## Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Grade 3 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 3 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 3 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 3 meet expectations for assessing grade-level content. Above-grade-level assessment items are present but could be easily omitted or edited without a 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 6, MD3-7, “Use skip counting to find the area.” (3.MD.7b)
• Student Resource, Assessment & Practice Book 2, Unit 3, OA3-59, Item 2: “Draw the missing apples in the box. Then write the missing number in the smaller box.” (3.OA.4)
• Teacher Resource, Sample Unit Tests and Quizzes, Unit 1, Item 5a, “Which shapes are polygons? Hint: a polygon is a shape with straight sides.” In Items G3-1 through G3-9, students identify polygons. (3.G.1).
• Teacher Resource, Sample Unit Tests and Quizzes, Book 1, Unit 8, Quiz, Item 1, “Put an equal number of cookies on each plate. Draw dots for the cookies and circles for the plates. a. 12 cookies 3 plates; b. 8 cookies 4 plates” (3.OA.3)
• Teacher Resource, Sample Unit Tests and Quizzes Book 1, Unit 6, Quiz, Item 4, “Write an addition sentence for the perimeter.(3.MD.8)
• Teacher Resource, Sample Unit Tests and Quizzes Book 2, Unit 4, Test, Item 5, “There are 58 fiction books and 63 non-fictioni books in the library. a. Estimate the number of books in the library; b. Find the exact number of books in the library.” (3.OA.8)

The following are examples of assessment items that are aligned to standards above Grade 3, but these can be modified or omitted without compromising the instructional materials:

• Teacher Resource, Sample Unit Tests and Quizzes Book 2, Unit 1, Quiz, Item 1 a, b, c, d, “Use a piece of paper to decide which sides are equal. Draw hash marks to show equal sides. Mark the right angles. Name the polygon.” Students are given polygons. Identifying right angles is a Grade 4 standard. (4.G.2)
• Teacher Resource, Sample Unit Tests and Quizzes Book 2, Unit 1,Quiz, Item 1 a, b, c, “Mark parallel sides with arrows. Label the shape as a ‘trapezoid,’ ‘parallelogram,’ or ‘neither.’” Students are given different polygons. Parallel sides is a Grade 4 standard. (4.G.1)
• In Teacher Resource, Sample Unit Tests and Quizzes, Book 2, Unit 1, Quiz, Item 3, students are given a table and four different shapes, and they write “yes” or “no” in the columns. One of the columns states, “Has right angles.” (4.G.2)
• Teacher Resource, Sample Unit Tests and Quizzes, Book 2, Unit 1, Test, Item 3 a, b, c, “Mark the parallel sides with arrows. Label the shapes as ‘parallelogram,’ ‘trapezoid,’ or ‘neither.’ Students are given three polygons. Parallel sides is a Grade 4 standard. (4.G.1)
• In Teacher Resource, Sample Unit Tests and Quizzes, Book 2, Unit 1, Test, Item 4, students are given a table with polygons and compare the shapes. One of the rows asks, “Number of right angles” (4.G.2) and “Number of pairs of parallel sides.” (4.G.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 3 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 77 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 3 meet expectations for spending the majority of class time on the major work of the grade. Overall, approximately 77 percent of class time is devoted to major work of the grade.

The materials for Grade 3 include 17 units. In the materials, there are 168 lessons, and of those, 18 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 150 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 104 lessons addressing major work, as indicated by the materials themselves, to 116 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 74 percent, 12.5 out of 17;
• Lessons – Approximately 77 percent, 116 out of 150; and
• Days – Approximately 77 percent, 128.5 out of 167.

The number of instructional days, approximately 77 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 3 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 3 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:

• 3.G.A supports the major work of 3.NF.A and 3.MD.C. In Teacher Resource, Part 2, Unit 2, Lessons NF3-2 and NF3-18, students use partitioning of geometric figures to support the understanding of fractions and area.
• 3.MD.3 supports major cluster 3.OA.A. In Teacher Resource, Part 2, Unit 9, Lesson MD3-48 has students interpret data and solve multiplication and division problems using that data, and in Lesson MD3-49, students read and draw scaled picture graphs and solve problems based off of the graphs.

### 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 3 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 167 days, which is appropriate for a school year of approximately 140-190 days.

• The materials are written with 17 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, 18 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 150 lessons.
• There are 17 unit tests which are counted as 17 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 3 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 Resources contain sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.

• At the beginning of each unit, This Unit in Context provides a description of connections to concepts that have been taught previously and that will occur in future grade levels. For example, This Unit in Context from Unit 8, Operations and Algebraic Thinking: Division, of Teacher Resource, Part 1, describes how "in Kindergarten students were introduced to addition as an 'adding to' or 'joining' problem and to subtraction as a 'taking away' problem (K.OA.1)." Connection to future content is also stated such as "Students in this grade will restrict their knowledge of division to include only situations without remainders. Remainders will be introduced in Grade 4, when students find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors (4.NBT.6)."

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-57, 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 5, Lesson MD3-12 engage students in drawing hands on clocks to show time, but these problems still align to 3.MD.1.

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

• Every lesson identifies Prior Knowledge Required even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource, Part 2, Unit 8, Lesson MD3-41 identifies that students "can compare numbers or things using the words ‘more’ and ‘less’."
• There are 20 lessons identified as Bridging Lessons; most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. Teacher Resource, Part 2, Unit 1, Lesson G3-1, which has students identifying polygons and shapes that are not polygons, is preparation for 3.G.1.

### 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 3 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: Number Patterns and Teacher Resources Part 1 Unit 5 Operations and Algebraic Thinking: Multiplication are shaped by the Operations and Algebraic Thinking domain. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.

The 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 4, Lesson OA3-17, students skip count by 2s and 4s and identify patterns in skip counting. This lesson connects 3.OA.A, 3.OA.C, and 3.OA.D.
• Teacher Resource, Part 1, Unit 4, Lesson OA3-24, connects 3.OA.A and 3.OA.B. Students use arrays to model multiplication.
• Teacher Resource, Part 2, Unit 3, Lesson OA3-63, connects 3.OA.A, 3.OA.B, and 3.OA.C. Students write multiplication and division equations to find the number of rows, the number of columns, or the total number of items in an array given the other two pieces of information.
• Problem Solving, Lesson OA3-2, connects 3.OA.B, 3.OA.C, and 3.OA.D. Students identify patterns in multiplication charts and use the distributive property to understand the pattern.

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 2, Lesson NF3-2 connects 3.NF and 3.G. In this lesson, students work with fraction memory cards. Students identify unit fractions by counting the number of equal parts in a whole.
• In Teacher Resource, Part 2, Unit 5, Lesson MD3-18, 3.MD and 3.OA are connected. In this lesson, students use multiplication to find elapsed time.

## Rigor & Mathematical Practices

#### Partially Meets Expectations

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Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Grade 3 partially meet expectations for Gateway 2. The instructional materials partially meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skill and fluency, and spending some time working with routine applications. The instructional materials do not always treat the three aspects of rigor together or separately, but they do place heavier emphasis on procedural skill and fluency. The instructional materials partially meet expectations for practice-content connections. Although the instructional materials meet expectations for identifying and using the MPs to enrich mathematics content, they partially attend to the full meaning of each practice standard. The instructional materials partially attend to the specialized language of mathematics.

### Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
6/8
+
-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 3 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 3 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The instructional materials provide students opportunities to independently demonstrate conceptual understanding throughout the grade level; however, often in most independent activities, students are directed how to solve the problems. The materials include problems and questions that develop conceptual understanding throughout the grade level.

3.OA.A includes representing and solving problems involving multiplication and division. In Units 4 and 8, there are some opportunities to work with multiplication and division through the use of visual representation and other strategies. Examples include:

• Student Resource, Assessment & Practice Book, Part 1, Unit 4, Lesson OA3-24, Item 4, “Draw an array. Write the multiplication sentence. a. On a bus, 4 people can sit in a row. There are 5 rows of seats on the bus. How many people can ride on the bus?”
• Student Resource, Assessment & Practice Book, Part 1, Unit 4, Lesson OA3-27, Item 2, “Skip count to find the product. a. 4 x 5” A number line is provided.

Students use the number line to multiply by skip counting on a number line.

• Student Resource, Assessment & Practice Book, Part 1, Unit 8, Lesson OA3-44, Item 3, ”Draw a picture or make a model to solve the problem. a. 4 friends share 8 tickets. How many tickets does each friend get?” Students use pictures to understand the concept of dividing as sharing equally.

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

• Teacher Resource, Part 1, Unit 4, Lesson OA3-21, Extensions, Item 2, “Draw a picture to show the groups, then write the addition sentence and a multiplication sentence. a. 2 groups, 4 dots in each group; b. 4 groups, 3 dots in each group; c. 2 groups, 5 dots in each group; d. 5 groups, 2 dots in each group.” (3.OA.1) Students develop conceptual understanding of multiplication as equal groups of objects.
• Teacher Resource, Part 2, Unit 2, Lesson NF3-10, Extensions, Items 1-4, “1. Use paper folding that will make a fraction strip that will help mark a number line in sixths. 2. Cut out a rectangular strip the same size as in question 1, and fold it twice to create fourths. Use it to mark the same number line from question 1 in fourths. 3. Which fractions are the same distance from zero? 4.Write the fractions on the number line from question 2 in order from smallest to largest.” (3.NF.A) Students develop conceptual understanding of fractions on a number line.

### 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 3 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 across the grade include:

• Teacher Resource, Part 1, Unit 4 Lesson OA3-19, Item 5, “Skip count by 6s to 30. #6 Add the numbers. Use skip counting to keep track of the sums. a). 6 + 6 + 6 =.” (3.OA.7)
• Teacher Resource, Part 1, Unit 4, Lesson OA3-27, ”BONUS: Kim starts at 0 on a number line. After making some jumps at the same length, she lands at 6. How long could her jumps have been? Show your work.” (3.OA.7)
• Teacher Resource, Part 1, Unit 4, Lessons OA3-33 and OA3-34, Item 2b, “3 x 4 Draw a rectangle for the product of the two numbers. Count the number of squares in the rectangle. Write the answer in the bottom right square of the rectangle.” (3.OA.7)
• Blackline Masters: students are given times tables memory cards in order to practice multiplication facts.

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

• Teacher Resource, Book 1, Unit 2 Lesson NBT3-11, Extensions, Item 3, “Have students add three 3 digit numbers where they need to regroup 10 ones as 1 ten, or 10 tens as 1 hundred, or both. a. 345 + 417 + 123 =  .” Item 4, “John has $400. He wants to buy a sweater for$119, a suit for $234, and a book for$35. Does he have enough money?” (3.NBT.2)
• Student Resource, Assessment & Practice Book, Part 1, Lesson OA3-34, Item 1: Use the multiplication table to multiply.” (8 Items a-h) (3.OA.7)
• Student Resource, Assessment & Practice Book, Part 1, Lesson NBT3-11, includes 50 problems of various formats requiring students to use the addition algorithm to regroup and add. (3.NBT.2)

### 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 3 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 1, Unit 4, Lesson OA3-25, Extensions, Item 5, “In the school parking lot there are 2 rows of parking spots with 3 parking spots in each row. a. How many parking spots are there? b. If each car has 4 wheels, how many wheels are in the parking lot when it is full?” (3.OA.3)
• Teacher Resource, Part 1, Unit 8, Lesson OA3-54, Extensions, Item 2, “A basketball league has 42 players with 6 players on each team. A second basketball league has 5 teams with 8 players on each team. Which league has more players? Which league has more teams? Use any tools you think will help. Write your answer as a full sentence.” (3.OA.8)
• Teacher Resource, Part 2, Unit 2, Lesson NF3-5, Extensions, Item 5, “Rani has 8 packs of 5 pens each. How many packs would she have if the same pens were put into packs of 20 pens each? Use a picture or use number sentences.” (3.OA.3)

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 5, Lesson OA3-36, “Karen has 6 pets. Some are cats and the rest are birds. Her pets have 14 legs total. How many cats and birds does she have?”
• Student Resource, Assessment & Practice Book, Part 2, Lesson MD3-21 “It takes Mindy 2 minutes to serve 1 person at a coffee shop. How much time does it take her to serve 25 people? Mindy started her shift at 9:05 a.m. She served 25 people before a break. When did she take the break?” (3.MD.1)

### 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 3 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 OA3-24, Item 2, “Count the rows. Count the dots in one row. Write a multiplication sentence. Find the answer by skip counting. (Model shows two rows of 4 dots, students must identify 2 rows, 4 dots in each row, then write a multiplication equation 2x4=8.)” Students build conceptual understanding of 3.OA.1 by working with arrays.
• Procedural Skill and Fluency: Student Resource, Assessment & Practice Book, Part 2, Lesson NBT3-16, includes 9 problems of this type: “2 x 3 = ___; 2 x 30 = ___.” The same lesson includes 9 addition problems of this type: “5 x 70= ____.” Students complete many problems related to multiplication of one-digit whole numbers by multiples of 10 to develop fluency.
• Application: Student Resource, Assessment & Practice Book, Part 1, Lesson OA3-25, Item 1, “Use skip counting to find out how many legs the animals have. (A table with a bird, lion, ant, and octopus is present. Students are given the number of legs for one animal, and must skip count to say how many legs for 2, 3, 4, and 5 of each type of animal.)” Students solve problems related to multiplication concepts.

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 NBT3-10, Item 1, “Find the sum by drawing the blocks and adding the digits. a. 24 + 15  b. 62 + 21 #2 Add the numbers by adding the digits. Start in the ones place. a. 23+12  b. 48 + 21” Students develop both conceptual understanding and fluency related to 3.NBT.2 while they model addition with regrouping using base ten blocks; students also practice the standard algorithm for addition with regrouping.
• Student Resource, Assessment & Practice Book, Part 1, Lesson OA3-26, Item 8, “A table is 32 inches long. How long are two tables?” Students use both conceptual understanding and application to solve the problem.
• Student Resource, Assessment & Practice Book, Part 2, Lesson MD3-33, Item 7, “Tina’s lawn is a rectangle 9 yards long and 8 yards wide. What is the area of Tina’s lawn in square yards?” Students use both conceptual understanding and application to divide rectangles into square units to find area, then application of this procedure to solve word problems.

### Criterion 2e - 2g.iii

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

The instructional materials reviewed for JUMP Math Grade 3 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 3 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, Operations and Algebraic Thinking: Multiplication “MP.5: In Book 1, Unit 5: OA3-29, Extension 4, students select tools strategically to decide whether to add two numbers using mental math or paper and pencil. They recognize that mental math is fast and easy, but that it doesn’t work for some additions.”
• Mathematical Practices in this Unit gives the Mathematical Practices that can be assessed in the unit. For example, in Unit 5, Operations and Algebraic Thinking: Multiplication “In this unit, you will have the opportunity to assess MP.1 and MP.3 to 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 3 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 1, Lesson OA3-7, Extensions, Item 5, “The following T-tables give the number of blocks used to build a structure. The same number of blocks was added each time. Fill in the missing numbers.“ Students make sense of problems and persevere in solving them as they analyze relationships of given numbers in a T-table in order to complete the missing numbers.
• MP2: Teacher Resource, Part 1, Unit 1, Lessons OA3-4, Extensions, Item 1, “Extend the pattern. Create a word problem that goes with the number pattern. a. 65, 56, 47, 38; b. 101, 91, 81, 71.” Students reason abstractly and quantitatively to continue a number pattern, then to contextualize the pattern by creating a word problem.
• MP6: Teacher Resource, Part 1, Unit 6, Lesson MD3-6, Extensions, students create a precise mathematical drawing to accompany a story.
• MP7: Teacher Resource, Part 1, Unit 4, Lesson OA3-17, Extensions, Item 5, “Will the pattern give a total that is even or odd? Explain. a. even + even + even; b. odd + odd + odd; c. odd + even + even; d. odd + odd + even; e. odd + even + odd; f. even + odd + odd.” Students look for patterns and structures when adding three or more numbers.
• MP8: Teacher Resource, Part 1, Unit 8, Lesson OA3-44, Extensions, Item 3, “a. write a story about nickels to explain why (3 x 5) + (4 x 5) = 7 x 5; b. write a story about dimes to explain why (3 x 10) + (4 x 10)= 7 x 10; c. write a story about quarters to explain why (3 x 25) + (4 x 25) = 7 x 25; d. How can you use pretend coins to explain why (3 x18) + (4 x 18)= 7 x 18; e. Do you think the same type of story will work with any number? Explain.” Students look for and express regularity in applying the distributive property to the 7s times table.

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 1, Lesson OA3-4, Extensions, Item 3, “Read the following problem: Jim gives $3 to charity every month. In January, he has$26. After how many months will he have \$5 left? a. Solve the problem using a number line. b. How does your picture show the answer to the question? Discuss with a partner.” Students are given a number line to use instead of developing their own model.
• Teacher Resource, Part 2, Unit 7, Lesson MD3-31, Extensions, Item 4, “Six cars fit end-to-end along a fence. The cars take up the entire fence. Each car is 9 feet long. The fence is divided into 3 equal sections. How long is each section of the fence? Show your answer using equations.” This problem has a model given to the students, then requires the students to answer using equations.

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 7, Lesson OA3-29, Extensions, Item 4, “Add. Use mental math or paper and pencil. Explain your choice. a. 234 + 10 b. 99 + 372 c. 658 + 274.”
• Teacher Resource, Part 2, Unit 4, Lesson NBT3-18, Extensions, Item 3, “Jun plants flowers in an array. His garden has the same number of rows and columns. Marla plants flowers in another array. Her garden has one more row than Jun’s garden and one fewer column. Who planted more flowers? Do you think the answer will always be the same? Explain why or why not. Use one or more of these tools: arrays, number lines, a T-table.”

### Indicator 2g

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

### 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 3 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 2, Lesson NBT3-12, Extensions, Item 6: “Display a hundreds chart and the following square: (32,33, 42, 43). a. Add the two top numbers then add the two bottom numbers. How do the sums compare? Write a statement. Check two other squares on the hundreds chart. Is the same statement true? b. Add the top left and bottom right numbers. Then add the top right and bottom left numbers. How do the two sums compare? Write a statement. Check two other squares on the hundreds chart. Is the same statement true? c. Choose a statement from part a or b. In pairs explain why your statement is true and use two different squares as examples. Do you agree with each other? Decide why or why not. d. Do you think your statement will be true for any square? Explain.” Students construct viable arguments, justify their thinking, and analyze the reasoning of others related to patterns on the hundreds chart.
• Teacher Resource, Part 1, Unit 3, Lesson OA3-11, Extensions, Item 4: “a. Look at your answers to extension 1. In pairs explain why you can use the answer to 38 + 5 to get the answer to 380 + 50. Do you agree with each other? Discuss why or why not.” After completing mental math addition exercises, students discuss strategies for mental math and analyze the strategies of others.
• Teacher Resource, Part 2, Lesson NBT3-18, Extensions, Item 3 “Jun plants flowers in an array. His garden has the same number of rows and columns. Marla plants flowers in another array. Her garden has one more row than Jun’s garden and one fewer column. Who planted more flowers? Do you think the answer will always be the same? Explain why or why not…” Students construct a viable argument.

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 3, Lesson OA3-9, Extensions, “Display a calendar for the current month. Have students find and explain as many patterns as they can.” Students do not construct viable arguments or analyze the arguments of others.
• Teacher Resource, Part 2, Unit 8 Lesson MD3-41, Extensions, Item 3, “a. Start by drawing a square on grid paper so that it has 6 rows and 6 columns. Take away a row, then add a column. Repeat until you have 4 shapes altogether. b. Does the perimeter get bigger, smaller, or stay the same? Explain.” Students do not construct viable arguments or analyze the arguments of others.
• In Student Resource, Assessment & Practice Book, Part 2, Lesson NBT3-22, Item 2a, students are asked to find the equations that are not correct. Then in part 2b students are asked to, “Explain how you found the answer.” Students could solve all of the equations, or they could estimate like the previous problem. Students do not construct viable arguments or analyze the arguments of others. Students circle the correct equations and explain how they found the answer, which could be by adding or subtracting.
• Teacher Resource, Part 2, Lesson NBT3-19, Extensions, Item 2 “390 + 425 is about 400 + 400 = 800. Without adding the actual numbers, say if the answer is more than 800 or less than 800. Explain your thinking.” Students do not construct a viable argument or analyze the arguments of others.
• Teacher Resource, Part 2, Unit 5, Lesson MD3-13, Extensions, Item 3 “Find 270 ÷ 6. Explain how you know your answer is correct.” In the Teacher Resource, it says if the students “articulate their reasoning” that meets MP3. Students do not construct a viable argument or analyze the arguments of others.

### Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 3 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 1, Lesson OA3-6, Extensions, Item 5, “For part c, encourage partners to ask questions to understand and challenge each other’s thinking.”
• Teacher Resource, Part 2, Unit 1, Lesson G3-8, Extensions, Item 4, “Encourage partners to ask questions to understand and challenge each other’s thinking (MP.3) and choice of strategy (MP.5) - see page A-49 for sample sentence and question stems to guide students.”
• Teacher Resource, Part 2, Unit 5, Lesson MD3-19, Extensions, Item 4, ”Encourage partners to ask questions to understand and challenge each other’s thinking (MP.3) and use of terminology.”

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, Unir 6, Lesson MD3-8, Extensions Item 1, “a. Jack says: The rectangle below has 3 rows, and the first row has 3 squares. The area of the rectangle is 9 squares because 3 x 3 = 9. (a picture is shown) Do you agree or disagree with his thinking? Explain. b. Rani says: There are 3 columns, with 5 squares in each column. The area of this rectangle is 15 square units because 3 x 5 = 15. Is she correct? Explain. c. What is the area of the rectangle? Explain how you know.” The teacher asks students to explain, but the materials do not give any other suggestions to the teacher.
• Teacher Resource, Part 2, Unit 4, Lesson NBT3-19, Extensions, Item 2, “390 + 425 is about 400 + 400 = 800. Without adding the numbers, say if the actual answer is more than or less than 800. Explain your thinking.” The teacher asks students to explain, but the materials do not give any other suggestions to the teacher.
• Teacher Resource, Part 2, Unit 5, Lesson MD3-13, Extensions, Item 3, “Find 270 / 6. Explain how you know your answer is correct.” The teacher asks students to explain, but the materials do not give any other suggestions to the teacher.

### 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 3 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.
• Teacher Resource, Part 1, Unit 1, Lesson OA3-1, Vocabulary, materials use the term “gap” instead of “difference”, which is not accurate terminology.

## 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 3, New US Edition 978‑1‑77395‑038‑9 JUMP Math 2019
Student Assessment & Practice Book 3.1 978‑1‑927457‑42‑9 JUMP Math 2019
Student Assessment & Practice Book 3.2 978‑1‑927457‑43‑6 JUMP Math 2019

### The publisher has not submitted a response.

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

## 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.

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.