Alignment: Overall Summary

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence, and in Gateway 2, the materials meet expectations for rigor and practice-content connections.

See Rating Scale Understanding Gateways

Alignment

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

Usability

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Partially Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
25
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for focus and coherence. For focus, the materials assess grade-level content and spend at least 65% of class time on major work of the grade, and for coherence, the materials have supporting content that enhances focus and coherence, an amount of content designated for one grade level 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
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for assessing grade-level content.

The materials are organized by the Domains and Clusters delineated by CCSS. Each Cluster has a Milestone Assessment, and all assessments include multiple choice and/or multiple select. The assessments are aligned to grade-level standards, and examples include:

  • In Milestone Assessment 6.NS.C, Question 11 states, “Which number sentence is true? a) $$-16 > -13$$
; b) 3 $$< -3$$
; c) $$-(-7) > 9$$
; d) $$-18 < -14$$.”
  • In Milestone Assessment 6.EE.A, Question 16 states, “$$b + b + b + b$$ and $$4b$$ are equivalent expressions because: 
a) they both have b as a variable; b) they both have four terms; $$c$$) they both produce the same value no matter what number $$b$$ represents
; d) they both equal 4 when $$b = 1$$.”
  • In Milestone Assessment 6.SP.B, Question 3 states, “Histograms, dot plots and box plots can all be used to display data. Which statement is true? a) Histograms show the distribution and the actual values of the data set; b) Dot plots show the distribution and the actual values of the data set; c) Box plots show the distribution and the actual values of the data set; d) Not enough information.”
  • In Milestone Assessment 6.RP.A, Question 1 states, “Which statement correctly describes the image of clouds and suns? Select all the apply. a) For every three clouds, there are two suns; b) For every six clouds, there are nine suns; c) For every three suns, there are two clouds; d) For every two clouds, there are one sun.”

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
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for devoting the majority of class time to the major work of the grade. Overall, the materials spend at least 65% of class time on major work of the grade.

Indicator 1b

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

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for spending a majority of instructional time on major work of the grade.

  • The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 125 out of 183, which is approximately 68%.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 26 out of 37 lessons, which is approximately 70%.
  • The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 26 out of 36, which is approximately 72%. 

A day level analysis is most representative of the instructional materials because this represents the class time that is devoted to major work of the grade including reviews, domain intensives, and assessments. As a result, approximately 68% of the instructional materials focus on major work of the grade. 

Criterion 1c - 1f

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

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for coherence. The materials have supporting content that enhances focus and coherence, an amount of content designated for one grade level that is viable for one school year, and foster coherence through connections at a single grade. The materials are partially consistent with the progressions in the Standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of connections between supporting content and major work of the grade include:

  • 6.NS.B.2, Which Way connects to 6.RP.3b as students divide multi-digit numbers to find unit rates. In the Practice Printable, Question 4 states, “Carlos and Doug went on a road trip. They recorded how far they traveled each day in a travel journal. If they drove for a total of 30 hours, what was their average speed?” The journal provides the data: Day 1, 450 miles; Day 2, 300 miles; Day 3, 350 miles, Day 4, 400 miles. Additionally, the Immersion & Data and Computation portions of the lesson require students to use ratio reasoning to determine which route is fastest. 
  • 6.G.A.2, River Rescue connects to 6.NS.A as students divide fractions by fractions to solve volume problems. In the Practice Printable, Question 6 states, “A right rectangular prism has a volume of $$20\frac{1}{4}$$ cubic units. The width is $$1\frac{1}{2}$$ cubic units, and the height is $$4\frac{1}{2}$$ cubic units. What is the length?” 
  • 6.NS.B.4, The Castle Guard connects to 6.EE.3 as students use the Greatest Common Factor to produce equivalent expressions. In the Practice Printable, Question 3 states, “For each sum or difference, factor out the GCF, and rewrite the sum or difference.”

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations that the amount of content designated for one grade level is viable for one year. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials, with assessments, can be completed in 146-183 days.

  • There are five domains which contain a total of 37 lessons. Lessons are designed to take three to four days each, leading to a total of 111-148 lesson days.
  • There are five days for Major Cluster Intensives.
  • There are 30 assessment days including 10 days for review,10 spiral review days in the Distributed Practice Modules, and 10 milestone assessments. 

The Scope and Sequence Chart in the Teacher Edition provides pacing information. A lesson is designed for 60 minutes. 

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for being consistent with the progressions in the standards.

The instructional materials clearly identify content from prior and future grade levels and use it to support the progressions of the grade-level standards. In the Detailed Lesson Plan, prerequisite standards are identified in every Lesson Plan Overview. Examples include: 

  • 6.G.A.3, Fuel Factor identifies “Prerequisite Standards 5.G.A.1, 5.G.A.2” and Cluster Connections including “Direct Connection: In Fuel Factor, students use coordinates to aid them in finding lengths of horizontal and vertical line segments, which enables them to calculate the perimeter and area of polygons drawn on a coordinate grid. Cross-Cluster Connection: This activity connects 6.G.A to 6.NS.C, as students see how the absolute value of the difference of two coordinates yields the length of a line segment.”
  • 6.RP.A.1, For Every Day states “This activity connects 6.RP to 7.RP.A and 8.EE.B, as unit rate is the basis for work involving constant of proportionality and slope of linear equations.”
  • The game “Ko’s Journey” addresses several standards across grade levels. The Grade 6 standards include 6.RP.A.3a-c; 6.NS.B.3; 6.NS.C.6 and 8; and 6.G.A.2, though some of these have only one question. The game also addresses the Grade 4 concept of using a protractor and Grade 5 concepts including fractions, coordinate plane, and converting measurement units. The game introduces the Grade 8 concept of slope, though students are given formulas and directed through each equation.

The instructional materials do not always attend to the full intent of the grade level standards. Each lesson addresses one grade-level standard with no standards absent from the materials. Lessons are three to four days long, and all students complete the same work. However, there are limited opportunities within each lesson to practice the content of the standards. Opportunities for practice include: Math Simulator, one to four questions; Practice Printable typically has six to ten questions; Clicker Quizzes include six questions; and the teacher can assign a specific domain in Test Trainer Pro. Since all standards are given the same attention, students have limited opportunities to engage in extensive work with grade-level problems to meet the full intent of all grade-level standards. Examples where the full intent is not attended to include:

  • In 6.EE.C.9, Sister Act, students have very limited opportunity to analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation. In the Practice printable, one problem requires students to generate and solve a two-step equation, which is Grade 7 content. There is one problem for students to complete a table, then graph the coordinate points. There is one problem for students to write an equation from a table. 
  • In 6.SP.4 & 5, Shoot for the Moon, students do not describe the nature of the attribute under investigation, including how it was measured and its units of measurement (6.SP.B.5b). Students do not explain the units of measurement in the data they describe.

The Test Trainer Pro and Simulation Trainer are designed to provide additional, grade-level work, but all of the items for these two features are not available for review.

  • In Test Trainer Pro, primarily used as a daily warm-up, there is no way for teachers to assign specific content other than a domain of standards.
  • In Simulation Trainer, the content matches the lesson, but students can provide any number as an answer, then watch the steps worked out (no words) in a solution video. They’re presented with the same question again and can put in the correct answer, then watch the same solution again. If they get it correct the first time, they also watch the solution video. The next questions are not novel, but the same situation with new numbers. If students miss one, it resets them to the beginning, no matter where they were in the assignment. It is possible that some students would never complete a Simulation Trainer.

The instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades. In the Detailed Lesson Plan for every lesson under the Lesson Plan Overview, the Cluster Connection—Cross-Cluster Connection— includes an explanation on how prior learning connects to grade-level work. Examples include:

  • 6.EE.B.7, The Sign of Zero states, “This activity connects 6.EE to 5.NF as students write and solve real-world problems involving multiplication of fractions and mixed numbers.”
  • 6.G.A.4, Build a Better Box states, “This activity connects 6.G.A to 5.G.B in that students will draw nets and apply area formulas using their knowledge of classifying two-dimensional figures.”

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards.

There are no student learning targets/objectives labeled as such. However, since each lesson has a specific standard in its title that is also referenced during the lesson, these “objectives” are visibly shaped by the CCSSM cluster headings. Examples include:

  • The objective of lesson 6.NS.B.3 states, “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation,” is shaped by 6.NS.B, “Compute fluently with multi-digit numbers and find common factors and multiples.”
  • The objective of lesson 6.RP.A.3d states, “Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities,” is shaped by 6.RP.A, “Understand ratio concepts and use ratio reasoning to solve problems.”
  • The objective of lesson 6.G.A.4 states, “Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems,” is shaped by 6.G.A, “Solve real-world and mathematical problems involving area, surface area, and volume.”

Examples of problems and activities that 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 include:

  • 6.RP.A.3a, Clone Wars “connects 6.RP.A to 6.EE.C as students can use ratio reasoning as a means to analyze the graph of the relationship between independent and dependent variables.” In the Practice Printable, Question 2 shows two types of fish and the space required based on the number of fish. Question 3 states, “Using the tables and graph from Question 2 , write a few sentences comparing the ratios of the amount of space needed for each fish. How is this shown in the graph?”
  • 6.SP.A.3, Periodontal Pockets connects 6.SP.A and 6.NS.B as students compute with multi-digit numbers to “calculate and analyze the mean and the mean absolute deviation of a data set.” In Practice Printable, Question 2 states, “Tyrell is looking for a new place to keep his sailboat. He loves to sail and is looking for a location that will provide great sailing conditions year round. Tyrell’s ideal wind speed for optimal sailing conditions is around 10 knots. Below is some data he has gathered to help him make his final decision. (provided: a table with two different rivers and the average wind speed for each month) a) What is the mean wind speed of each location? b) What is the median wind speed of each location? c) Calculate the MAD for each set of data.”
  • 6.EE.B.6, Land in Lama “connects 6.EE.B to 6.EE.A as students solve real-world situations by writing, reading, and evaluating expressions where letters represent numbers.” In Practice Printable, Question 2 states, “David went into a floral shop to buy his mother some flowers. Depending on the season, carnations cost $$c$$ dollars; roses cost $$r$$ dollars; and tulips cost $$t$$ dollars. Vases are $12. Write an expression to represent David’s cost for 4 carnations, 5 roses, 3 tulips, and a vase.”

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for rigor and practice-content connections. The instructional materials meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skills, spending sufficient time working with engaging applications of mathematics, and balancing the three aspects of rigor. The materials meet expectations for practice-content connections as they: identify and use the Standards for Mathematical Practice (MPs) to enrich mathematics content; attend to the full meaning of each practice standard; provide opportunities for students to construct viable arguments and critique the reasoning of others; assist teachers in engaging students to construct viable arguments and analyze the arguments of others; and explicitly 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.
8/8
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for rigor. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications of mathematics, and do not always treat the three aspects of rigor together or separately.

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Examples of problems and questions that develop conceptual understanding across the grade level include:

  • In 6.EE.A.3, Provision Problem states, “How many equivalent expressions can we create from this expression? $$24n-16n+12$$.” Suggested answers include: “Combine like terms. $$8n +12$$; Factor out GCF. $$4(6n-4n+3)$$; Factor out GCF & combine like terms $$4(2n + 3)$$; Factor out common factor (not GCF) $$2(12n-8n+6)$$; Factor out common factor (not GCF) & combine terms 2(4n + 6)”.
  • In 6.G.A.3, Fuel Factor, the teacher is prompted to ask students questions to further their thinking such as, “What is the direction for the course? What do you notice about the coordinates of the endpoints of horizontal line segments? What do you notice about the coordinates of the endpoints of vertical line segments? Imagine the coordinates on a grid. How might you find the length of a line segment connecting them? Since there is no grid, how might you find the length of the line segment anyway?”
  • In 6.NS.A.1, Mr. Mung’s Ice Cream, the teacher is prompted to complete this example using a bar diagram. “$$3\frac{1}{2}$$ is divided by $$1\frac{3}{4}$$. What is the quotient? We could draw a visual fraction model. We start by drawing a representation of $$3\frac{1}{2}$$. Then we separate the diagram into fourths because of the denominator of the divisor. We then ask ourselves how many groups of $$1\frac{3}{4}$$ are in $$3\frac{1}{2}$$? Then separate the diagram into groups of $$1\frac{3}{4}$$. We can see two groups of $$1\frac{3}{4}$$, so the quotient is 2.”

Examples where students independently demonstrate conceptual understanding throughout the grade include:

  • In 6.EE.C.9, Sister Act, Practice Printable, Question 1 states, “A worker earns $17 per hour.  a.Write an equation to show the relationship between the hours she works (h) and the amount she is paid (p).  b. What is the independent variable? What is the dependent variable?”
  • In 6.RP.A.1, For Every Day, Practice Printable, Question 4 states, “To make a deep orange color, Regina mixed 8 drops of red paint and 2 drops of yellow paint. Describe the relationship between the red paint and yellow paint in at least 4 different ways.”
  • In 6.RP.A.2, Road Trip Ratios, Practice Printable, Questions 1-4 each provide a ratio and ask students to produce two unit rates, “1) 8 cats eat 4 large cans of cat food. ___ cans per cat ___ cats per can.”
  • In 6.SP.A.1, Statistical Friends, Practice Printable, Question 1 states, “Determine whether each question below is statistical or non-statistical.” In Question 9, students demonstrate conceptual understanding when they, “Write a statistical question that could be answered by collecting data from your classmates.”

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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for attending to the standards that set an expectation of procedural skill and fluency.

The instructional materials develop procedural skill and fluency throughout the grade level in the Math Simulator, examples in Teacher Instruction, Cluster Intensives, domain specific Test Trainer Pro and the Clicker Quiz. Examples include:

  • In 6.NS.B.2, Which Way, the Teacher Instruction directs teachers to say, “perform long division and make sure to line up columns.” Three different example problems are provided. Steps for the division algorithm are shown three days in a row during the lesson. Students also see the completed algorithm for at least 15 practice problems. 6.NS.2 is practiced in two other units and in the game Ko’s Journey. 
  • In 6.NS.B.3, Enter the Dragon, the Teacher Instruction has the teacher walk through the steps for the four operations, repeatedly asking, “What is the process to (add, subtract, multiply, divide) decimals?” The Math Simulator provides five sets of three problems for students to solve. After each set, the correct answer and process is worked out for the student. There are decimal calculations in eight other lessons. 
  • In 6.EE.A.1, I Dream of Djinni, the Teacher Instruction supports students in procedural skills related to exponents. The terms base and exponent are introduced, and the teacher walks through examples where the base and exponent are unknown. Then, the teacher walks through evaluating an expression that involves an exponent and requires using the order of operations.
  • In 6.EE.A.2c, Real Stories of the AIF (Accident Investigation Force), the teacher provides instruction for using an expression for drag factor, a formula to convert between Farenheit and Celsius, and an expression with multiple variables. The teacher prompt states, “It’s important to substitute values carefully; many mathematicians put parentheses around each value to make sure they have substituted it correctly and in the right spot,” and later, “When substituting in for variables in formulas or expressions, it’s often helpful to put the values in parentheses to help keep them separated and to remain clear on the operations to be used on each value.”

Examples of students independently demonstrating procedural skills and fluencies include:

  • In 6.NS.B.2, Which Way, the Clicker Quiz contains six questions that involve long division, including five word problems and one problem that requires interpreting a quotient in multiple ways (remainder, fraction, decimal). In the Practice Printable, there are four problems in Question 1, “Find each quotient” and four word problems that require long division. For example, Practice Printable Question 1a states, “$$40,584 ÷ 76$$”; Question 5 states, “The city of Vine View is building a new rectangular park for the townspeople. The park will have an area of 8,925 square yards. If the width of the park is to be 84 yards, how much fencing does the city need to surround the park?”
  • In 6.NS.B.3, Enter the Dragon, the Practice Printable contains four problems each for adding, subtracting, multiplying and dividing multi-digit decimal numbers. The Clicker Quiz contains six problems, one problem each for each of the four operations, and two word problems that require using multiple operations to solve. For example, Practice Printable, Question 2 states, “$$70.64 + 0.0059$$”;  Question 6 states “$$43.02-0.0078$$”; Question 10 states “$$48.5 ⋅ 1.604$$”; Question 14 states “$$0.5208 ÷ 6.2$$”.
  • In 6.EE.A.1, I Dream of Djinni, one question in the Clicker Quiz shows an image of a man thinking $$7^6$$ and a woman thinking $$6^7$$ and states, “7×7×7×7×7×7 Ryan and Jane are thinking about writing this expression using an exponent. Who is correct?” In the Practice Printable, Question 4 states, “Fill in the missing information for each row.” A three column table with the headings “exponential form, expanded form and standard form,” is provided.
  • In 6.EE.A.2c, Real Stories of the AIF, Practice Printable, Question 1 states, “Complete the chart using the formula for area of a triangle, $$A=\frac{1}{2}bh$$”; students are given a table with 5 pairs of base and height values, and calculate the area. In Practice Printable, Question 2 states, “Evaluate each expression in the chart if $$a=2, b=4, c=6 $$ and $$d=3$$”; the chart contains six expressions using the variables.

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
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of mathematics. Engaging applications include single and multi-step problems, routine and non-routine problems, presented in a context in which mathematics is applied. 

Examples of students engaging in routine application of skills and knowledge include:

  • In 6.RP.A.3c, Stealing Home, an example states “Country music makes up 75% of Ashley’s music collection. If she has 33 albums that are by country artists, how many albums does she have in her entire music collection? 
  • In 6.NS.A.1, Mr. Mung’s Ice Cream, Practice Printable, Question 6 states, “Milo bags groceries at a local market. The plastic bags he uses are designed to hold 25 pounds. If a typical water bottle weighs $$1\frac{1}{4}$$ pounds, how many bottles could Milo put in a bag (assuming they all fit)?”
  • In 6.EE.7, The Sign of Zero, Practice Printable, Question 2 states, “The map at the right shows points A, B, and C. Say the distance from point A to point C is three times the distance from point A to point B, and the distance from point A to point C is 105 miles. What is the distance from point A to point B?”
  • In 6.RP.A.3a, Clone Wars, Practice Printable, Question 4 states, “Kennedy thinks the best orange juice is made using 3 cups of water and 5 cups of juice concentrate. How many cups of water and juice concentrate will she need to make 40 cups of juice? Create a table or diagram to show your reasoning.” 

Examples of students engaging in non-routine application of skills and knowledge include:

  • In 6.SP.B.4 & 5, Shoot for the Moon!, Practice Printable, students write a newspaper article based on data from a survey including “a headline, graphical display, the number of observations, at least one graphic, a description of how the survey was conducted, the measures of center including mean, median and mode. Report all measures of variability and striking deviations.” 
  • In 6.NS.C.7c, Day by Day, the Practice Printable includes: At Wonder Toys, new employees receive a 30-day evaluation that ranks bad days and good days on a scale of -10 to 10. “Miss Brooks has a new assistant at Wonder Toys named Mary Smithson. The time has come for Mary’s 30-day evaluation. Based on the number of bad days, Mary thinks she may lose her job. Miss Brooks explains that, along with the number of good and bad days, she has to look at the magnitude of the good and bad days to determine job performance. Use Mary Smithson’s evaluation to explain what Miss Brooks is talking about and to determine whether Mary has a good evaluation or a poor evaluation.”
  • In 6.RP.A.2, Road Trip Ratios, Practice Printable, Question 7 states, “Pareesa bought two new aquariums, each holding exactly 200 gallons of water. One aquarium will hold only small fish and the other will hold large fish. She will buy 5 small fish for every 10 gallons of water in the aquarium. She will buy 8 large fish for every 40 gallons of water in the aquarium. How many total fish will Paressa have? What will be the ratio of large fish to small fish?”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. 

Examples of the three aspects of rigor being present independently throughout the materials include:

  • In 6.NS.C.5, Weather Bear, students develop conceptual understanding of the meaning of positive and negative numbers. During Teacher Instruction, these examples are provided:  “Let’s look at a different example of walking forwards and backwards. What is the meaning of taking 5 steps forward? What is the meaning of taking 2 steps backward? What is the meaning of zero in this case?; Now, let’s look at gaining and losing yards in football. What is the meaning of a gain of 6 yards? What is the meaning of a loss of 4 yards? What is the meaning of zero in this case?”
  • In 6.NS.C.6c, Special Intelligence, students develop procedural skill in plotting points. In the Practice Printable, Question 4, students “Plot each point on the coordinate plane, and label it with the corresponding letter.” Students are given nine points to plot, including some with $$\frac{1}{2}$$, to ensure they have multiple opportunities to plot points on the coordinate plane.
  • In 6.EE.A.2c, Real Stories of the AIF, students evaluate expressions at specific values of their variables that arise from formulas used in real-world problems. In the Practice Printable, Question 3 states “The cost of a pass to the amusement park for 5 days or less is $$50+10n$$, where n is the number of days you are visiting. The cost for a pass to the amusement park for more than 5 days is $$45+10(n-1)$$, where is the number of days you are visiting. a) If you plan on visiting for 5 days, what is the cost of the pass? b) What would be the cost for visiting for 6 days? c) Is it a better deal to visit for 5 or 6 days? Explain. d) What would be the cost to visit for one week?”

Examples of multiple aspects of rigor being engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study include:

  • In 6.G.A.1, The Lilliput Regatta, students use their conceptual understanding of area to find the area of right triangles, other triangles, special quadrilaterals, and polygons in application problems by composing into rectangles or decomposing into triangles and other shapes. The teacher shows students how to decompose figures, find missing dimensions, and calculate the area of each region. Students also practice procedural skills while finding the areas of figures throughout the lesson. For example, Practice Printable, Question 2 states, “What is the area of figure ABCD, in square centimeters?” (figure ABCD is a kite).
  • In 6.EE.B.6, Land in Lama, students use their understanding of variables to represent numbers as they develop skill in writing equations that represent real-world problems. In the Practice Printable, Question 2 states, “David went into a floral shop to buy his mother some flowers. Depending on the season, carnations cost c dollars; roses cost r dollars; and tulips cost t dollars. Vases are $12. Write an expression to represent David’s cost for 4 carnations, 5 roses, 3 tulips, and a vase.”

Criterion 2e - 2g.iii

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

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for practice-content connections. The materials: identify and use the Standards for Mathematical Practice (MPs) to enrich mathematics content; attend to the full meaning of each practice standard; provide opportunities for students to construct viable arguments and critique the reasoning of others; assist teachers in engaging students to construct viable arguments and analyze the arguments of others; and explicitly 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for identifying the Standards for Mathematical Practice and using them to enrich mathematics content within and throughout the grade level. 

The materials reference the Mathematical Practices (MPs) throughout the Philosophy and Planning sections, and the materials indicate connections to the MPs. Examples include:

  • In the Teacher’s Guide, mathematical practices are addressed in the Major Cluster Curriculum Components, Cluster Intensives, and the Teacher-Created Intensive, which is “Additional math problems developed by MidSchoolMath teachers and leading math experts such as Dan Meyer, Jo Boaler, and MathShell that emphasize the Standards for Mathematical Practice.”
  • In the Teacher’s Guide, Practices & Protocols: Standards for Mathematical Practice states, “A primary goal of the MidSchoolMath curriculum structure is to ensure that it supports the Standards for Mathematical Practice, not only in “extra” activities, but embedded in the curriculum pedagogy of each component. Use of the practices can be greatly enhanced by simple instructional moves.” 
  • In the Teacher’s Guide, Protocols to Support Standards for Mathematical Practice includes, “To support the Standards for Mathematical Practice, MidSchoolMath has compiled a “Top 10” bank to include protocols (or instructional moves) that teachers use to structure learning experiences to deepen the understanding of the SMP. Recommended protocols for each lesson are found in the Detailed Lesson Plans with teacher instructions to implement.” The protocols are directly related to the MPs they best support.
  • In the Teacher’s Guide, Detailed Lesson Plans, the Domain Review references, “A Domain Review also supports the Standards for Mathematical Practice,” and “Complete the Domain Review by reading one or more of the Standards for Mathematical Practice and ask them to reflect on their work throughout the day.”
  • Each Detailed Lesson Plan, Lesson Plan Overview, includes one to three MPs and describes how the lesson connects to the MPs.
  • In addition, each Detailed Lesson Plan includes a specific tip from Jo Boaler that provides guidance about how to connect the MPs with the lesson. 

Examples where the MPs are connected to grade-level content include:

  • In 6.EE.A.2c, Real Stories of the AIF, Lesson Plan Overview, “MP1: Make sense of problems and persevere in solving them. In Data & Computation, students face a challenge that they have not yet likely encountered, the '30df' formula that looks complex and includes a square root symbol. Students are encouraged to slow down (per Jo Boaler’s tip) and grapple with "I Wonder..., I Notice..." supported by teacher prompts, to help them start to make sense of the things that may not yet be understood or known. Perseverance is also encouraged as teachers help students understand that mistakes and struggle create brain growth.”
  • In 6.RP.A.3d, Saffron Shuffle, Lesson Plan Overview, “MP7: Look for and make use of structure. During Data & Computation, students work together to notice that ratios can be used to convert a measurement from one unit to another. By using ratios written in fraction form as conversion factors, students recognize the structure of the fraction, where a common numerator and denominator make 1 (cancel each other out).Students use this structure repeatedly to keep track of units during conversion and to cancel them out as needed to end with the appropriate unit.”
  • In 6.G.A.1, The Lilliput Regatta, Lesson Plan Overview, “MP8: Look for and express regularity in repeated reasoning. During Data & Computation and Practice Printable, as students repeatedly calculate the area for each geometrical shape, they are able to see that they can manipulate the shape to find faster and easier ways to determine the area. They can repeatedly cut and re-form the shape into parts, or can double its size and divide by two, or use other methods to determine the area. The regularity in the repeated reasoning is that the area is always the same, no matter how they manipulate the shape so long as its size is not changed.”

Indicator 2f

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

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for carefully attending to the full meaning of each practice standard. Materials attend to the full meaning of each of the 8 MPs. Examples include:

  • For MP1, during the Immersion situations, students make sense of a problem and look for entry points to its solution. For example, in 6.NS.C.8, The Mark of Zero, the Detailed Lesson Plan states, “SMP1: Make sense of problems and persevere in solving them. During Immersion and Data & Computation, students receive information that initially seems vague. As they explore the statements provided to them in conjunction with the “map” (coordinate plane), they begin to see more value in the statements, can infer more specific details, and consequently change course as needed. The “Think-Pair-Share” protocol aids students in making sense of the problem, as they look for entry points to its solution.”
  • For MP2, students make sense of quantities and their relationships in problem situations through contextualizing and decontextualizing. For example, in 6.NS.C.5, Weather Bear, the Detailed Lesson Plan states, “SMP2: Reason abstractly and quantitatively. During Immersion and Data & Computation, students will recognize that a positive number, a negative number, and zero have specific meanings within a context. Students will make sense of real-world quantities and their relationships when looking at altitudes. Students will also recognize that numbers, such as 7 and -7, are opposite values and are in opposite direction from zero on a number line.”
  • For MP4, students put an authentic problem into their own words and use an appropriate strategy from the math they know to create a path to a solution. For example, in 6.EE.B.6, Land in Lama, the Detailed Lesson Plan states, “SMP4: Model with mathematics. In Land in Lama, students are tasked with representing the cost of the land through an expression, which is, in essence, a modeling task. Further supporting the practice, during Immersion, the problem is relatively unstructured, requiring students to determine what they need to know, and analyzing how the problem might be solved while making assumptions about the relationships between unknown quantities. Visual representation the students develop supports clarity of thinking about their model and assumptions. Students refine their model as more information is given during Data & Computation. The full intent of the practice occurs as students create their own variables and include them as part of the expression.”
  • For MP5, students choose tools strategically, particularly with Ratio And Proportional Relationships standards. For example, in 6.RP.A.3c, Stealing Home, the Detailed Lesson Plan states, “SMP5: Use appropriate tools strategically. During Data & Computation and Practice Printable, students discover that two parts of a percent problem are given (whole, part, or percent) and a third unknown part must be determined. Students can use different tools that help them see that 100% splits up into parts (double number lines, tape diagrams, ratio tables, etc.).” In the Practice Printable, Question 5 states, “Solve each problem below by using a table of equivalent ratios, a tape diagram, a double number line or an equation. a) 75 is 15% of what number? b) What is 60% of 210? c) 120 is 30% of what number? d) 160 is 20% of what number?” 
  • For MP6, students attend to precision. For example, in 6.NS.C.6c, Special Intelligence, the Detailed Lesson Plan states, “SMP6: Attend to precision. During Immersion and Data & Computation, students must pay close attention to the horizontal and vertical scales on the non-traditional coordinate plane in order to plot points with precision and label them accurately. Teachers prompt students to color code each team (per. Jo Boaler tip) and work with another student to confirm the position of each team.”
  • For MP7, students look for or make use of structure while investigating and applying relationships within mathematics. For example, in 6.G.A.3, Fuel Factor, the Detailed Lesson Plan states, “SMP7: Look for and make use of structure. During Immersion and Data & Computation, students will recognize that endpoints for horizontal line segments have the same y-coordinate, and the length of such segments can be found by subtracting the x-coordinates because the grid structure shows the lengths to be the distance between x-coordinates. Similarly, endpoints for vertical line segments have the same x-coordinate, and the length of such segments can be found by subtracting the y-coordinates because the grid structure shows the lengths to be the distance between y-coordinates. Students are able to make use of these structures for the practical purpose of determining the length of the race course.” The prompts provided for teachers include: “What is the direction for the course? What do you notice about the coordinates of the endpoints of horizontal line segments? What do you notice about the coordinates of the endpoints of vertical line segments? Imagine the coordinates on a grid. How might you find the length of a line segment connecting them? Since there is no grid, how might you find the length of the line segment anyway? What is the total distance of the course? For how many megaspans do the sisters think the ship will last?”
  • For MP8, students look for generalizations based on regularity in repeated reasoning or attend to the details of a process. For example, in 6.NS.C.6b, Treasure Trail, the Detailed Lesson Plan states, “SMP8: Look for and make use of structure. During Data & Computation, students have opportunity to recognize the coordinate plane as a structure that aids them in seeing a repeated pattern for coordinates that are reflected. During Resolution, teacher prompts during the "Number Talk" ask students to identify the constant pattern of how coordinates are affected by reflection and to explain how the grid lines in the coordinate plane aided them in realizing the general rule.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

Examples of prompting students to construct viable arguments and analyze the arguments of others include:

  • In 6.EE.A.2c, Real Stories of the AIF, Practice Printable, Question 3c states, “The cost of a pass to the amusement park for 5 days or less is $$50 + 10n$$, where n is the number of days you are visiting. The cost for a pass to the amusement park for more than 5 days is $$45+10(n-1)$$, where n is the number of days you are visiting. Is it a better deal to visit for 5 or 6 days? Explain.”
  • In 6.SP.B.4 & 5, Shoot for the Moon!, Practice Printable, Introduction Problem states, “What could the newspaper article look like? Be sure to include a headline, graphical display, the number of observations, a description of how the survey was conducted, the measures of center including mean, median and mode. Report all measures of variability and striking deviations. Choose the most appropriate measure of center and measure of variability and defend your choices; include a closing comment.” In the Simulator question, “Choose the most appropriate measure of center and measure of variability and defend your choices.”, and in Practice Printable, Questions 2c-d states, “What is the better measure of center for this data set? Why? Which is the better measure of variation of this data set? Why?”
  • In 6.EE.A.1, I Dream of Djinni, Practice Printable, Question 5 states, “Jolie babysat for her neighbor. The neighbor asked, ‘How much do you charge?’ Jolie replied: $7 each hour. So if I babysit for 5 hours you will owe me 75 dollars. Is Jolie correct? Explain your answer.”
  • In 6.SP.A.3, Periodontal Pockets, Practice Printable, Question 1 states, “All sixth graders at Madison Middle School were given a math and reading placement test at the beginning of the year. a) If you wanted to know on average if sixth grade students scored better on the math test or reading test, would you consider the measure of center of the data or the measure of variability of the data? Explain your reasoning. b) If you wanted to see how consistent (or similar to each other) the scores on the respective tests were, would you focus on the measure of center of the data or the measure of variability of the data? Explain your reasoning.”
  • In 6.RP.A.3c, Stealing Home, Practice Printable, Question 3 states, “Tyrell took a history test. He answered 21 of the 25 questions correctly. In order to get an “A” on the test he needs to get at least a 90%. Did Tyrell get an “A” on his history test? Explain your reasoning.”
  • In 6.NS.C.7c, Day by Day, Practice Printable, Introduction Problem states, “Use Mary’s Smithson’s evaluation to explain what Miss Brooks is talking about and to determine whether Mary has a good evaluation or a poor evaluation.”
  • In 6.RP.A.3a, Clone Wars, Practice Printable, Question 4 states, “Kennedy thinks the best orange juice is made from 3 cups of water and 5 cups of juice concentrate. How many cups of water and juice concentrate will she need to make 40 cups of juice? Create a table or diagram to show your reasoning.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

The materials provide guidance for teachers on how to engage students with MP3. In several lessons, the Detailed Lesson Plan identifies MP3 and provides prompts that support teachers in engaging students with MP3. Examples include:

  • In 6.NS.C.7d, Coffee Accounting, the materials include, “In Data & Computation, students take the practice test by themselves, then work with another student to justify their conclusions in the “Study Hall” protocol. Because the order of the wording impacts the meaning of the statements, students practice a logical progression of statements. Paired students explore the truth of their partner’s conjectures, and ask rich questions and critique the reasoning of other students. The following Teacher Prompts encourage students to explain their reasoning and examine their partner’s reasoning and logic. Did your study hall partners present a logical argument? Can you repeat what another student’s logic is? Did you notice any flaws in their logic? Can you draw a picture to explain your reasoning? Is there another way to explain your own logic?”
  • In 6.NS.C.7c, Day by Day, Data & Computation “includes prompts that support students in developing their own arguments and critiquing those of others: 2. Use the ‘Quick Write’ protocol, where students are prompted to write down ideas about whether Rob is having good days or bad days, and prompted to make a conclusion with supporting evidence. It is important that students are not given too much information, or prompted with guiding questions at this stage.3. Have students join with two other students. Each student has 2 minutes to present their ‘Quick Write.’ During which the other two students act as supervisors, and are there to provide feedback they feel would be helpful in strengthening the conclusion. Use the following  prompts with students to encourage the critique process: “I was confused when you ______. "It might be more clear if you said __________.” Can you re-state that in a different way?"

In most lessons, there are prompts for teachers that can be used for student reflection at the end of the lesson; however, these prompts are optional as the materials state “It is not always necessary for students to respond. The questions can simply be used to cue thinking prior to instruction.” Examples of these include:

  • What did you do that was the same? 
  • What was different? 
  • What strategy do you think was more efficient? Why?

The materials include 10 protocols to support Mathematical Practices. Several of these protocols engage students in constructing arguments and analyzing the arguments of others. When they are included in a lesson, the materials provide directions or prompts for the teacher to support engaging students in MP3. These include: 

  • “I Wonder, I Notice (8-10 min): Following a completed whole-class assignment, set ground rules for peer critique, including being thoughtful, specifc [sic], and helpful (≈ 1 min). Choose a student to be “the originator” who is tasked to explain his or her approach and solution to a problem (≈ 2 min), while other students listen only. Then ask other students to ask “the originator” clarifying questions or comments that start with ‘I wonder’ and ‘I notice’ (≈ 5-6 min).”
  • “Think-Pair-Share (5-6 min): Ask students to think individually about an idea and make some notes (≈1-2 min). Tell students to pair with a partner and discuss their notes (≈ 2 min). Finally, facilitate whole-class discussion by cold-calling on students to share their ideas. Consider recording ideas on a whiteboard (≈ 2 min).”
  • “Lawyer Up! (12-17 min): When a task has the classroom divided between two answers or ideas, divide students into groups of four with two attorneys on each side. Tell each attorney team to prepare a defense for their “case” (≈ 4 min). Instruct students to present their argument. Each attorney is given one minute to present their view, alternating sides (≈ 4 min). Together, the attorneys must decide which case is more defendable (≈ 1 min). Tally results of each group to determine which case wins (≈ 1-2 min). Complete the protocol with a “popcorn-style” case summary (≈ 2-3 min).”
  • “Math Circles (15-28 min): Prior to class, create 5 to 7 engaging questions at grade level, place on diferent [sic] table-tops. For example, Why does a circle have 360 degrees and a triangle 180 degrees? Assign groups to take turns at each table to discuss concepts (≈ 3-4 min each table).”
  • “Quick Write (8-10 min): After showing an Immersion video, provide students with a unique prompt, such as: “I believe that the store owner should...”, or “The person on Mars should make the decision to...” and include the prompt, “because...” with blank space above and below. Quick writes are excellent for new concepts (≈ 8-10 min).”
  • “Sketch It! (11-13 min): Tell students to draw a picture that includes both the story and math components that create a visual representation of the math concept (≈ 5-7 min). Choose two students with varying approaches to present their work (≈ 1 min each) to the class (via MidSchoolMath software platform or other method) and prepare the entire class to discuss the advantages of each model (≈ 5 min).”

Indicator 2g.iii

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

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for explicitly attending to the specialized language of mathematics.

The materials use precise and accurate terminology and definitions when describing mathematics, and the materials provide instruction in how to communicate mathematical thinking using words, diagrams, and symbols. 

  • Each Detailed Lesson Plan provides teachers with a list of vocabulary words and definitions that correspond to the language of the standard that is attached to the lesson; usually specific to content, but sometimes more general. For example, 6.NS.3 states “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.” The vocabulary provided to the teacher in 6.NS.B.3, Enter the Dragon is, “Decimal number: A number that can show place value less than 1; represents values such as tenths, hundredths, thousandths, etc.” 
  • The vocabulary provided for the teacher is highlighted in red in the student materials on the Practice Printable.
  • Each Detailed Lesson Plan prompts teachers to “Look for opportunities to clarify vocabulary” while students work on the Immersion problem which includes, “As students explain their reasoning to you and to classmates, look for opportunities to clarify their vocabulary. Allow students to ‘get their idea out’ using their own language but when possible, make clarifying statements using precise vocabulary to say the same thing. This allows students to hear the vocabulary in context, which is among the strongest methods for learning vocabulary.” 
  • Each Detailed Lesson Plan includes this reminder, “Vocabulary Protocols: In your math classroom, make a Word Wall to hang and refer to vocabulary words throughout the lesson. As a whole-class exercise, create a visual representation and definition once students have had time to use their new words throughout a lesson. In the Practice Printable, remind students that key vocabulary words are highlighted. Definitions are available at the upper right in their student account. In the Student Reflection, the rubric lists the key vocabulary words for the lesson. Students are required to use these vocabulary words to explain, in narrative form, the math experienced in this lesson. During “Gallery Walks,” vocabulary can be a focus of the “I Wonder..., I Notice...” protocol.”
  • Each lesson includes student reflection. Students are provided with a list of vocabulary words from the lesson to help them include appropriate math vocabulary in the reflection. The rubric for the reflection includes, “I clearly described how the math is used in the story and used appropriate math vocabulary.” 
  • Vocabulary for students is provided in the Glossary in the student workbook. “This glossary contains terms and definitions used in MidSchoolMath Comprehensive Curriculum, including 5th to 8th grades.” 
  • The Teacher Instruction portion of each detailed lesson plan begins with, “Here are examples of statements you might make to the class:” which often, though not always, includes the vocabulary with a brief definition or used in context. For example, the vocabulary provided for 6.RP.A.3c, Stealing Home is “Part”, “Whole”, and “Percent.” The sample statements provided are, “Remember there are always two parts of the percent problem given from the part, whole, or percent; Remember that the percent of a quantity is per 100; In Stealing Home, we had to help find the number of runs Jackie Robinson would score during the 1948 season; We can convert the percent to a rate per 100, so 52% is $$\frac{52}{100}$$; A ratio table can be created using the percent as a rate of 100, and then other helpful equivalent ratios can be identified.”

Gateway Three

Usability

Partially Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
7/8
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for being well designed and taking into account effective lesson structure and pacing. The materials distinguish between problems and exercises, have exercises that are given in intentional sequences, and have a variety in what students are asked to produce. The materials partially include manipulatives that are faithful representations of the mathematical objects they represent.



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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for providing both problems and exercises that have purpose. 

Students engage with problems and exercises through a consistent lesson structure. Students participate in a warm-up in the Test Trainer Pro daily for 10 minutes. The Math Simulator introduces the story and the essential problem with an online video during the Immersion and Data & Computation and Resolution stages. In the Detailed Lesson Plan, the teacher instructional time (8-10 minutes) provides problems for the teacher to use as examples. The student does independent online (3-7) exercises in the Simulation Trainer, with additional repetition if they miss the problems. The Practice Printable can be used as a differentiation tool, as in-class practice, or as homework. The Clicker Quiz consists of six multiple choice questions. At the end of the lesson, there is a section for a Gallery Walk and Reflection of other student work.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for assignments being designed with an intentional sequence. 

There is logic to the design because each lesson is one standard; lessons are listed in the order of the standards within each domain. In Planning the Year, the materials state, “The sequence provided in the materials is specifically designed to provide a framework to allow teachers sufficient time for teaching each standard throughout the year. Additionally, the materials are intentionally designed for students to work with more ‘concrete’ forms of mathematics prior to abstract concepts. Finally, the structure of the curriculum is sequenced to allow for completion of topics before associated summative assessments, and sequencing within lessons progresses from conceptual work to practice with exercises.” 

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for requiring variety in what students produce. 

Each lesson builds around an essential problem that is the entry point for the content. The problems always include “artifacts” that require students to work with content in a wide variety of ways including breaking codes, planning rations for trips, determining if things will fit, etc. In addition to the essential problem, the program utilizes 10 protocols that generate a variety of responses such as creating arguments, making up their own problems, sketching situations, quick writes, and more. The student reflection, found at the end of each lesson, gives students the opportunity to personalize and be creative in how they explain their understanding.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
1/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for effective use of manipulatives. 

The instructional materials do not include extensive use of manipulatives, and in the online materials, tools used as manipulatives are not available. In some of the lesson material, there are visual models with number lines, graphs, or bars. Students occasionally look at models and create a math equation from the representation. Overall, there are limited opportunities to use manipulatives to develop mathematical understanding.

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 include print materials that are not distracting or chaotic. The student workbook provides space for students to write in the workbook. There are numerous videos in various parts of the lesson which are brief and engaging to students. 

However, the Math Simulator can be distracting because students have to rewatch entire videos even if they have answered the questions correctly. The students do not have the ability to fast forward through the videos even though they have seen the video previously.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
4/8
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 do not meet expectations for supporting teacher learning and understanding of the Standards. The materials contain support for planning and providing learning experiences with quality questions and contain ample and useful notations and suggestions on how to present the content. The materials do not meet expectations for containing: adult-level explanations so that teachers can improve their own knowledge of the subject and explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for supporting teachers with quality questions to guide mathematical development. 

There are prompts for teachers embedded throughout each section of the Detailed Lesson Plan. Many of these are generic and repeated in almost every lesson, such as, “What information are we given? What operations were used? Is the math same, just represented in a different way? What visuals did you notice were similar or different?” Some questions are consistently connected to Mathematical Practices, such as, “Would this always be true? Can you think of a situation where this would not work?” In addition, each lesson introduction poses an essential question intended to guide student learning and specific prompts related to that outcome.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet the expectations for containing ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. 

In the Detailed Lesson Plan pages, there is information that can help teachers understand the materials in order to present the content. In the Teacher Instruction it states, “Lectures can be developed using guidance from the Detailed Lesson Plans.” Each lesson identifies the relevant Mathematical Practices, Cluster Connections, and Common Misconceptions. In the Instruction at a Glance section, the authors give hints to help teachers provide support to students. Also provided in each lesson is a Mathematical Practice TIp from Jo Boaler to offer ideas to instructors. 

In the Detailed Lesson Plan, there is a section that provides instructions to use the online Test Trainer Pro as a daily warm up. A video is provided with each lesson which sets a scene in which the essential question is asked. The Math Simulator is a “central component of Core Curriculum MidSchoolMath, designed to provide a strong conceptual foundation of the mathematical standard.”

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.
0/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 do not meet expectations for containing adult-level explanations so that teachers can improve their own knowledge of the subject. While the materials provide support for instruction in each lesson, they do not include adult-level explanations of the grade-level content or advanced mathematics concepts so that teachers can improve their own knowledge of the subject. 

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.
0/2
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 do not meet expectations for explaining the role of grade-level mathematics in the context of the overall mathematics curriculum. 

The materials do not assist teachers in understanding the role of the specific course-level mathematics in the context of the overall series. There is no explanation of how the topic is developed in previous and future grades, other than a list of prerequisite standards for each lesson.

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).
0/0
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 provide a list of lessons in the teacher edition, cross-­referencing the standards addressed, and a pacing guide. 

Each course in this series includes a document called Planning the Year that provides the standards and pacing (number of weeks) for each lesson. There is additional standards correlation in the Scope and Sequence Chart that lists each Lesson, Domain Review, and Major Cluster Lessons throughout a year.

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.
0/0
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 include a parent letter that explains the program in both English and Spanish. The how-to-help paragraph suggests that parents have the student log into the program and show the parents their work, “Try your best to listen and not be critique [sic]”, and to expect the math to be different. It also mentions the mindset of being bad at math and changing the mindset by saying they do not understand the concept “Yet”. There is no further communication for parents and no direct discussion of mathematical concepts.

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 explain instructional approaches used and how they are research-based in the Curriculum Structure. Examples include:

  • The Clicker Quiz is “a whole-class, low-stakes test (comprising [sic] of six multiple choice math problems) facilitated through any device to enhance long-term recall of concepts and provide the teacher with real-time class evaluation data. (Research Indicator: ‘The Testing Effect’ demonstrates that learning is higher through repetitive low to no-stakes testing than through studying, and that long term recall is higher.)”
  • Information on Cultural Diversity in Math - “Moving from Shallow Notions of Culture to Student-Centered Mathematics Tasks” by Toya J. Frank, Ph.D. is provided online in Resources. 
  • In addition, Lesson Planning for Remote Situations provides overview and essential considerations in the Resources menu online for teachers, parents, and students.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
6/10
+
-
Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The materials include assessments that clearly denote which standards are being emphasized. The materials partially meet expectations for providing: strategies to gather information on students’ prior knowledge; strategies to identify and address common student errors and misconceptions; opportunities for ongoing review and practice with feedback; and assessments that include aligned rubrics and scoring guidance for teachers to interpret student performance and suggestions for follow-up.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for gathering information about students’ prior knowledge. 

  • Test Trainer Pro, which is intended to be used daily, automatically gathers information about students’ prior knowledge of Core Skills (from Grades 1 through 4) and the domains within the grade-level standards.
  • The Detailed Lesson Plan lists prerequisite standards for each lesson, but does not provide strategies to gather information about knowledge of those standards.
  • Assessing prior knowledge is not directly addressed in the Detailed Lesson Plan, but can be elicited through teacher questioning and observation.
  • The lesson plan does not include suggestions for responding to answers that demonstrate lack of prior knowledge.
  • There are no pre-tests available in the materials.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for identifying and addressing common errors and misconceptions. 

The Detailed Lesson Plan includes a section of “Common Misconceptions”. In the Teacher Instruction, the teacher is usually prompted to address the misconception by showing students the correct way to do the math with some detail as to why and how. The Teacher Instruction and the Practice Printables sometimes show work with a mistake based on the misconception and ask the students to decide if the example is correct and how they know, then the students work the problem correctly. 

While these address common errors and misconceptions, the materials do not mention strategies to identify the common student errors and misconceptions or why students make them.

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for providing ongoing review and practice with feedback. 

Opportunities for ongoing review include:

  • The Daily Test Trainer gives students multiple-choice review questions each day.
  • Distributive Practice provides two weeks of multiple-choice questions on the computer. 
  • Game-Based Review incorporates multiple standards.
  • The Domain Review provides a short clip of four Immersion Videos from the unit. Students then complete a reflection including Story Recall, Math Concepts, and Math Connections for those four lessons. However, the majority of the materials focus on one specific standard at a time. 

Opportunities for feedback include:

  • Teacher prompts and questions while students work. 
  • The Simulation Trainer provides feedback about correct/incorrect and solution videos. 
  • The domain reflection includes a rubric with clear expectations. 
  • Students provide peer feedback during a gallery walk of student reflections. 
  • Formal feedback is not provided, and there is no suggested feedback for assessments related to content.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for denoting which standards are emphasized on assessments. 

On each Milestone Assessment, the clusters are shown below the title in the digital materials and in the footer of the PDFs, and the standards are shown below the title in the digital materials.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for interpreting student performance on assessments and making suggestions for follow-up. 

The assessments are multiple-choice with an answer key in the Teacher Guide. Each Milestone Assessment has a scoring rubric that is based on the percent of correct answers. The recurring suggestion for following-up with students is for them to review and correct their mistakes. Students who score advanced (80-100%) create a tutoring session for the nearing proficient. The proficient students (60-79%) create a Top-3 Tips sheet for the class. The students who are nearing proficient (40-59%) attend the tutoring session. The novice students attend a reteaching session with the teacher. 

Since the questions are all multiple choice, the teacher has a limited perspective of student abilities, and it is challenging to interpret student performance. The multiple-choice aspect of the assessments also limits the ability to measure higher-level thinking.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 provide very little opportunity for students to monitor their own progress. Students self-assess their understanding of each concept during the Reflection; the Reflection rubric includes Mathematical Representation where a score of 4 (Exceeds Expectations) states, “My mathematical representation shows complete understanding of the math concept.” However, there is no overall progress monitoring completed by students. 

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
8/12
+
-
Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The materials embed tasks with multiple entry-points and provide a balanced portrayal of various demographic and personal characteristics. The materials partially meet expectations for providing: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; supports, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for providing strategies to help teachers make content accessible to all learners. There are some routines within the materials that help make the content accessible to all learners, but very few specific strategies to support teachers in scaffolding the lesson. For example: 

  • Each lesson has the same structure. 
  • The Immersion Video and problem provide an opportunity for students at all levels to engage in the math; however, the materials do not support the teacher with strategies to scaffold the content if students struggle. 
  • The Exit Ticket provides information to the teacher to determine who might join a small reteaching group, but there is limited guidance about what the teacher should do except help the students do the second side of the Practice Printable. 
  • The Teacher Guide describes the Top 10 Protocols and states, “For each protocol, take time to imagine the experience of all students in the classroom. For example, having one student present their work to the rest of the class could lead to only one student benefiting while most students are passively listening (or not listening at all).” Despite pointing this out, there are no strategies provided for how to scaffold the lesson to engage all students.  
  • The Content at a Glance in each lesson includes Pro-Tips from three teachers designed to help teachers scaffold the content such as, “Consider having students draw a visual representation of two expressions, one with no grouping symbols and one with. This will help them see how using grouping symbols can change the value of the expression.”

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for providing teachers with strategies for meeting the needs of a range of learners. The range of learners is addressed in a limited way, but specific strategies for meeting their needs are not provided. For example:

  • The Teacher Guide provides suggestions when planning to teach, “Prep work: Review the Practice Printable Answer Key in the Detailed Lesson Plan. Decide on how you would like to use the Practice Printable (as a differentiation tool, as in-class practice, as homework, etc.). Consider choosing one problem of your choice for students to complete as an exit ticket for the period, with the option of using the results to group students for work the next day.“ 
  • The instruction for differentiation is the same for every lesson, after students complete the first side of the Practice Printable, they answer an Exit Ticket: “Ask students to rate their personal understanding of the problem on a scale of 1 to 3: 1 = I need more help; 2 = I need more time, yet mostly understand; 3 = I’ve got this!” Based on their answer, when the students complete the second side of the Practice Printable, the teacher can assign a challenge for those who answered 3 and create a small reteach group for the students who answered 1, though there are no suggestions about what to do with the group. 
  • During the Simulation Trainer, it is suggested that students who complete the activity quickly can help the students who are struggling.
  • The Teacher can assign a different grade level in the Test Trainer Pro.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for providing tasks with multiple entry points. 

  • The opening Immersion Video and problem present a task in each lesson that provides multiple entry points with no clear route to the solution.
  • The Math Simulator also provides problems with multiple entry points and a variety of solution strategies, though they only show one in their solution video.
  • Beyond the initial task in each of these areas, problems repeat the same situation with new numbers.

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).
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for including support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. 

  • The materials include support, accommodations, and modifications for ELL students through pull-out boxes in the Detailed Lesson Plans.
  • There are no strategies provided for making accommodations specifically for students in special populations that would allow them to regularly and actively participate in learning grade-level mathematics.
  • There is a box in each lesson called Differentiation Plan with a section for Remediation, but the suggestion is to work on problems together, with the teacher, or each other. This does not provide modifications for additional support and practice for students.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 partially meet expectations for providing opportunities for advanced students to investigate mathematics at greater depth. 

  • Materials include little, if any, deeper or more complex mathematics that would challenge advanced learners. 
  • There is a box in each lesson called Differentiation Plan with a section for Enrichment which suggests that students can move on to the Reflection or offers a problem that lets students apply the content. Some of these promote investigation that would enhance knowledge related to grade-level standards.

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 meet expectations for providing a variety of demographic and personal characteristics. 

The actors in the videos are from different races and portray people from many ethnicities in a respectful manner. Names in the story problems include Kolson, Jalil, Misha, and Sonia. The settings span a wide range including rural, urban, international, and space.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 provide opportunities to group students, though they are rarely delineated in the materials. The Immersion Phase allows the teacher to group students many different ways. The second side of the Practice Printable can be done as a small group. The Student Reflection has some protocols that allow for a variety of grouping strategies. 

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 do not present opportunities for teachers to draw upon home language and culture to facilitate learning.

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.
0/0
+
-
Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 are web-based and compatible with multiple internet browsers and include opportunities for teachers to assess student learning. Although the materials are dependent on a digital platform, students use a limited range of technology within the platform. The materials are not easily customized for individual learners or local use and provide few, if any, opportunities for teachers and/or students to collaborate with each other through technology.

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.
0/0
+
-
Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 pose an essential question during an engaging introduction video for every lesson. Students can complete and submit the three components of the essential question (Immersion, Data & Computation, and Resolution) online, and the teacher will have a digital record of completion. These phases often incorporate the Mathematical Practices. 

While the program is very technology-dependent, the students use a limited range of technology. The students do not use technology as a math tool. No virtual manipulatives were found. The digital materials include opportunities to assess students' mathematical understanding and knowledge of procedural skills through Test Trainer Pro, the Math Simulator, and the Clicker Quizzes. The Clicker Quiz offers opportunities for whole class discussions of multiple choice questions.

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.
0/0
+
-
Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 are web-based and compatible with multiple internet browsers. The materials are platform-neutral and compatible with Chrome, ChromeOS, Safari, and Mozilla Firefox. Materials are compatible with various devices including iPads, laptops, Chromebooks, and other devices that connect to the internet with an applicable browser.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
+
-
Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 include opportunities for teachers to assess student learning. Examples include:

  • Teachers can assign lesson problems and assessments, as well as view assessment analytics. 
  • The Test Trainer Pro can be assigned by the teacher by domain.
  • The Domain Replay gives students a brief review of various concepts.
  • The Math Simulator is designed to “provide a conceptual foundation of the mathematical standard.”
  • The 6-question Clicker Quiz provides immediate feedback with the multiple choice questions. 
  • None of the materials allow for teachers to modify questions nor add different questions.

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.
0/0
+
-
Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 include Milestone assessments that are “a summative evaluation following each cluster per grade. They are automatically graded, yielding the percentage of items answered correctly. The math items are created to include items of varying difficulty.”

“Test Trainer Pro acts as a low-stakes, formative assessment for students to practice testing under more relaxed and stress-free conditions. It is an adaptive tool and is designed to elicit the largest gains in students' achievement possible in the shortest period of time.”

None of the digital materials are customizable.

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 provide one lesson for the student to complete for each standard.

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.).
0/0
+
-
Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 6 provide few, if any, opportunities for teachers and/or students to collaborate with each other through technology.

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Additional Publication Details

Report Published Date: 12/29/2020

Report Edition: 2020

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.

Please note: Reports published beginning in 2021 will be using version 2 of our review tools. Learn more.

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

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