4th 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 4 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 4 meet expectations for not assessing topics before the grade level in which the topic should be introduced.
Indicator 1a
The instructional materials reviewed for JUMP Math Grade 4 meet expectations for assessing grade-level content. 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 3, OA4-17, Items 1-10, “Round each number to the nearest hundred. Then find the sum or difference.” (4.NBT.3)
- Teacher Resource, Sample Unit Tests and Quizzes, Book 1, Unit 6, Unit Test, Item 6,“A subway train is about 200m long. How many trains, lined end to end, would equal a. close to a kilometer? b. close to 3km?” (4.MD.1)
- Teacher Resource, Sample Unit Tests and Quizzes, Book 2, Unit 9, Geometry, Test, Item 7, “Find the measure of the whole angle by adding the measures of the small angles.” Two models of angles composed of two non-overlapping parts are provided. (4.MD.7)
- Student Resource,Assessment & Practice Book 2, Unit 4, NF4-22 “Write a fraction and a decimal for each shaded part in the boxed below.” (4.NF.6).
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 4 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 74 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 4 meet expectations for spending the majority of class time on the major work of the grade. Overall, approximately 74 percent of class time is devoted to major work of the grade.
The materials for Grade 4 include 16 units. In the materials, there are 186 lessons, and of those, 36 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 150 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were some 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 112 lessons addressing major work, as indicated by the materials themselves, to 122 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 16;
- Lessons – Approximately 75 percent, 112 out of 150; and
- Days – Approximately 74 percent, 122.5 out of 166.
The number of instructional days, approximately 74 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 4 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 4 meet the 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:
- 4.MD.4 supports work with 4.NF.A,B and 4.OA. In Teacher Resource, Part 2, Unit 2, Lessons NBT4-27, NBT4-38, NBT4-39, and NBT4-40, students use line plots and measuring objects with a ruler. These are done with fractions as well as whole numbers, supporting the major work of Numbers and Operations with fractions.
- 4.MD.1 supports work from 4.OA.2. In Teacher Resource, Part 1, Unit 6, Lessons MD4-2, MD4-5, and MD4-6, students measure and convert within the metric system.
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 4 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 166 days, which is appropriate for a school year of approximately 140-190 days.
- The materials are written with 16 units containing a total of 186 lessons.
- Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 186 lessons, and of those, 36 are Bridging lessons. Bridging lessons have been removed from the count because the Teacher Resource states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 150 lessons.
- There are 16 unit tests which are counted as 16 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 4 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 previously and that will occur in future grade levels. For example, This Unit in Context from Unit 4, 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 then number in each group (3.OA.A.1)." Connection to future content is also stated such as "In later grades, students will multiply multi-digit numbers by two-digit numbers (5.NBT.B.5) and multi-digit decimals (6.NS.B.3), including positive and negative decimals (7.NS.A.2a, c)."
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 1, Unit 3, Lesson NBT4-14 engage students in listing numbers that round to a given number, but these problems still align to 4.NBT.3.
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 4, Lesson NF4-6, identifies that prior to the lessons students "(c)an use pictures to name equivalent fractions" and "(c)an use the phrase 'times as many as' to compare two numbers."
- There are 36 lessons identified as Bridging lessons; most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. Teacher Resource, Part 2, Unit 2, Lesson NBT4-40, which has students using pictures to divide when there is a remainder, is preparation for 4.OA.3 and 4.NBT.6.
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 4 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, in Teacher Resource, Part 1, Unit 1, Operations and Algebraic Thinking: Patterns, Teacher Resource, Part 1, Unit 3, Operations and Algebraic Thinking: Rounding, and Teacher Resource, Part 1, Unit 5, Operations and Algebraic Thinking: Division are shaped by the Operations and Algebraic Thinking domain. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings. For example, in Teacher Resource, Part 2, Unit 3, Lesson OA4-35, connects all three of the standards in the 4.OA.A cluster in Equations with Multiplication and Division.
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 2, Lesson NBT4-16, students add 2-digit numbers without regrouping. This lesson connects 4.NBT.A and 4.NBT.B.
- Teacher Resource, Part 2, Unit 2, Lesson NBT4-47 connects 4.NBT.A and 4.NBT.B. Students divide 1-digit multiples of powers of ten by the same multiple of a lesser power of ten and divide using expanded form when all digits are divisible by the divisor.
- Teacher Resource, Part 2, Unit 5, Lesson MD4-24 connects 4.NBT.A and 4.NBT.B, as well as 4.NF.B and 4.MD.A. In this lesson, students solve problems involving measurements of mass and capacity, including problems requiring conversions.
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:
- Teacher Resource, Part 2, Unit 2, Lessons NBT4-45 and NBT4-46 connect 4.NBT and 4.MD. In these lessons, students divide 3-digit and 4-digit numbers by 1-digit numbers, including with a remainder.
- In Teacher Resource, Part 2, Unit 5, Lesson MD4-33, 4.NBT and 4.MD are connected. In this lesson, students change measurements in pounds to ounces and solve problems involving mass in pounds and ounces.
- Teacher Resource, Part 2, Unit 6, Lesson OA4-41 connects 4.OA and 4.NBT. In this lesson, students find factors of numbers up to 100 and determine whether a given 1-digit number is a factor of a given whole number in the range 1-100.