## JUMP Math

##### v1
###### Usability
Our Review Process

Title ISBN Edition Publisher Year
Teacher Resource for Grade 6, New US Edition 978-1-77395-107-2 JUMP Math 2019
Student Assessment & Practice Book 6.1 978-1-927457-06-1 JUMP Math 2019
Student Assessment & Practice Book 6.2 978-1-927457-07-8 JUMP Math 2019
Teacher Resource for Grade 2, New US Edition 978-1-77395-046-4 JUMP Math 2019
Student Assessment & Practice Book 2.1 978-1-927457-37-5 JUMP Math 2019
Student Assessment & Practice Book 2.2 978-1-927457-38-2 JUMP Math 2019
Teacher Resource for Grade 4, New US Edition 978-1-77395-039-6 JUMP Math 2019
Student Assessment & Practice Book 4.1 978-1-927457-12-2 JUMP Math 2019
Student Assessment & Practice Book 4.2 978-1-927457-13-9 JUMP Math 2019
Teacher Resource for Grade 5, New US Edition 978-1-77395-040-2 JUMP Math 2019
Student Assessment & Practice Book 5.1 978-1-927457-14-6 JUMP Math 2019
Student Assessment & Practice Book 5.2 978-1-927457-15-3 JUMP Math 2019
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
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
Teacher Resource for Kindergarten, New US Edition 978-1-77395-044-0 JUMP Math 2019
Student Assessment & Practice Book K.1 978-1-927457-71-9 JUMP Math 2019
Student Assessment & Practice Book K.2 978-1-927457-72-6 JUMP Math 2019
Teacher Resource for Grade 1, New US Edition 978-1-77395-045-7 JUMP Math 2019
Student Assessment & Practice Book 1.1 978-1-927457-32-0 JUMP Math 2019
Student Assessment & Practice Book 1.2 978-1-927457-33-7 JUMP Math 2019
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### Overall Summary

The instructional materials reviewed for JUMP Math Grade 6 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.

###### Alignment
Partially Meets Expectations
Not Rated

### Focus & Coherence

The instructional materials reviewed for JUMP Math Grade 6 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.

##### Gateway 1
Meets Expectations

#### Criterion 1.1: Focus

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials reviewed for JUMP Math Grade 6 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' | indicatorName}}
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.

The instructional materials reviewed for JUMP Math Grade 6 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 Unit Quizzes and Tests, Unit 2, Quiz, Lessons 1-5, Item 7, “What is the opposite integer of –16?” assesses grade-level standard 6.NS.6a when students find an integer on the opposite side of zero on the number line.
• Teacher Resource, Part 2, Sample Unit Quizzes and Tests, Unit 9, Test, Lessons 5-9, Item 2c, “Use the histogram to fill in the blanks. How many names are between 3 and 6 letters long?” Students are given a frequency table which represents the number of letters in students' first names; they use this frequency table to create a histogram and answer a series of questions. (6.SP.5)
• Teacher Resource, Part 2, Sample Unit Quizzes and Tests, Unit 6 Test, Item 7, “The graph shows the cost of renting a scooter from Bernard’s store. a. What is the independent variable? What is the dependent variable? b. How much would you pay to ride a scooter for: 1 hour?, 2 hours?, 4 hours? c. How much do you have to pay for the scooter before you have even ridden it?” Students use a graph to determine the independent and dependent variable and solve word problems. (6.EE.9)
• Teacher Resource, Part 2, Sample Unit Quizzes and Tests, Unit 8 Test, Item 4, “a. Sketch the net for the prism and label each face. b. Marco says that he only needs to find the area of two faces of this prism to calculate the surface area. Is he correct? Explain. c. What is the surface area of the prism? Do not use a calculator.” Students are determining the surface area of a prism. (6.G.4)

The following are examples of assessment items that are aligned to standards above Grade 6, but these can be modified or omitted without compromising the instructional materials:

• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 2, Item 3, “Solve the proportion: a. 6:18 = 4: ___ b. 0.8: ___ = 2: 10.” Students recognize and represent proportional relationships between quantities. (7.RP.2)
• Teacher Resource, Part 2, Sample Quizzes and Tests, Unit 4 Test, Item 7, “Write an addition or subtraction equation to find the distance between the integers: a. -30 and +40, b. -25 and +10, c. -42 and -6.” Students add and subtract integers. (7.NS.1)

#### Criterion 1.2: Coherence

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.

The instructional materials reviewed for JUMP Math Grade 6 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 65 percent of class time on the major clusters of the grade.

##### Indicator {{'1b' | indicatorName}}
Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for JUMP Math Grade 6 meet expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 65 percent of class time is devoted to major work of the grade.

The materials for Grade 6 include 15 units. In the materials, there are 171 lessons, and of those, 28 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 143 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 84 lessons addressing major work as indicated by the materials themselves to 92.5 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 65 percent, 92.5 out of 143; and
• Days – Approximately 65 percent, 102.5 out of 158.

The number of instructional days, approximately 65 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 1.3: Coherence

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials reviewed for JUMP Math Grade 6 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, are consistent with the progressions in the Standards, and foster connections at a single grade.

##### Indicator {{'1c' | indicatorName}}
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for JUMP Math Grade 6 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, Lesson G6-4, and Teacher Resource, Part 2, Unit 5, Lesson G6-25, connect 6.NS.C with 6.G.3 as students graph points in the coordinate plane in order to solve mathematical problems about polygons.
• Teacher Resource, Part 1, Unit 6, Lessons G6-12 and G6-13 connect 6.EE.7 with 6.G.1 as students are expected to solve real-world and mathematical problems by writing and solving equations that arise from finding the area of triangles, parallelograms, and trapezoids.
• Teacher Resource, Part 2, Unit 8, Lessons G6-33 and G6-41 connect 6.EE.7 with 6.G.2 as students are expected to solve real-world and mathematical problems by writing and solving equations that arise from finding the volume of a right rectangular prism.
##### Indicator {{'1d' | indicatorName}}
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials reviewed for JUMP Math Grade 6 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 158 days, which is appropriate for a school year of approximately 140-190 days.

• The materials are written with 15 units containing a total of 171 lessons.
• Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 171 lessons, and of those, 28 are Bridging lessons. These 28 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 143 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' | indicatorName}}
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.

The instructional materials reviewed for JUMP Math Grade 6 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, and they 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 5, Geometry: Coordinate Grids, of Teacher Resource, Part 2 describes the geometric topics students encountered in Grade 5, specifically graphing in the first quadrant of the coordinate plane, the work students will encounter graphing and solving problems in all four quadrants of the coordinate plane, and how the work of this unit will build to transformations and the Pythagorean Theorem 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 1, Unit 4, Lesson NS6-31 addresses multi-digit addition with positive integers, and the lesson is labeled as "preparation for 6.NS.3."

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-51, 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 5, Lesson NS6-28 engage students in reflecting points across one axis and then the other, but these problems still align to 6.NS.6. Also, the problems in Teacher Resource, Part 2, Unit 8, Lesson G6-41 have students solving problems involving volume and surface area of prisms and pyramids which align to standards from 6.NS, 6.EE, and 6.G.

The instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of these explicit connections include:

• Every lesson identifies "Prior Knowledge Required" even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource, Part 2, Unit 3, Lesson EE6-9 identifies knowing addition and subtraction, along with multiplication and division, as inverse operations in order for students to accomplish the goal of the lesson, which is solving one-step equations using logic and the concept of operations.
• There are 28 lessons identified as Bridging lessons, and most of these lessons are aligned to standards from prior grades and also state for which grade-level standards they are preparation. Teacher Resource, Part 1, Unit 3, Lesson EE6-2, which has students write and solve addition equations, is aligned to 4.OA.3 and is in preparation for 6.EE.2 and 6.EE.5. Also, Teacher Resource, Part 1, Unit 6, Lessons G6-1 and G6-3, which have students identify right angles, parallel lines, and perpendicular lines, are aligned to 4.G.1 and 4.G.2 and are in preparation for 6.G.3.
##### Indicator {{'1f' | indicatorName}}
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.

The instructional materials reviewed for JUMP Math Grade 6 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 entitled Expressions and Equations: Variables and Equations, and Teacher Resource, Part 2, Unit 9 is entitled Statistics and Probability: Distribution. 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 2, Unit 8, the goal for Lesson G6-41 states "Students will solve problems involving the surface area of rectangular and triangular pyramids and prisms and the volume of rectangular prisms." The language of this goal is visibly shaped by 6.G.A, "Solve real-world and mathematical problems involving area, surface area, and volume."

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 1, Unit 6, Lessons G6-10 and G6-11, the materials connect 6.EE.A with 6.EE.B as students evaluate expressions at specific values of their variables and solve real-world and mathematical problems by writing and solving equations.
• In Teacher Resource, Part 2, Unit 9, Lessons SP6-5 through SP6-9, the materials connect 6.SP.A with 6.SP.B as students develop an understanding of statistical variability and summarize and describe distributions.
• In Teacher Resource, Part 1, Unit 6, Lesson G6-5, the materials connect 6.NS with 6.EE as students solve real-world and mathematical problems by graphing points and writing and solving equations.
• In Teacher Resource, Part 2, Unit 8, Lessons G6-39 and G6-40, the materials connect 6.G with 6.NS.B as students represent three-dimensional figures using nets made up of rectangles and triangles, use the nets to find the surface area of these figures, and compute fluently with multi-digit numbers.

### Rigor & Mathematical Practices

The instructional materials reviewed for JUMP Mathematics Grade 6 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.

##### Gateway 2
Partially Meets Expectations

#### Criterion 2.1: Rigor

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.

The instructional materials reviewed for JUMP Mathematics Grade 6 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' | indicatorName}}
Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The instructional materials reviewed for JUMP Math Grade 6 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 1, Lesson RP6-10, Exercises, “a. Make a double number line diagram from a ratio table.” Students are given a completed ratio table to transfer to a number line diagram. Students are shown double number lines as a model for rates and ratio tables. This extends their conceptual understanding of unit rates.
• Student Resource, Assessment & Practice Book, Part 1, Lessons RP6-6 to RP6-10, students are given many opportunities to develop their understanding of ratios and unit rates. For example,
•  Student Resource, Assessment & Practice Book, Part 1, Lesson RP6-6, Item, 1c “The ratio of stars to squares is ____:____ e. The ratio of squares to moons is ___:___” Students are introduced to the concept of a ratio.
• Student Resource, Assessment & Practice Book, Part 1, Lesson RP6-7, Item 2, “Use skip counting or multiplication to complete a ratio table for each ratio. b. 1:2.” Students are introduced to ratio tables.
• Student Resource, Assessment & Practice Book, Part 1, Lesson RP6-9, Item 1, “Divide to find the missing information. b. 4 cakes cost $16 1 cake costs ___ c. 5 pears cost$20 1 pear costs ___” Students work to find unit rates.
• Student Resource, Assessment & Practice Book, Part 1, Lesson RP6-20, Item 8, “Look at the word California. a. What is the ratio of vowels to consonants? b. What fractions of the letters are vowels? c. What percent of the letters are consonants?” Lesson RP6-20 introduces students to equivalent ratios, at times using tables.
• In Teacher Resource, Part 2, Unit 6, Lesson EE6-16, students are shown through direct instruction, how area models can produce equivalent expressions. The students do some work with area models on their own.
##### Indicator {{'2b' | indicatorName}}
Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

The instructional materials reviewed for JUMP Math Grade 6 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.

Standard 6.NS.2 expects fluency in dividing multi-digit numbers using the standard algorithm. Examples include:

• Teacher Resource, Part 1, Unit 5, Lesson RP6-22, Exercises, Item d, “1743$$\div$$6” has students divide 4 digits by 1 digit numbers using the standard algorithm.
• Teacher Resource, Part 2, Unit 1, Lesson NS6-60, Exercises, Item a “327$$\div$$51” has students practice division.
• Throughout the materials, students are required to incorporate the division algorithm while practicing other math topics. For example:
• Student Resource, Assessment & Practice Book, Part 1, Lesson G6-18, Item 1d, “A parking spot has two sides 5 m long. The distance between the sides is 325 cm. What is the area of the parking spot?” Students convert between metric units by multiplying or dividing using base 10 numbers.
• Teacher Resource, Part 2, Unit 3, Lesson EE6-9, Extensions, Item 2, “An ebook costs $16 before taxes and$16.48 after taxes. A can of soda costs $1.60 before taxes and$1.68 after taxes. Which item was taxed at a higher rate?” Students solve equations that require them to use the division.

Standard 6.NS.3 expects students to fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Examples include:

• Teacher Resource, Part 1, Unit 4, Lesson NS6-33, Exercises, “Use base ten blocks to regroup so that each place value has a single digit. a. 3 tenths + 12 hundredths b. 7 ones + 18 tenths c. 7 ones + 15 tenths + 14 hundredths.” Students are given the opportunity to develop fluency with the standard algorithm for adding and subtracting decimals. Here students review with base-10 blocks then apply that knowledge to the standard algorithms for addition and subtraction.
• Teacher Resource, Part 2, Unit 1, Lesson NS6-48, “SAY: I don’t know how to multiply decimals, but I do know how to multiply fractions. ASK: How can I change this problem into one I already know how to do? (change the decimals to fractions) Have a volunteer change the decimals to fractions, without writing the answer: $$\frac{3}{100}$$ x $$\frac{4}{1000}$$ Have another volunteer write the answer. ($$\frac{12}{10,000}$$) Then remind students that we’re not done yet. SAY: We now have an answer, but the question was given in terms of decimals, so the answer needs to be given using decimals.” Students practice multiplying and dividing decimals first by writing the decimals as fractions with a common base-10 denominators, then by using the standard algorithm to multiply.
• Teacher Resource, Part 2, Unit 1, Lessons NS6-58, Word Problems Practice, Item a, “Lina has 4.2 pounds of cheese. She needs 0.05 pounds of cheese for each sandwich. How many sandwiches can she make?” Students develop fluency with the standard division algorithm when they solve problems that first require them to multiply to make the divisor a whole number, and subsequently use the entire division of decimals algorithm.
##### Indicator {{'2c' | indicatorName}}
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

The instructional materials reviewed for JUMP Math Grade 6 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:

• Teacher Resource, Part 1, Unit 1, Lesson RP6-9, Extensions, Item 2, “Liz drives 131 miles in 2 hours. It takes Mindy twice as long to drive 257 miles. Who is driving faster? How much faster?” (6RP.3) Students engage in a routine problem using ratio and rate reasoning.
• Teacher Resource, Part 1 Unit 5, Lesson RP6-19, Exercises, “Have students find the missing percentages of other stamps in each collection: a. USA: 40% Canada: $$\frac{1}{2}$$ Other: b. Mexico: 25% USA: $$\frac{3}{5}$$ Other:” Before this problem students are guided through specific problem solving strategies, and then given problems that match the given strategy, making this a routine problem. The problem given before the Exercises was “$$\frac{2}{5}$$ of the stamps are from the United States and 36% are from Canada. What percent of Jennifer’s stamps are from neither the United States nor Canada? Solve this problem with the class. (change 2/5 to 40%, then add 40% + 36% = 76%, so the stamps from neither place make up 24% of Jennifer’s collection).” (6.RP.3) Students use ratio and rate reasoning to solve real-world problems.
• Teacher Resource, Part 2, Unit 3, Lesson EE6-12, Exercises, “Repeat with more examples. As you give each example, ask students to first identify the smaller number, and remind them that this should be the shorter bar. a. Bethany is three times as tall as her baby brother.” (6.EE.7) Students solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. The exercises included in the lessons follow the structure of a problem presented as an example, eliminating students opportunities to apply the mathematics in a non-routine way.
• Teacher Resource, Part 2, Unit 6, Lesson EE6-19, Extension, “Wilson has $30. For every book he reads, his mother gives him$5. a. Create a T-table that shows the number of books as input and the amount of money as output. b. Write a rule for the amount of money Wilson has after reading n books. c. How many books does Wilson need to read to get $50?$100? $1000?” (6.EE.9) Students find rules for linear graphs. • Teacher Resource, Part 2, Unit 6, Lesson EE6-20,Exercises, “A boat leaves port at 9:00 am and travels at a steady speed. Some time later, a man jumps into the water and starts swimming in the same direction as the boat. a. How many minutes passed between the time the boat left port and the time the man jumped into the water? (15 min) When did the man jump into the water?” Students are provided a graph to solve the problem. (6.EE.9) The lesson provides students with completed graphs and tables with which to identify the independent and dependent variables and write a rule. The graphs have limited real-world context and the tables have no real-world context. Non-routine problems are occasionally found in the materials. Examples include: • Teacher Resource, Part 1, Unit 3, Lesson EE6-7, Extensions, Item 1, “Some friends bought pizza and ate 2 $$\frac{7}{10}$$ pizzas. They had $$\frac{4}{5}$$ of a pizza with pineapple left and $$\frac{1}{8}$$ of a pizza without pineapple left. 2 $$\frac{1}{2}$$ of the pizzas they ordered were vegetarian. How many pizzas did they buy? Which fact did you not need?” (6.EE.7) Students solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. However, the majority of the independent practice problems that students complete in this section, only involve pre-setup problems without real-world context, where students follow an algorithm to find the answer. ##### Indicator {{'2d' | indicatorName}} 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. The instructional materials reviewed for JUMP Math Grade 6 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 NS6-11, Extensions, Item 2a, “Draw a number line to find the fraction halfway between -$$\frac{14}{3}$$ and -$$\frac{4}{3}$$. Repeat for the fraction halfway between -$$\frac{14}{5}$$ and -$$\frac{4}{5}$$.” Students place positive and negative fractions on a number line and use the number line to order those fractions. • Application: Teacher Resource, Part 2, Unit 2, Lesson RP6-26, Extensions, Item 1, “A store offers you a choice between two options for fancy socks, which are usually$10 per pair. Which price option would you choose? A. 3 pairs of socks for the price of 2, or B. 30% off all pairs of socks?” Students use ratios to solve real world problems.
• Procedural Skill and Fluency: Teacher Resource, Mental Math, Skills 1, 2, 3, adn 4, Item 7, “Name the odd number that comes after the number shown. a. 37.” This section contains problems to help students maintain and develop procedural fluency with Addition, Subtraction, and Multiplication.

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

• Teacher Resource, Part 1, Unit 4, Lesson NS6-29, Extensions, Item 3, “Sarah saw four fish at different elevations: −0.025 km, −0.18 km, −0.9 km, −1.8 km. Use the information below to decide which fish was seen at which elevation. The coelacanth lives between 150 m and 400 m below sea level. The football fish lives between 200 m and 1 km below sea level. The deep sea angler lives between 250 m and 2 km below sea level. The rattail lives between 22 m and 2.2 km below sea level.” Comparing Decimal Fractions and Decimals contains both conceptual understanding and application of mathematics. Students develop conceptual understanding of comparing rational numbers by using a number line to compare both positive and negative fractions and decimals.
• Teacher Resource, Part 1, Unit 2, Lesson NS6-17, Exercises, “Find the GCF of the two numbers being added and then rewrite the sum as shown. a. 18 + 42 = __ × (__ +__ ).” This lesson contains both conceptual understanding and procedural fluency. Students develop conceptual understanding in the lesson when they model the distributive property of numbers using array models. They develop procedural fluency when they complete exercises dividing out the GCF of numbers.

#### Criterion 2.2: Math Practices

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

The instructional materials reviewed for JUMP Math Grade 6 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' | indicatorName}}
The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

The instructional materials reviewed for JUMP Math Grade 6 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 2, Unit 7, Mathematical Practices in this Unit, “MP.4: In SP6-4 Extension 2, students model mathematically when they use a table to represent and solve a non-routine, real-world problem.”
• “Mathematical Practices in this Unit” gives the Mathematical Practices that can be assessed in the unit. For example, in Teacher Resources, Part 1, Unit 6, Mathematical Practices in this Unit, “In this unit, you will have the opportunity to assess MP.1 to MP.4 and MP.6 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' | indicatorName}}
Materials carefully attend to the full meaning of each practice standard

The instructional materials reviewed for JUMP Math Grade 6 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 1 and 4.

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

• MP2: Teacher Resource, Part 1, Unit 5, Lesson RP6-19 Extensions, Item 2, “Mr. Bates buys: • 5 single-scoop ice cream cones for $1.45 each • 3 double-scoop ice cream cones for$2.65 each. A tax of 10% is added to the cost of the cones. Mr. Bates pays with a 20-dollar bill. How much change does he receive? Show your work.” Students reason abstractly and quantitatively to calculate the tax and change and then interpret their solution in the context of the problem.
• MP5: Teacher Resource, Part 2, Unit 6, Lesson EE6-16, Extension 2, “Write an equivalent expression without brackets. Use any tool you think will help. Explain how you got your answer. a) 3(2x +5) b) 2(4x +7) c) 5(8x -3) d) a(bx + c).” Students choose an appropriate tool to solve the problem.
• MP5: Teacher Resource, Part 2, Unit 3, Lesson EE 6-9, Extensions, Item 1, “A classroom is made up of students from Grade 6 and 7. 25% of the Grade 6 students and 70% of the Grade 7 students prefer comedy over science fiction. There are twice as many Grade 6 students as Grade 7 in the class. What percent of the class prefers comedy? Use any tool you think will help.” Students have the ability to choose an appropriate tool to solve the problem.
• MP6: Teacher Resource, Part 2, Unit 5, Lesson G6-22, Extensions, Item 3, “Vicky bought 12 bus tickets for $9. She calculated how much 36 bus tickets cost as follows: $$\frac{12}{9}$$= $$\frac{x}{36}$$ and 4 x 9 = 36, so x =4 x 12 = 48, so 36 bus tickets cost$48. a. Do you agree with Vicky’s answer? Why or Why not? b. What did Vicky do correctly? What did she do incorrectly? c. How much would 36 bus tickets cost? Explain.” Students attend to precision in calculations as they evaluate the calculations of another student and find what is correct about how a proportion is written and what is incorrect. Students correctly set up the proportion and complete the calculations.
• MP6: Teacher Resource, Part 2, Unit 7, Lesson SP6-2 Extensions, Item 1, “a. Find the median and the range for each set i. 2, 3, 5, 7, 9, 10; ii. 12, 16, 19, 22, 26, 26, 26, 26. b. Add 4 to each data point in i and ii. Find the new median and range. c. Why did adding 4 to each data point change the median but not the range? d. in pairs, explain your answers to part c. Do you agree with each other? Discuss why or why not.” Students attend to precision when they use the definitions of median and range to explain why adding the same number to each data point in a data set changes the median but not the range.

Examples of the materials not carefully attending to the meaning of MPs 1 and 4 include:

• MP1: Teacher Resource, Part 2, Unit 1, Lesson NS6-59, Extensions 3, “Use mental math or pencil and paper to solve. Explain your choice. a. $$\frac{5}{4}$$ ÷ $$\frac{4}{5}$$ b. $$\frac{2}{3}$$ ÷ $$\frac{4}{6}$$ c. $$\frac{3}{17}$$ ÷ $$\frac{9}{34}$$”. Students do not need to make sense of the problem or devise a strategy to solve the problem, but rather use an algorithm to solve.
• MP1: Teacher Resource, Part 2, Unit 5, Lesson G6-20 Extensions Item a., “Plot and join the points, in order. Use the same grid for all parts. i. (-1, -2), (-1, 3), (0,4), (1,3), (1, -2), (0, -3). Join the first point to the last point. ii. (-1, -2), (-2, -3), (-3, -3), (-3, -2), (-1, 0); iii. (1, 0), (3, -2), (3, -3), (2, -3), (1, -2). b. What shape did you make? c. Find the area of the shape.” There is no opportunity to make sense of this problem as students are told how to solve the problem.
• MP4: Teacher Resource, Part 1, Unit 2, Lesson NS6-3, Extensions, Item 3, “John bikes 7km in 10 minutes and skates 900 m in 2 minutes. Does he skate or bike faster? How much faster? Write your answer in complete sentences.” Students do not model with mathematics as they do not have to interpret their solutions in the context of the problem to determine if the results make sense.
• MP4: Teacher Resource, Part 2, Unit 3, Lesson EE6-9, Extensions, Item 2, “An eBook costs $16 before taxes and$16.48 after taxes. A can of soda costs $1.60 before taxes and$1.68 after taxes. Which item was taxed at a higher rate?” Students do not model with mathematics as they do not have to interpret their solutions in the context of the problem to determine if the results make sense.
##### Indicator {{'2g' | indicatorName}}
Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
##### Indicator {{'2g.i' | indicatorName}}
Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

The instructional materials reviewed for JUMP Math Grade 6 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:

• In Teacher Resource, Part 2, Unit 1, Lesson NS6-56, Extensions, Item 3, students explain why a pattern emerges from a previous problem. “a. In the previous question, which positive numbers are greater than their square? Why does this make sense?”
• Teacher Resource, Part 2, Unit 7, Lesson SP6-1, Extensions, Item 4, students calculate the mean of a set of numbers and explain why the mean in part i is greater than the mean of part ii.
• In Teacher Resource, Part 1, Unit 4, Lesson NS6-27, Extensions, Item 4, “a. After the first two numbers in a sequence, each number is the sum of all the 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 your method works. Do you agree with each other? Discuss why or why not.”
• In Teacher Resource, Part 1, Unit 2, Lesson NS6-11, Extensions, Item 2, students explain their reasoning and critique the reasoning of a partner. “a. Draw a number line to find the fraction halfway between -$$\frac{14}{3}$$ and -$$\frac{4}{3}$$. Repeat for the fraction halfway between -$$\frac{14}{5}$$ and -$$\frac{4}{5}$$. b. Without drawing a number line, write the fraction halfway between −$$\frac{14}{351}$$ and -$$\frac{4}{351}$$. Explain how you know. c. In pairs, explain your answers to part b. Do you agree with each other? Discuss 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 or build a logical progression of a statement to explore the truth of the conjecture. Examples include:

• In Teacher Resource, Part 1, Unit 2, Lesson NS6 - 13, Extensions, Item 3, students answer “Can a positive fraction be equivalent to a negative fraction? Explain why or why not.”
• Teacher Resource, Part 2, Unit 6, Lesson EE6-17, Extensions, Item 1, “Explain why 7y + 2y = 9y?”
• Students are given extension questions when they are asked to analyze the math completed by a fictional person. For example: Teacher Resource, Part 2, Unit 1, Lesson NS6-45, Extensions, Item 2, “Ron says 2 R 1 = 2 $$\frac{1}{4}$$ because 9 ÷ 4 = 2 R 1 and 9 ÷ 4 = 2 $$\frac{1}{4}$$ Is this reasoning correct? 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' | indicatorName}}
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.

The instructional materials reviewed for JUMP Math Grade 6 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 the prompts 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.” This format does not provide any structure for constructing arguments and critiquing others, in fact, this Say, Ask, Prompt model will only lead students to learn in a step by step manner directed by the teacher.
• Page A-49: There are sentence starters that are referenced that 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 teachers 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 I-57. 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 numerous times. Each time, the explanation of MP3 in the unit consists of a similar general statement. For example, in Teacher Resource, Part 2, Unit 5, “MP.3: In G6-21 Extension 3, students make a conjecture about what the distance will be between any number and its opposite, and construct a viable argument to explain their conjecture.” Other units all follow a similar structure in their introduction to teachers about how students will encounter MP3 in the materials. These explanations do not provide guidance to teachers in 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 to construct 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, in Teacher Resource, Part 1, Unit 2, Lesson NS6-20 Extensions, Item 5 the solution provided says, “I have two ways of getting from 5 to 60: multiply by 2 and then multiply by 6, or I can multiply by 6 and then multiply by something else: 5 × 2 × 6 = 5 × 6 ×? I know the two 6s will always be the same because that’s what it means to be a ratio table. Now, I see the other two numbers are also the same. That’s why switching the rows and columns gives another ratio table.”
• In Teacher Resource, Part 2, Unit 3, Lesson EE6-13, Extensions, Item 3, students are asked to add 5 to a mystery number, then double that result. Subtract 10, and then divide that result by 2. The materials state, “In pairs, explain why the trick works. Choose any tool you think will help, such as expressions with variables and brackets, bags and blocks, or a T-table and pictures.” Students are asked if they agree with each other and to discuss why or why not. Sample solutions are provided but no teacher guidance is given on engaging students in constructing viable arguments.

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:

• The opportunity is missed to provide exemplar responses for teachers when students are constructing viable arguments. For example, in Teacher Resource, Part 2, Unit 1, Lesson NS6-58, Extensions, Item 2 is labeled as MP3 and students are asked to explain their reasoning. The solution provided says, “Answers: 8.56 ÷ 0.4 = 21.4 and 8.56 ÷ 0.2 = 42.8. The second answer is double the first because it is dividing by half as much.” This provided solution would not help teachers understand how the student could construct an argument in response to this question.
• Teacher Resource, Part 1, Unit 6, Lesson G6-4, in a section labeled as MP3, teachers are told, “ASK: Without drawing it, does this quadrilateral have any horizontal lines or vertical lines? (AB and CD are both vertical) How do you know? (A and B have the same first coordinate, as do C and D) Are AB and CD the same length? (no, AB is 3 units long, and CD is 4 units long) So is ABDC a trapezoid or a parallelogram? (a trapezoid).” These questions do not promote constructing arguments.
##### Indicator {{'2g.iii' | indicatorName}}
Materials explicitly attend to the specialized language of mathematics.

The instructional materials reviewed for JUMP Math Grade 6 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

This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two
Not Rated

#### Criterion 3.1: Use & Design

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
##### Indicator {{'3a' | indicatorName}}
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.
##### Indicator {{'3b' | indicatorName}}
Design of assignments is not haphazard: exercises are given in intentional sequences.
##### Indicator {{'3c' | indicatorName}}
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.
##### Indicator {{'3d' | indicatorName}}
Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
##### Indicator {{'3e' | indicatorName}}
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

#### Criterion 3.2: Teacher Planning

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
##### Indicator {{'3f' | indicatorName}}
Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
##### Indicator {{'3g' | indicatorName}}
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.
##### Indicator {{'3h' | indicatorName}}
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.
##### Indicator {{'3i' | indicatorName}}
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.
##### Indicator {{'3j' | indicatorName}}
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).
##### Indicator {{'3k' | indicatorName}}
Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
##### Indicator {{'3l' | indicatorName}}
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

#### Criterion 3.3: Assessment

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
##### Indicator {{'3m' | indicatorName}}
Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
##### Indicator {{'3n' | indicatorName}}
Materials provide strategies for teachers to identify and address common student errors and misconceptions.
##### Indicator {{'3o' | indicatorName}}
Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
##### Indicator {{'3p' | indicatorName}}
Materials offer ongoing formative and summative assessments:
##### Indicator {{'3p.i' | indicatorName}}
Assessments clearly denote which standards are being emphasized.
##### Indicator {{'3p.ii' | indicatorName}}
Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
##### Indicator {{'3q' | indicatorName}}
Materials encourage students to monitor their own progress.

#### Criterion 3.4: Differentiation

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
##### Indicator {{'3r' | indicatorName}}
Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
##### Indicator {{'3s' | indicatorName}}
Materials provide teachers with strategies for meeting the needs of a range of learners.
##### Indicator {{'3t' | indicatorName}}
Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
##### Indicator {{'3u' | indicatorName}}
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).
##### Indicator {{'3v' | indicatorName}}
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
##### Indicator {{'3w' | indicatorName}}
Materials provide a balanced portrayal of various demographic and personal characteristics.
##### Indicator {{'3x' | indicatorName}}
Materials provide opportunities for teachers to use a variety of grouping strategies.
##### Indicator {{'3y' | indicatorName}}
Materials encourage teachers to draw upon home language and culture to facilitate learning.

#### Criterion 3.5: Technology

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
##### Indicator {{'3aa' | indicatorName}}
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.
##### Indicator {{'3ab' | indicatorName}}
Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
##### Indicator {{'3ac' | indicatorName}}
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.
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.).
##### Indicator {{'3z' | indicatorName}}
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

## Report Overview

### Summary of Alignment & Usability for JUMP Math | Math

#### Math K-2

The instructional materials reviewed for JUMP Math K-2 partially meet expectations for alignment. The instructional materials meet expectations for Gateway 1: Focus and Coherence by not assessing topics before the grade level in which the topic should be introduced, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the Standards. The instructional materials partially meet expectations for Gateway 2: Rigor and the Mathematical Practices by partially maintaining a balance of the aspects of rigor and partially attending to practice-content connections. The instructional materials were not reviewed for Gateway 3: Usability.

##### Kindergarten
###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated

#### Math 3-5

The instructional materials reviewed for JUMP Math 3-5 partially meet expectations for alignment. The instructional materials meet expectations for Gateway 1: Focus and Coherence by not assessing topics before the grade level in which the topic should be introduced, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the Standards. The instructional materials partially meet expectations for Gateway 2: Rigor and the Mathematical Practices by partially maintaining a balance of the aspects of rigor and partially attending to practice-content connections. The instructional materials were not reviewed for Gateway 3: Usability.

###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated

#### Math 6-8

The instructional materials reviewed for JUMP Math 6-8 partially meet expectations for alignment. The instructional materials meet expectations for Gateway 1: Focus and Coherence by not assessing topics before the grade level in which the topic should be introduced, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the Standards. The instructional materials partially meet expectations for Gateway 2: Rigor and the Mathematical Practices by partially maintaining a balance of the aspects of rigor and partially attending to practice-content connections. The instructional materials were not reviewed for Gateway 3: Usability.

###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated
###### Alignment
Partially Meets Expectations
Not Rated

## Report for {{ report.grade.shortname }}

### Overall Summary

###### Alignment
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###### Usability
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##### Gateway {{ gateway.number }}
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