5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for Gateway 1. The instructional materials meet expectations for focus within the grade by assessing grade-level content and spending the majority of class time on the major work of the grade. The instructional materials meet expectations for being coherent and consistent with the Standards as they connect supporting content to enhance focus and coherence, have an amount of content that is viable for one school year, and foster coherence through connections at a single grade.
Criterion 1.1: Focus
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for not assessing topics before the grade level in which the topic should be introduced. Above-grade-level assessment items are present and can be modified or omitted without significant impact on the underlying structure of the instructional materials.
Indicator 1a
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for assessing grade-level content. Above-grade-level assessment items are present but could be easily omitted or edited without significant impact on the underlying structure of the instructional materials. Probability, statistical distribution, similarity, transformation, and congruence do not appear in the assessments. Examples of grade-level assessment items include:
- Student Resource, Assessment & Practice Book 1, Unit 5, NF5-15, Item 6, “Make the mixed numbers have the same denominator. Add the wholes and parts separately. 2$$\frac{2}{7}$$ + 4 $$\frac{1}{2}$$” (5.NF.1) In Items 1-10, students are assessed on their ability to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
- Student Resource, Book 2, Assessment & Practice, OA5-6, Item 5b, “Do the operations in the brackets first. Then write the answer. 7 + (3x2).” (5.OA.1).
- Teacher Resource, Sample Units and Quizzes, Book 2, Unit 2: Numbers and Operations - Fractions: Multiplying and Dividing Fractions, Quiz, Item 4, “Sam has 18 marbles. Jane has 1$$\frac{1}{6}$$ times as many marbles as Sam. Mona has $$\frac{8}{9}$$ as many marbles as Sam. a. Without calculating, say who has the greatest number of marbles. Explain your answer; b. To check your answer in part a, calculate the number of marbles for Jane and Mona.” (5.NF.6)
- Teacher Resource, Sample Units and Quizzes, Book 2, Unit 6: Measurement and Data: Area and Volume Test, Item 2: “Find the volume of the stack made from unit cubes. Include units in your answer.” The item shows models of two rectangular prisms made from unit cubes. (5.MD.3a)
The following is an assessment item aligned to standards above Grade 5, but it can be modified or omitted without compromising the instructional materials:
- Teacher Resource, Sample Unit Quizzes and Tests, Book 1, Unit 3, Number and Operations in Base Ten, Multiplication, Quiz, Item 6 a,b, c, “a. Write 4$$^6$$ as a product; b. Express 3 x 3 x 3 x 3 x 3 as a power; c. Evaluate the power 2$$^4$$.” (6.EE.1)
Criterion 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 5 meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend approximately 82 percent of class time on the major clusters of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for spending the majority of class time on the major work of the grade. Overall, approximately 82 percent of class time is devoted to major work of the grade.
The materials for Grade 5 include 14 units. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-59), so the number of lessons examined for this indicator is 138 lessons.
Three perspectives were considered: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work including days for unit assessments.
The percentages for each of the three perspectives follow:
- Units – Approximately 79 percent, 11 out of 14;
- Lessons – Approximately 82 percent, 113 out of 138; and
- Days – Approximately 82 percent, 124 out of 152.
The number of instructional days, approximately 82 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for being coherent and consistent with the Standards. The instructional materials connect supporting content to enhance focus and coherence, include an amount of content that is viable for one school year, and foster connections at a single grade. However, the instructional materials contain off-grade-level material and do not relate grade-level concepts explicitly to prior knowledge from earlier grades.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for JUMP Math Grade 5 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade.
Examples where connections are present include the following:
- 5.MD.1 supports the major work of 5.NBT.B. In Teacher Resource, Part 1, Unit 7, Lessons MD5-1 to MD5-9, Teacher Resource, Part 2, Unit 5, Lessons MD5-11 to MD5-16, and Teacher Resource, Part 2, Unit 6, Lessons MD5-33 to MD5-38, students use measurement in the metric system to support the work of multiplying by multiples of 10 through many opportunities to convert within this system.
- 5.MD.2 supports the major work of 5.NF. In Teacher Resource, Part 1, Unit 5, Lessons NF5-10, NF5-17, and NF5-18 have students measure and draw line plots supporting the work of the Number and Operations - Fractions domain.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for having an amount of content designated for one grade level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 138 days, which is appropriate for a school year of approximately 140-190 days.
- The materials are written with 14 units containing a total of 170 lessons.
- Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. Bridging lessons have been removed from the count because the Teacher Resource states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 138 lessons.
- There are 14 unit tests which are counted as 14 extra days of instruction.
- There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
The instructional materials reviewed for JUMP Math Grade 5 partially meet expectations for being consistent with the progressions in the Standards. Overall, the materials address the standards for this grade level and provide all students extensive work with grade-level problems. The materials make connections to content in future grades, but they do not explicitly relate grade-level concepts to prior knowledge from earlier grades.
The materials develop according to the grade-by-grade progressions in the Standards. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resource contains sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.
- At the beginning of each unit, This Unit in Context provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade levels. For example, This Unit in Context from Unit 3, Number and Operations in Base Ten: Multiplication, of Teacher Resource, Part 1, describes how "in Grade 3 students were introduced to multiplication as repeated addition and they interpreted the product of two numbers as the total number of objects when given a number of equal groups and the number in each group (3.OA.1)." Connection to future content is also stated such as "In this unit, students will identify relationships between corresponding terms in sequences made with multiplication (5.OA.3). Identifying relationships between corresponding terms in two sequences is an essential prerequisite for when students write formulas to represent the rule of functions in Grade 8 (8.F.1),"
The materials give all students extensive work with grade-level problems. The lessons also include Extensions, and the problems in these sections are on grade level.
- Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
- The problems in the Assessment & Practice books align to the content of the lessons, and they provide on-grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-56, Teacher Resource, Part 1)
- In the Extensions sections of the Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource, Part 2, Unit 6, Lesson NF5-24 engage students in finding the area of the rectangle, but these problems still align to 5.NF.4b.
The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of these missing explicit connections include:
- Every lesson identifies Prior Knowledge Required even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource, Part 2, Unit 5, Lesson MD5-19 identifies that a student "(k)nows how to tell time using a 12-hour clock format,” “(k)nows that 1 h = 60 min,” “(c)an convert time from hours to minutes,” and “(i)s familiar with a.m./p.m. notation.”
- There are 32 lessons identified as Bridging lessons, and most of these lessons are not aligned to standards from prior grades but state for which grade level standards they are preparation. Teacher Resource, Part 2, Unit 7, Lesson G5-6, which has students identifying and drawing line segments, lines, rays, and angles, is preparation for 5.G.3 and 5.G.4.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
The instructional materials reviewed for JUMP Math Grade 5 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings.
Overall, units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 1, Operations and Algebraic Thinking: Patterns and Teacher Resource, Part 1, Unit 5, Number and Operations-Fractions: Fractions are shaped by the Operations and Algebraic Thinking and Number and Operations-Fractions domains. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.
The instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. Instances where two or more clusters within a domain are connected include the following:
- In Teacher Resource, Part 1, Unit 3, Lesson NBT5-17, students write a power as a product and a product as a power. This lesson connects 5.NBT.A and 5.NBT.B.
- In Teacher Resource, Part 1, Unit 5, Lesson NF5-19, students compare fractions, review equivalent fractions, and solve word problems connecting 5.NF.A and 5.NF.B.
- In Teacher Resource, Part 2, Unit 4, Lesson NBT5-55, students multiply fractions and then their corresponding decimals. This lesson connects 5.NBT.A and 5.NBT.B.
The instructional materials also include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Instances where two or more domains are connected include the following:
- In Teacher Resource, Part 2, Unit 5, Lesson MD5-15, students convert between pounds and ounces, connecting 5.MD and 5.NF.
- In Teacher Resource, Part 2, Unit 6, Lesson MD5-25, students solve problems connected to the area of rectangles, connecting 5.NF and 5.NBT.