Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Grade 2 partially meet expectations for alignment. The instructional materials meet expectations for focus and coherence by assessing grade-level content, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the progressions in the Standards. The instructional materials partially meet expectations for rigor and the mathematical practices. The instructional materials partially meet the expectations for rigor by attending to conceptual understanding and procedural skill and fluency, and they also partially meet expectations for practice-content connections by identifying the mathematical practices and using them to enrich grade-level content.

See Rating Scale Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

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

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for JUMP Math Grade 2 meet expectations for Gateway 1. The instructional materials meet expectations for focus within the grade by assessing grade-level content and spending the majority of class time on the major work of the grade. The instructional materials meet expectations for being coherent and consistent with the Standards as they connect supporting content to enhance focus and coherence, have an amount of content that is viable for one school year, and foster coherence through connections at a single grade.

Criterion 1a

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

The instructional materials reviewed for JUMP Math Grade 2 meet expectations for not assessing topics before the grade level in which the topic should be introduced. The materials do not include any assessment questions that are above grade level.

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 2 meet expectations for assessing grade-level content. 

JUMP Math provides students Assessment and Practice Books (Part 1 and Part 2) which are used in conjunction with the lessons to provide students practice with the lesson concepts and teachers an opportunity to assess student understanding. A quiz is provided for approximately every four lessons. A test is included addressing the content of two to three quizzes, with one to two tests per unit. The Teacher Resource for Grade 2 contains sample quizzes and tests for Assessment and Practice Book 1 on pages K-1 to K-81 and for Assessment and Practice Book 2 on pages V-1 to V-92. At the end of each assessment section, there are scoring guides and rubrics for the teacher to use to assess student progress towards the CCSSM. Examples of grade-level assessment items include:

  • Teacher Resource, Unit 3: Operations and Algebraic Thinking Test, Item 2, part a, “Carl has 4 green blocks. His sister gives him 4 yellow blocks. Then his teacher gives him 4 blue blocks. How many blocks does he have altogether?” Students must determine where the numbers and symbols belong and correctly write the equation. (2.OA.1)
  • Teacher Resource, Unit 2: Operations and Algebraic Thinking Quiz (Lessons 17-19), Item 3, students are asked to use a circled group of ten in a picture to help them mentally solve the addition items 8+8 and 9+9. (2.OA.2)
  • Teacher Resource page, Unit 7: Measurement and Data Quiz (Lessons 1-4), Item 2, students use a provided centimeter ruler to measure 3 different objects correctly. (2.MD.1)
  • Teacher Resource, Unit 5: Number and Operations in Base Ten Test, Item 12, students add two 2-digit numbers, adding the tens and ones and regrouping as necessary. (2.NBT.6)
  • Teacher Resource, Unit 8: Geometry Test, Item 5, students shade one half, three fourths, and two-thirds of partitioned shapes. (2.G.3)

Criterion 1b

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

The instructional materials reviewed for JUMP Math Grade 2 meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend at least 86 percent of class time on the major clusters of the grade.

Indicator 1b

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

The instructional materials reviewed for JUMP Math Grade 2 meet expectations for spending the majority of class time on major work of the grade. Overall, approximately 86 percent of class time is devoted to major work of the grade.

The materials for Grade 2 include 17 units. In the materials, there are 166 lessons, and of those, 12 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year,” so the number of lessons examined for this indicator is 154 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.

Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work including days for unit assessments.

The percentages for each of the three perspectives follow:

  • Units– Approximately 82 percent, 14 out of 17;
  • Lessons– Approximately 86 percent, 133 out of 154; and
  • Days– Approximately 86 percent, 148 out of 171.

The number of instructional days, approximately 86 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
+
-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Grade 2 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 2 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:

  • 2.MD.C supports the major work of 2.NBT.A. Teacher Resource, Part 2, Unit 7, Lessons MD2-41, MD2-42, and MD2-43 connect the supporting work of money with place value skills and Teacher Resource, Part 2, Unit 6, Lessons MD2-31 and MD2-32 connect the supporting work of telling time with counting by 5's.
  • 2.MD.D supports the major cluster 2.OA.A. Teacher Resource, Part 2, Unit 9, Lessons MD2-44 through MD2-47, connect the supporting work of representing and interpreting data with solving addition and subtraction problems.
  • 2.OA.C supports the major work of 2.OA.C and 2.OA.B. Teacher Resource, Part 2, Unit 3, Lessons OA2-49 and OA2-50 connect the supporting work of working with groups of objects to gain foundations for multiplication to the major work of addition.

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 2 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 171 days which is appropriate for a school year of approximately 140-190 days.

  • The materials are written with 17 units containing a total of 166 lessons.
  • Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 166 lessons, and of those, 12 are Bridging lessons. Twelve Bridging lessons have been removed from the count because the Teacher Resource states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 154 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
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 2 partially meet expectations for being consistent with the progressions in the Standards. Overall, the materials address the standards for this grade level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades, but they do not explicitly relate grade-level concepts to prior knowledge from earlier grades.

The materials develop according to the grade-by-grade progressions in the Standards, and content from prior or future grades is clearly identified and related to grade-level work. The Teacher Resources 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 1, Operation and Algebraic Thinking: Addition and Strategies, of Teacher Resource, Part 1, describes how students learned how to count in Kindergarten and First grade (K.OA.1, K.CC.2, 1.OA.6). It then discusses how in the unit students will progress from Level 1 methods to Level 2 and even Level 3 methods. After discussion on the examples of strategies for each level it is explicit how students will use this information as they progress in grade 3 and beyond by "identifying arithmetic patterns when they recognize that four times a number is always even (3.OA.9)." "In Grade 4 they will identify which terms of a pattern as even or odd (4.OA.5)."

There are some lessons that are not labeled Bridging lessons that contain off-grade-level material. For example, Teacher Resources, Part 1, Unit 5, Lesson NBT2-12 addresses the standard algorithm of addition with regrouping and is better aligned to 4.NBT.4.

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

  • Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
  • The problems in the Assessment & Practice books align to the content of the lessons, and they provide grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-48, Teacher Resource)
  • In the Extension Problems, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource, Part 2, Unit 4, Lesson NBT2-42 engage students in counting by tens and hundreds, but these problems still align to 2.NBT.2 and 2.NBT.8.

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

  • Every lesson identifies "Prior Knowledge Required" even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource, Part 2, Unit 3, Lesson OA2-51 identifies that students "can identify numbers in written and spoken sentences" and "can answer addition and subtraction problems within 25 with no regrouping or taking apart tens."
  • There are 12 lessons identified as Bridging lessons; most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. For example, Teacher Resource, Part 1, Unit 1, Lesson OA2-1, which has students stating the next number, is preparation for 2.OA.2.

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 2 meet expectations for fostering coherence through connections at a single grade level, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

Overall, units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 1, Operations and Algebraic Thinking: Addition and Subtraction and Teacher Resources Part 1 Unit 5 Number and Operations in Base Ten: Addition Using Place Value are shaped by the Operations and Algebraic Thinking and Number and Operations in Base Ten domains. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.

  • The Teacher Resource connects every lesson to a CCSSM standard.
  • Generally, lesson objectives make connections to CCSSM cluster headings. In Teacher Resource, Part 1, Unit 8, Lesson MD2-14, "(s)tudents will use addition to find the distance around the objects" which relates to cluster heading 2.MD.B, "Relate addition and subtraction to length."
  • Each standard is addressed during the course.

The instructional materials do include some problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade, in cases where these connections are natural and important.

  • Teacher Resource, Part 2, Unit 9, Lesson MD2-48 connects 2.MD.B to 2.MD.D as students compare data on height and use addition to answer the questions.
  • Teacher Resource, Part 2, Unit 5, Lesson MD2-26 has students solving problems (2.OA.1) using length (2.MD.5).
  • Teacher Resource, Part 2, Unit 6, Lesson MD2-30 has students determine time (2.MD.7) by skip counting by 5 (2.NBT.2).

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Grade 2 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 2 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 2 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

While conceptual understanding is not explicitly identified or labeled in the materials, the materials include problems and questions that develop conceptual understanding throughout the grade level. Students are given repeated opportunities in the program to understand the concept of using place value to understand addition and subtraction and to understand the meaning of hundreds, tens, and ones. Examples include:

  • Teacher Resource, Part 1, Unit 2, Lesson OA2-18, “Explain that there is an easier way to add 8 and 7. Group 10 circles by drawing a line around them. Have a volunteer count the 10 and then count the remaining circles and say how many there are. (10, 5) Write “10” and “5”. ASK: Did making the group of 10 circles change the total? (no)” (2.OA.2) Students are building conceptual understanding as they add 2 one-digit numbers (with sums greater than 10) by re-grouping to make a 10.
  • Teacher Resource, Part 1, Unit 5, Lesson NBT2-8, “SAY: We can add two-digit numbers by counting the total tens blocks and the total ones blocks. Write on the board: [shows 3 tens, 2 ones and 2 tens 4 ones] ___ tens + ___ ones = ___ Ask a volunteer to count the number of tens blocks (5) and write it in the first blank. Ask another volunteer to count the total number of ones blocks (6) and write it in the second blank. ASK: What number is shown by 5 tens and 6 ones? (56) Write the answer in the last blank.” Students use place value representations of two-digit numbers to add two-digit numbers in preparation of adding larger numbers with and without regrouping. (2.NBT.5)
  • Part 2 Unit 4, NBT2-41, Extension #1: “Jane counted by tens. Find her mistake. 1. 640, 650, 606, 670, 680; 2. 270, 280, 290, 2100, 2110; 3. 530, 540, 550, 650, 750” Students are building conceptual understanding while finding the errors in the thinking of others.

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

  • Teacher Resource, Part 1, Unit 5, Lesson NBT2-5, Extensions 3, “Lynn has 28 marbles, Greg has 22 marbles. How many more marbles should Lynn give to Greg so that they have the same number of marbles? Use any tool you think will help. Explain what each step of your work means in the story.” (2.NBT.5)
  • Teacher Resource, Part 1, Unit 8, Lesson MD2-12, Activity 1, “Give students a variety of small objects, and have them align two objects at a time above a ruler. For each set of objects, have them write the subtraction sentence, the “longer than” sentence, and the “shorter than” sentence.” (2.MD.4,5)
  • Assessment and Practice Book 2, Lesson NBT2-37, Problems 10-11, Students draw a picture to show the subtraction, show the regrouping in the problem, and subtract. 
  • Assessment and Practice Book 2, Lesson MD2-38, Problems 13-16, Students use combinations of 3, 5, 6, and 7 coins to make 27 cents. (2.MD.8; 2.NBT.2)

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 2 meet expectations for attending to the standards that set an expectation of procedural skill and fluency.

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

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

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

  • Teacher Resource, Part 1, Unit 3, Lesson OA2-27, Extension 2, “Add by counting on twice. a) 3 + 27 + 4 b) 2 + 54 + 4 c) 5 + 2 + 68.” (2.OA.2) Students use counting on to add and recognize that counting on from the largest addend is faster.
  • Teacher Resource, Part 1, Unit 5, Lesson NBT2-8, Activity, “Students will play in pairs. Give each pair of students 9 tens blocks and 9 ones blocks in an opaque bag. One student shakes the bag, reaches in without looking, and picks out 7 blocks. Their partner takes the remaining blocks. Each student writes down the number they got individually, and then they add the two numbers together to find the total. Switch roles and repeat.” (2.NBT.5)
  • Teacher Resource, Part 2, Unit 4, Lesson NBT2-44,“Exercise: Start at 500. Subtract 100 each time until you reach 0.” (2.NBT.2,8) “Students will use strategies based on place value to add and subtract 10 and 100 with fluency.” Students solve problems orally or on whiteboards. 
  • Teacher Resource, Part 2, Unit 7, Lesson MD2-42, ”Exercises: Micky pays for a fish. Subtract to find her change. Write the answer as a sentence.” Part a) shows a fish for 17 cents and two dimes, and part b) shows a fish for 61 cents and three quarters. (2.OA.1; 2.MD.8; 2.NBT.2,5) Students subtract to find how much change should be given using learned strategies such as counting on, using place value, and counting on past 10 using a distance picture. 

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

  • Part 1, Unit 4, BLM Subtraction Fluency (1) and Subtraction Fluency (2) are included to provide additional practice in fluency within 10. Subtraction Fluency (1), Problem 1, “10 - __ = 3, 10 - __ = 9, 10 - __ = 6, 10 - __ = 5, 10 - __ = 8, 10 - __ = 2, 10 - __ = 1, 10 - __ = 4, 10 - __ = 7.” (2.OA.2)
  • Assessment and Practice Book 1, Lesson NBT2-22, Problems 14-32, “Take away 1 ten from the tens. Add 10 ones to the ones. Show the change in the tens and ones chart.” (2.NBT.5)
  • Teacher Resource, Part 1, Unit 6, Lesson NBT2-17, Extension 2, “127 - 10”. (2.NBT.5) Students subtract 10 from a three-digit number. 
  • Assessment and Practice Book 2, Lesson OA2-44, Problem 12, “15 - 6 = 15 - 5 - __ =10 - __ = __.” (2.OA.2) Problems 11-13, students fluently subtract a one-digit number from a two-digit number by making a multiple of 10 then taking away the rest.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 2 partially meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied; however, there are missed opportunities concerning the variety of problem types called for by the Standards.

The instructional materials provide students opportunities to engage in routine application of grade-level mathematics. The 2.OA.A cluster heading calls for students to “Represent and solve problems involving addition and subtraction.” Grade 2 standard 2.OA.1 calls for students to, “Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem” (see Table 1, CCSSM page 88). All problem types are not represented equally, as there is a missed opportunity for students to work with take apart addend unknown and two-step word problems in application situations.

Students are given multiple opportunities to practice representing addition and subtraction problems with drawings and equations with a symbol for the unknown number to represent the problem in routine applications. Take apart addend unknown and two-step word problems are underrepresented in the materials in application situations. Examples of word problems include:

  • Teacher Resource, Part 2, Unit 1, Lesson OA2-46, Exercises, “a) Paul picks all the ripe tomatoes on a vine every day. On Monday there were 9 ripe tomatoes. Each day after, there are 2 fewer ripe tomatoes to pick. On which day will there be exactly 1 ripe tomato? b) How many ripe tomatoes did Paul pick in total?” (2.OA.1)
  • Teacher Resource, Part 2, Unit 3, Lesson OA2-51, Exercises, “a) Ken put 7 paper clips into a bowl. He took out 3 paper clips. Then he put 5 more paper clips into the bowl. How many paper clips are in the bowl now? b) Randi bought 5 raffle tickets. She gave 4 tickets to her family. Then she bought 11 more tickets. How many tickets does she have now?” (2.OA.1)
  • Teacher Resource, Part 2, Unit 3, Lesson OA2-59, “Pail has 3 more apples than Vera. Vera has 12 apples.” (2.OA.1)

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

  • Teacher Resource, Part 1, Unit 2, Lesson OA2-17, Extension 2, “Jin writes an addition with three numbers: 5 + 9 + 3. a) Create a story problem about blocks of different colors that matches the addition. b) Use objects or pictures to find the answer to your story problem. c) Explain to a partner how your story problem matches Jin’s addition.” (2.OA.2)
  • Teacher Resource, Part 1, Unit 8, Lesson MD2-13 Extension 3, “Clara has markers and erasers. The markers are each 9 cm long and the erasers are each 4 cm long. She puts the markers and erasers in a line end-to-end. The total length of the line is 30 cm. How many markers and erasers are in the line?” (2.MD.4,5)
  • Teacher Resource, Part 2, Unit 1, Lesson OA2-47, Extension 5, “There are 13 red tulips and 9 roses in a garden. There are 4 more yellow tulips than red tulips. There are 6 fewer white tulips than yellow tulips. a) How many tulips of each color are there? Show your work and explain your solution. b) Which piece of information did you not need to use? Explain.” (2.OA.1)
  • Teacher Resource, Part 2, Unit 3, Lesson OA2-51, Extensions 1-2, Students make a word problem for the number sentence in Extension 1, example, “16 - 7 + 2.” In Extension 2, students exchange the word problems they wrote in Extension 1 and answer each other’s problems. (2.OA.1)
  • Teacher Resource, Part 2, Unit 5, Lesson MD2-5, Extension 1, students write a word problem for the subtraction sentence that is given and then give to a partner to answer using a part-whole picture. Example, “a) 20 total cm - 13 cm cut off = __ cm left.” (2.MD.5)

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

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

  • Conceptual Understanding: Teacher Resource, Part 2, Unit 2, Lesson NBT2-25, Activity 3, “Provide student pairs with hundreds, tens, and ones blocks. Students take turns writing or saying three-digit numbers for their partner to build with blocks. You may wish to have students draw their representations in their notebooks so that you can verify their work.”
  • Procedural Skill and Fluency: Teacher Resource, Part 1, Unit 2, Lesson OA2-18, students add two one-digit numbers with sums greater than ten by first regrouping to make a 10. Students continue to practice this procedural skill and fluency with BLM Using 10 to Add (2) and in the accompanying Assessment and Practice Book pages.
  • Application: Teacher Resource, Part 1, Unit 4, Lesson OA2-43, Extension, “Tony had 12 stickers. He gave some stickers to Kate. Then he gave some stickers to John. Now Tony has 6 stickers left. a) If Tony gave the same number of stickers to Kate and John, how many did he give to each person? b) If Tony gave Kate 2 more stickers than he gave John, how many stickers did he give to Kate?” 

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

  • Teacher Resource, Part 1, Unit 6, Lesson NBT2-15, Exercises “Draw a number line to subtract. a) 47-44 b) 91-87.” Students demonstrate conceptual understanding and procedural skill and fluency as they draw and use a number line to subtract.
  • Teacher Resource, Part 2, Unit 7, Lesson MD2-41, Extension 1, “Amir finds 27¢ in his backpack, 2 dimes and 4 pennies in his pocket, and 41¢ under his bed. He buys 2 limes that cost 33¢ each. How much money does he have now? Show your work and explain what each step means in the story problem.” Students demonstrate all aspects of rigor as they use strategies such as counting on and place value to count money and solve real world application problems within 100.
  • Teacher Resource, Part 1, Unit 5, Lesson NBT2-11, Exercises: “Draw base ten diagrams for the addition. Group 10 ones to make a ten. Add the tens and then add the ones that are left. a) 26 + 9 b) 38 + 6 c) 54 + 7 Bonus: 145 + 8.” Students demonstrate conceptual understanding and procedural skill and fluency as they use base ten blocks and drawings to add a one-digit number to a two-digit number involving regrouping.

Criterion 2e - 2g.iii

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

The instructional materials reviewed for JUMP Math Grade 2 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 2 meet expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich mathematics content within and throughout the grade level.

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

  • The MPs are identified at the beginning of each unit in the “Mathematical Practices in this Unit.”
  • “Mathematical Practices in this Unit” includes suggestions as to how students might demonstrate an MP. For example: Teacher Resource, Part 1, Unit 3, “In OA2-26 Extension 4, students reason abstractly and quantitatively when they represent a real-world situation to solve a problem, and when they explain how each step of their work relates to the real-world situation.” (MP2)
  • “Mathematical Practices in this Unit” gives the MPs that can be assessed in the unit.
  • The MPs are also identified in the materials in the lesson margins.
  • In optional Problem Solving Lessons designed to develop specific problem-solving strategies, MPs are identified in specific components/ problems in the lesson.

Indicator 2f

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

The instructional materials reviewed for JUMP Math Grade 2 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 5 and 7.

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

  • MP1: Teacher Resource, Part 1, Unit 3, Lesson OA2-33, Extension 3,“List all the pairs of numbers that can fill in the blanks in the number sentence 3 + __ + __ = 11.” Students make sense of the problem and persevere in solving it when they must determine all of the possible combinations using three addends to reach a sum of 11. 
  • MP2: Teacher Resource, Part 1, Unit 5, Lesson NBT2-8, Extension 2, “Tasha is a farmer. She has 27 cows and 43 pigs. She buys 30 animals from another farm. Now how many animals does she have? USe any tools you think will help and use number sentences to show your work and explain what each step means in the story.” Students reason abstractly and quantitatively when they use number sentences to represent real-world problems and explain each step.
  • MP8: Teacher Resource, Part 2, Unit 9, Lesson MD2-47, Extension 3, “Look for a pattern in the numbers you make by starting at 2 and adding 5s. Use the pattern to write five 4-digit numbers that you get when you start at 2 and add 5s.” Students look for and express regularity in repeated reasoning when they find a pattern with numbers and use that pattern to make a four-digit number.

Examples of the materials not carefully attending to the meaning of MPs 5 and 7 include: 

  • MP5: Teacher Resource, Part 2, Unit 4, Lesson NBT2-42, Extensions, Problem 5, “Use pencil and paper or mental math to answer the question. Explain your choice. a) 370+30.” Students are directed which tools to use, instead of selecting a tool strategically. 
  • MP5: Teacher Resource, Part 2, Unit 5, Lesson MD2-18, Extensions, problem 1, “a) Estimate the length of your classroom. Use your fingers or meter sticks.” Students are directed which to use. 
  • MP5: Teacher Resource, Part 2, Unit 6, Lesson MD2-34, “Tony started to practice piano at 4:15. He practiced for 20 minutes, took a break for 10 minutes, then practiced for 30 more minutes. What time did he finish? Use a clock or a timeline to solve the problem. Explain your solution.” Students are directed which tool to use, instead of selecting a tool strategically. 
  • MP7: Teacher Resource, Part 2, Unit 2, Lesson NBT2-29, Extensions, Problem 5, “Find all the number words tha fit in the blanks and make the addition sentence true. Explain how you know you found all the answers. a) nine hundred + _ _ _ hundred = _ _ _ thousand.” Students do not use structure to solve problems, but instead are using spelling patterns to solve problems.
  • MP7: Teacher Resource, Part 2, Unit 3, Lesson OA2-50, Extensions, Problem 1, “Skip count by two different numbers to find the total.” Students are given arrays of circles to skip count and do not use structure to solve problems.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Grade 2 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 5, Lesson NBT2-10, Extension 2, “a) Explain how you would find all the ways to add a two-digit number and a one-digit number to make 83. b) Write down all the ways to add a two-digit number and a one-digit number to make 83. c) Explain how you know you found all the ways. d) In pairs, share your explanations to part c). Do you agree with each other? Discuss why or why not.”
  • Teacher Resource, Part 2, Unit 1, Lesson OA2-45, Extension 6, “A muffin can have up to 10 raisins and walnuts altogether. a) Will wants at least 2 more walnuts than raisins. How many of each can he have in his muffin? Explain how you know. b) Sam wants exactly 3 fewer walnuts than raisins. Can he get 10 walnuts and raisins in total? How do you know? c) In pairs, explain your answers to parts a) and b). Do you agree with each other? Discuss why or why not.”
  • Teacher Resource, Part 1, Unit 2, Lesson OA2-25, Extension 5, “Sam has 15 balloons. 13 of them pop, so he throws them out. Then he buys 14 more balloons. a) Does Sam have more balloons at the first or at the end? Find a fast way to know. b) In pairs, explain your answer to part a). Do you agree with each other? Discuss why or why not. c) How many balloons does Sam have at the end? Explain how you know.” Students critique the reasoning of others when they agree or disagree with the method and answer of their partner for part a. Students construct an argument when they explain how they know the number of Sam’s balloons at the end.
  • Teacher Resource, Part 1, Unit 7, Lesson MD2-3, Extension 2, “Amy measures the length of a pencil with small paper clips. Zara measures the same pencil using large paper clips. a) Rani says that Amy will get a smaller number of units than Zara because Amy uses a smaller unit of measurement. Do you agree with Rani? Explain. b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not.” Students analyze Rani’s reasoning about the number of units needed to measure a pencil and construct an argument to defend their thinking.
  • Teacher Resource, Part 2, Unit 6, Lesson MD2-31, Extension 4, “Jo started at 0 and skip counted by 5s. All her numbers were even. a) Did Jo skip count correctly? How do you know? b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not.” Students analyze Jo’s results of her skip counting and construct an argument to defend their thinking of whether she skip counted correctly.

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 2, Lesson OA2-16, Extension 2, “a) A group of 50 people reserve dinner at a restaurant, so the restaurant needs to set the tables so that everyone gets a fork, a knife, and a plate. The restaurant has 48 plates, 53 knives, and 60 forks. Does the restaurant have enough plates, knives, and forks? b) In pairs, explain your answers to part a). Do you agree with each other? Discuss why or why not.” Explaining their answers does not mean students are creating mathematical arguments. 
  • Teacher Resource, Part 1, Unit 2, Lesson OA2-19, Extension 3, “e) Guess how many numbers of numbers add to 18. f) In pairs, explain your answers to part e). Do you agree with each other? Discuss why or why not.” Before this problem, students find how many pairs of numbers add to 4, 5, 6, and 7. Explaining their answers does not mean students are creating mathematical arguments.

Indicator 2g.ii

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

The instructional materials reviewed for JUMP Math Grade 2 partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. While students are given opportunities to construct viable arguments and analyze the reasoning of others, the materials provide limited assistance to teachers in engaging students in both constructing viable arguments and analyzing the arguments of others.

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

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

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

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

  • Teacher Resource, Part 1, Unit 8, Lesson MD2-12, Extension 1, “a) Tom measured the lines to the closest centimeter. (Picture shows two lines above a ruler, one a little shorter than 6cm, one a little longer than 6 cm.) He says that the line on top is about 6 cm long and that the line on the bottom is about 6 cm long. Is that correct? b) Tom subtracts the lengths of the lines in part a): 6 cm - 6 cm = 0 cm. He says that the lines are the same length. Is that correct? Explain. c) In pairs, share your explanations to part b). Do you agree with each other? Discuss why or why not.” Selected sample answers are included. The text then states, “NOTE: For part c), encourage partners to ask questions to understand and challenge each other’s thinking (MP.3) and use of math words (MP.6)-see page A-43 for sample sentence and question stems to guide students.” No further guidance is given to the teacher to help students construct an argument and defend their answer, or which sentence stems and questions from page A-43 should be used specifically for this problem to guide the students’ conversation.
  • Teacher Resource, Part 2, Unit 3, Lesson OA2-58, Extension 3, “Raj says that 800 - 573 is the same as 226 + 1. a) Do you agree with Raj? How do you think Raj came up with his addition? Explain. b) In pairs, explain your answer to part a). Do you agree with each other? Discuss why or why not? Sample answer: a) I agree with Raj. To subtract from 800, I can subtract from 799 and add 1 (when I subtract from 799, I don’t need to regroup). 799 - 573 = 226, so 800 - 573 = 226 + 1.” No guidance is given for the teacher to help students with misconceptions about his reasoning that they may have, how to guide students in determining how he came up with his addition, or how to construct an argument to explain and defend their thinking.
  • Teacher Resource, Part 2, Unit 8, Lesson G2-2, Extension 2, “Carl says it is possible to draw a closed shape with straight sides and exactly two vertices, because you can extend the two sides as long as you need to. Do you agree with Carl? Explain why or why not? Answer: I do not agree with Carl. If you have two straight sides that meet at one vertex, the straight sides never curve back to close the shape, even if you extend the straight sides.” While an answer is given, no guidance is given for the teacher in guiding the conversation if a student defends an incorrect answer.

Indicator 2g.iii

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

The instructional materials reviewed for JUMP Math Grade 2 partially meet expectations for explicitly attending to the specialized language of mathematics.

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

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

Gateway Three

Usability

Not Rated

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

Criterion 3a - 3e

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

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

Indicator 3b

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

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

Indicator 3d

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

Indicator 3e

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

Criterion 3f - 3l

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

Indicator 3f

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

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
N/A

Indicator 3l

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

Criterion 3m - 3q

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

Indicator 3m

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

Indicator 3n

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

Indicator 3o

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

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

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

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3q

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

Criterion 3r - 3y

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

Indicator 3r

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

Indicator 3s

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

Indicator 3t

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

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
N/A

Indicator 3v

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

Indicator 3w

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

Indicator 3x

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

Indicator 3y

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

Criterion 3z - 3ad

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

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
N/A

Indicator 3ab

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

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
N/A

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A
abc123

Additional Publication Details

Report Published Date: 09/17/2020

Report Edition: 2019

Title ISBN Edition Publisher Year
Teacher Resource for Grade 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

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Please note: Beginning in spring 2020, reports developed by EdReports.org will be using an updated version of our review tools. View draft versions of our revised review criteria here.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

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

Advancing Through Gateways

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

Key Terms Used throughout Review Rubric and Reports

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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

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

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

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

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

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

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

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

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

Math K-8

Math High School

ELA K-2

ELA 3-5

ELA 6-8


ELA High School

Science Middle School

X