 $$\frac{7}{8}$$ inches by 3 $$\frac{1}{3}$$ inches by 11 $$\frac{4}{5}$$ inches. What is the volume of the cereal box in cubic inches?” This problem has students using application and procedural skill and fluency using the formula to solve the word problem.
• Teacher Resource, Part 1, Lesson RP7-16, Exercises, “Draw models to multiply. a. 2 × 4.01 b. 3 × 3.12” develops conceptual understanding of multiplying decimals by modeling the multiplication while using procedural fluency.
• Teacher Resource, Part 2, Lesson G7-18, Exercises, Item a, “The area of an Olympic ice rink is 1,800 m$$^2$$. A school builds an ice rink to the scale (Olympic rink) : (school rink) = 5 : 4. What is the area of the school rink?” Students develop procedural fluency when they practice calculating areas given scales while solving application problems.

### 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 7 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 7 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 Teacher Resource, Part 1, Unit 8, Mathematical Practices in this Unit, “MP.1: SP7-2 Extension 2, SP7-9 Extension 2.”
• “Mathematical Practices in this Unit” gives the Mathematical Practices that can be assessed in the unit. For example, in Teacher Resources, Part 2, Unit 7, Mathematical Practices in this Unit, “In this unit, you will have the opportunity to assess MP.1 to MP.4 and MP.6 and MP.8.”
• 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
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 7 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:

• MP2: Teacher Resource, Part 1, Unit 3, Lesson EE7-6, Extensions, Item 3, “a. Sketch a circle divided into the following fractions. i. thirds, ii. fourths, iii. fifths. b. Evaluate the expression 360x for i. x = $$\frac{1}{3}$$, ii. x = $$\frac{1}{4}$$, iii. x = $$\frac{1}{5}$$, c. Use your answers to b and a protractor to check the accuracy of your sketches in a.” In this question, students take the quantitative work with the sketches of circles and connect it to the abstract work of evaluating expressions.
• MP2: Teacher Resource, Part 2, Unit 5, Lesson NS7-46, Extensions, Item 3, “Bev made a grape drink by mixing $$\frac{1}{3}$$ cup of ginger ale with $$\frac{1}{2}$$ cup of grape juice. She used all her ginger ale, but she still has lots of grape juice. She wants to make 30 cups of the grape drink for a party. How many 355 mL cans of ginger ale does she need to buy?” In the solution, students get a remainder in their division, so they must interpret that remainder as needing to buy more cans.
• MP6: Teacher Resource, Part 2, Unit 3, Lesson EE7-15, Extensions, Item 6, “Clara’s Computer Company is making a new type of computer and Clara wants to advertise it. A 30-second commercial costs $1,500,000. Clara plans to sell the computer at a profit of$45.00. Clara determines that 8,600,000 people watched the commercial. a. What percentage of people who watched the commercial would have to buy the product to pay for the price of the commercial? Show your work using equations. Say what each equation means in the situation. b. What facts did you need to use to do part a? c. What place value did you round your answer in part a? Explain your choice. d. Do you think the commercial was a good idea for Clara? Explain.” Students attend to precision throughout the problem to determine if the commercial was a good idea.
• MP6: Teacher Resource, Part 1, Unit 2, Lesson NS7-2, Extensions, Item 5, “Liz has red, blue, and white paint in the ratio 3:2:1. She mixes equal parts of all three colors to make light purple paint. If she uses all her white paint, what is the ratio of red to blue paint that she has leftover? Use a T-table or a tape diagram with clear labels.” MP6 is developed as students are encouraged to use clear labels in models to ensure they can understand their calculations. This would help students be precise with their ratio calculations.
• MP7: Teacher Resource, Part 1, Unit 2, Lesson NS7-3, Extensions, Item 2, “Look for shortcut ways to add the gains and losses. a. -4 - 5 - 6 +7 +8 + 9.” Students are shown how to group numbers together to make the addition easier, looking for addends that combine to make 10, and looking for opposites to cancel out. Students use structure to complete the problem.
• MP7: Teacher Resource, Part 2, Unit 1, Lesson NS7-37, Extensions 2, “Without doing the division, which do you expect to be greater? -21,317.613 ÷ $$\frac{1}{2}$$ or -21,317.613 ÷ $$\frac{3}{5}$$? Explain.” Students use the structure of dividing by fractions to help them reason about which answer would be greater.

Examples of the materials not carefully attending to the meaning of MPs 4 and 5 include:

• MP4: Teacher Resource, Part 1, Unit 5, Lesson RP7-19, Extensions, Item 4, “Ethan bought a house for $80,000. He spent$5,000 renovating it. Two years after he bought the house, the value increased by 20%. If he sells the house, what would his annual profit be, per year?” Because students are working very similar problems before this set of problems, students do not model with mathematics.
• MP4: Teacher Resource, Part 2, Unit 6, Lesson G7-25, Exercise, Item 1, “The base of a free-standing punching bag is an octagon. The area of the base is 3.5 ft$$^2$$ and the height is 3 ft. a. What is the volume of the punching bag? b. A 30 kg bag of sand fills $$\frac{2}{3}$$ ft$$^2$$. How many bags of sand do you need to fill the punching bag?” Because students are working very similar problems before this set of problems, students do not model with mathematics.
• MP5: Teacher Resource, Part 1, Unit 2, Lesson NS7-2, Extensions, Item 5, “Use a T-table or a tape diagram with clear labels. Which was faster?...What does the tape diagram show you that the T-table does not?” Students are told which tools to use.
• MP5: Teacher Resource, Part 2, Unit 6, Lesson G7-24, Exercises, “a. Find the volume of the prism in three different ways.” A picture of a rectangular prism with sides of 13 cm, 2 cm, and 5 cm is shown. “b. Which way is the easiest to calculate mentally? Solutions: a. 13 x 2 x 5 = 26 x 5 = 130, so V = 130 cm$$^3$$, 13 x 5 x 2 = 65 x 2 = 130, so V = 130 cm$$^3$$, 5 x 2 x 13 = 130, so V = 130 cm$$^3$$; b) 5 cm x 2 cm x 13 cm is the easiest to calculate because 5 x 2 = 10 and it is easy to multiply by 10.” This problem has students deciding which way to multiply the numbers is easiest, which does not require the use of tools.

### 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
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 7 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.

Students explain their thinking, compare answers with a partner, or understand the error in a problem. However, this is done sporadically within extension questions, and often the materials identify questions as MP3 when there is not an opportunity for students to analyze situations, make conjectures, and justify conclusions. At times, the materials prompt students to construct viable arguments and critique the reasoning of others. Examples that demonstrate this include:

• Teacher Resource, Part 2, Unit 1, Lesson NS7-37, Extensions, Item 2, “a. Without doing the division, which do you expect to be greater, −21,317,613 ÷ $$\frac{1}{2}$$ or −21,317,613 ÷ $$\frac{3}{5}$$? Explain. b. In pairs, explain your answers to part a. Do you agree with each other? Discuss why or why not. Use math words.”
• In Teacher Resource, Part 2, Unit 3, Lesson EE7 -17, Extensions, Item 4, students complete the following problem: “a. After the first two numbers in a sequence, each number is the sum of all previous numbers in the sequence. If the 20th term is 393,216, what is the 18th term? Look for a fast way to solve the problem. b. In pairs, explain why the way you chose in part a works. Do you agree with each other? Discuss why or why not.”
• In Teacher Resources, Part 2, Unit 5, Lesson NS7-49, Extensions, Item 3, students are told, “Eddy painted a square wall. Randi is painting a square wall that is twice as wide as the wall that Eddy painted. Eddy used 1.3 gallons of paint. Randi says she will need 2.6 gallons of paint because that is twice as much as Eddy needed and the wall she is painting is twice as big. So you agree with Randi? Why or Why not?”

In questions where students must explain an answer or way of thinking, the materials identify the exercise as MP3. As a result, questions identified as MP3 are not arguments and not designed to establish conjectures and build a logical progression of a statement to explore the truth of the conjecture. Examples include:

• Teacher Resource, Part 1, Unit 3, Lesson EE7-2, Extensions, Item 4, “Which value for w makes the equation true? Justify your answers. a. 2 x 5 - w x 2 b. w x 6 = 6 x 3”
• Teacher Resource, Part 1, Unit 8, Lesson SP7 - 1, Extensions, Item 4, “Sam randomly picks a marble from a bag. The probability of picking a red marble is $$\frac{2}{5}$$. What is the probability of not picking red? Explain.”
• Teacher Resource, Part 2, Unit 3, Lesson EE7 -28, Extensions, Item 3, “a. The side lengths of a triangle are x, 2x +1, and 10. What can x be? Justify your answer. b. In pairs, explain your answers to part a. Do you agree with each other? Discuss why or why not.”
• Many MP3 problems in the extension sections follow a similar structure. Students are given a problem and “explain.” Then, students compare their answers with a partner and discuss if they agree or not. This one dimensional approach does not offer guidance to students on how to construct an argument or critique the reasoning of others. For example, Teacher Resource, Part 2, Unit 7, Lesson SP7-14, Extensions, Item 4, “a. What shape is the cross section of the cube? Explain how you know using math words. b. In pairs, discuss your answers to part a. Do you agree with each other? Discuss why or why not.”
• Students are given extension questions when they are asked to analyze the math completed by a fictional person. For example, Teacher Resource, Part 1, Unit 1, Lesson RP7-7, Extensions, Item 4, students are asked to determine if another student is correct with their reasoning. “Two whole numbers are in the ratio 1 : 3. Rob says they cannot add to an odd number. Is he right? Explain.” These problems begin to develop students’ ability to analyze the mathematical reasoning of others but do not fully develop this skill. Students analyze an answer given by another, but do not develop an argument or present counterexamples.

### 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 7 partially meet expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Some guidance is provided to teachers to initiate students in constructing arguments and critiquing others; however, the guidance lacks depth and structure, and there are multiple missed opportunities to assist students to engage in constructing and critiquing mathematical arguments.

The materials have limited support for the teacher to develop MP3. Generally, the materials encourage students to work with a partner as a way to construct arguments and critique each other. In the teacher information section, teachers are provided with the following information:

• Page A-14: “Promote communication by encouraging students to work in pairs or in small groups. Support students to organize and justify their thinking by demonstrating how to use mathematical terminology symbols, models and manipulatives as they discuss and share their ideas. Student grouping should be random and vary throughout the week.” The material provides no further guidance on thoughtful ways to group students and only limited structures that would encourage collaboration.
• Page A-49: “Classroom discussion in the lesson plans include prompts such as SAY, ASK and PROMPT. SAY is used to provide a sample wording of an explanation, concept or definition that is at grade level, precise, and that will not lead to student misconceptions. ASK is used for probing questions, followed by sample answers in parentheses. Allow students time to think before providing a PROMPT, which can be a simple re-wording of the question or a hint to guide students in the correct direction to answer the question….You might also have students discuss their thinking and explain their reasoning with a partner, or write down their explanations individually. This opportunity to communicate thinking, either orally or in writing, helps students consolidate their learning and facilitates the assessment of many Standards for Mathematical Practice.” While this direction would help teachers facilitate discussion in the classroom, it would not help teachers to develop student’s ability to construct arguments or critique the reasoning of others.
• Page A-49: There are sentence starters that are referenced that mostly show teachers how to facilitate discussions among students. The materials state, “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)”

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 this direction would help teachers facilitate discussion in the classroom, it would not help them to develop student’s ability to construct arguments or critique the reasoning of others.

• A rubric for the Mathematical Practices is provided for teachers on page L-71. For MP3, a Level 3 is stated as, “Is able to use objects, drawings, diagrams, and actions to construct an argument” and “Justifies conclusions, communicates them to others, and responds to the arguments of others.” This rubric would provide some guidance to teachers about what to look for in student answers but no further direction is provided about how to use it to coach students to improve their arguments or critiques.
• In the Math Practices in this Unit Sections, MP3 is listed multiple times. The explanation of MP3 in the unit often consists of a general statement. For example, in Teacher Resources, Part 1, Unit 3, the MP3 portion of the section states, “In EE7-7 Extension 3, students construct and critique arguments when they discuss in pairs the reasons why they agree or disagree with the statement 0 ÷ 0 = 1, and when they ask questions to understand and challenge each other’s thinking.” These explanations do not provide guidance to teachers to get students constructing arguments or critiquing the reasoning of others.

There are limited times when specific guidance is provided to teachers for specific problems. Examples include:

• Some guidance is provided to teachers for constructing a viable argument when teachers are provided solutions to questions labeled as MP3 in the extension questions. Some of these questions include wording that could be used as an exemplar response about what a viable argument is. For example, Teacher Resource, Part 1, Unit 1, Lesson RP7-10, Extensions, Item 6 students are asked to tell if the given quantities are in a proportional relationship. Teachers are provided with the sample solutions, “Sample solutions: a. The quantities are proportional. We made a table with headings “side length,” “area of square,” and “square of perimeter.” The ratio for area to square of perimeter was always 1 to 16, so the two quantities are proportional…”
• In Teacher Resource, Part 2, Unit 3, Lesson EE7-17, Extensions, Item 4 students are asked in pairs to explain why the way they chose in part a) works. Students are asked if they agree with each other and to discuss why or why not. Answers and a teacher NOTE are provided: “NOTE: In part b), encourage partners to ask questions to understand and challenge each other’s thinking (MP.3)—see page A-49 for sample sentence and question stems."

Frequently, problems are listed as providing an opportunity for students to engage in MP3, but miss the opportunity to give detail on how a teacher will accomplish this. Examples include:

• In Teacher Resource, Part 1, Unit 4, Lesson NS7-22, Extensions, Item 3, students are given the following problem and asked to explain: “b. Len placed a table 1.23 m long along a wall 3 m long. If his bed is 2.13 m long, will it fit along the same wall? Explain.” The answer is provided but no guidance is provided to teachers to help students explain.
• In Teacher Resource, Part 2, Unit 3, Lesson RP7-15, Extensions, Item 5, students are asked, “How would you shift the decimal point to divide by 10,000,000? Explain.” Teachers are given the sample response, “Move the decimal 7 places (because there are 7 zeros in 10,000,000) to the left (because I am dividing).” This is not facilitating the development of mathematical arguments.

### 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 7 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.

## Usability

#### Not Rated

+
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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 7, New US Edition 978‑1‑77395‑082‑2 JUMP Math 2019
Student Assessment & Practice Book 7.1 978‑1‑927457‑47‑4 JUMP Math 2019
Student Assessment & Practice Book 7.2 978‑1‑927457‑48‑1 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.