Kindergarten - Gateway 1

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for assessing grade-level content. 

The program includes Assessment and Practice Books (Part 1 and Part 2) which provide several pages of assessments for each standard. These assessments are in the form of practice pages and are intended to be used at the end of the lesson. In addition, each of the 14 units contains assessment checklists, beginning on page S-1 of the Teacher Resource. Key “look fors” with suggested opportunities for assessment are listed. These checklists include the skill (but not necessarily the standard) being assessed, where it is assessed (listing page number and lesson where the skill is assessed), and date that the teacher assessed the items. The checklists also indicate pages in the Assessment and Practice books that could be used as summative assessments. Examples of grade-level assessment items include:

• Assessment and Practice Book 2, Lesson NBTK-11, Item 9, students count the number of shapes up to 20. (K.CC.4)
• Assessment and Practice Book 2, Lesson OAK-26, item 1, students use a picture for acting out the subtraction by looking at the corresponding number of children, how many children leave (represented by a drawing of a child walking away), and then identifying how many children stay. Students also write the numeral for the number of remaining children. (K.OA.1)
• Assessment and Practice Book 1, Lesson CCK-19, items 2-5, students draw lines to match an item on the left to an item on the right using one-to-one correspondence. Students color a circle under the group that shows more. (K.CC.6)
• Assessment and Practice Book 2, Lesson OAK-37, students show the number of turtles and bunnies in ten frames to represent subtraction within 10 with objects. (K.OA.2)

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for spending the majority of class time on major work of the grade. Overall, approximately 76 percent of class time is devoted to major work of the grade.

The materials for Kindergarten include 14 units. In the materials there are 133 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.

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 71 percent, 10 out of 14;
• Lessons– Approximately 76 percent, 101 out of 133; and
• Days– Approximately 76 percent, 101 out of 133.

The number of instructional days, approximately 76 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.

The instructional materials reviewed for JUMP Math Kindergarten 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:

• K.G.B supports the major work of K.CC.B. In Teacher Resource, Part 1, Unit 3, Lessons GK-6 and GK-7, students are learning about squares and rectangles while also using their counting skills.
• K.MD.B supports the major cluster of K.CC.B. In Teacher Resource, Part 1, Unit 6, Lessons MDK-2 and MKD-3, students are sorting cubes and cards while also counting objects, and in Lesson MDK-4, students count each group and how many are in each group after sorting in different ways.

The instructional materials reviewed for JUMP Math Kindergarten 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 143 days which is appropriate for a school year of approximately 140-190 days.

• The materials are written with 14 units containing a total of 133 lessons.
• Each lesson is designed to be implemented during the course of one 45 minute class period per day.
• There is a unit at the beginning of the Kindergarten book called Getting Ready for Kindergarten Math: Songs, Stories, and Games. This unit includes 10 additional songs, games, and stories without attached lesson plans.

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for being consistent with the progressions in the Standards. Overall, the materials completely 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.

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 8, Operations and Algebraic Thinking: Addition within 10, of Teacher Resources Part 2 describes how "students build on Unit 7 by adding numbers with a total less than or equal to 10." Connection to future content is stated, but standards are not made specific. "The final two lessons begin to develop facility with pairs that make 10, an important tool for addition and subtraction in higher grades."

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-38, Teacher Resource)
• 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 6, Lesson MDK-4, students sort shapes which is aligned to K.MD.3 and K.CC.5,6,7.

The instructional materials reviewed for JUMP Math Kindergarten 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 sometimes connect two or more clusters in a domain or two or more domains in a grade when appropriate.

In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 1, Counting and Cardinality: Numbers 1 to 5 and Teacher Resource, Part 2, Unit 7, Operations and Algebraic Thinking: Addition within 5 are shaped by the Counting and Cardinality and Operations and Algebraic Thinking Domains. Within the units, there are goals for each lesson, and the language of the goals is visibly shaped by the CCSSM cluster headings. For example, in Teacher Resource, Part 2, Unit 10, Lesson NBTK-5, the goals for the lessons include language concerning work with numbers 11-19 to gain foundations for place value, "Students name recognize and begin to write the numbers 14, 15, 16." These lessons are aligned to K.NBT.A. Also, in Teacher Resource, Part 2, Unit 8, Lesson OAK-22, the goals for the lessons include language concerning operations and algebraic thinking, “Given expressions that show addition, students add within 10 using objects or pictures," and these lessons are aligned to K.OA.A.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade. Exmples include:

• Teacher Resource, Part 1, Unit 1, Lesson CCK-5, addresses clusters K.CC.A and K.CC.B by having students use number names and count the number of objects.
• Teacher Resource, Part 1, Unit 3, Lesson GK-2, addresses standards K.G.1,2 and K.CC.5 by having students identify and count shapes.
• In Teacher Resource, Part 1, Unit 6, Lesson MDK-3, students sort shapes by attribute (K.MD.3) and by counting the sizes of the groups and then ordering the groups by size (K.CC.C).
• In Teacher Resource, Part 1, Unit 6, Lesson MDK-5, students sort shapes by counting the number of corners (K.CC.B, K.MD.B) and classify shapes into categories (K.G.4).