Alignment: Overall Summary

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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.

Alignment

|

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 7 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 7 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 7 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 7.G.A, Question 7 states, “A plane intersects the three-dimensional figure. What is the shape of the two-dimensional cross section? a) Triangle; b) Rectangle: c) Trapezoid; d) Pentagon.” There is an accompanying image of a rectangular prism that is intersected by a plane on its left and bottom faces.
  • In Milestone Assessment 7.NS.A, Question 19 states, “Which statements are true? Select all that apply. a) The product of a positive number and a negative number is always negative.; b) The sum of a positive number and a negative number is always negative; c) The quotient of two negative numbers is always positive; d) The sum of two positive numbers is always positive.”
  • In Milestone Assessment 7.G.B, Question 8 states, “A cube has a volume of 512 cubic units. What is the surface area of the cube? 
a) 1,024 square units
; b) 48 square units
; c) 384 square units
; d) 256 square units.”
  • In Milestone Assessment 7.SP.A, Question 2 states, “For which population would it be most necessary to use a sample for study? 
a) The soccer team at my school; b) Teachers at my school; 
c) Students in my math class; d) 7th graders in my state.”

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 7 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 7 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:

  • 7.G.A.1, Build a Bigger Box connects to 7.RP.A as students use proportional reasoning when they analyze scale drawings. In the Teacher Instruction, the script reads, “Just by looking, it’s not easy to tell what the scale factor is. What multiplier will shrink $$\triangle$$MNO to the size of $$\triangle$$QRS? In a case like this, we can set up a proportion using the length of corresponding sides. There are many ways to determine side lengths in a scale drawing and similar figures. We can use ratios between sides and scale factors to tell us about the relationships of the side lengths.” In the Practice Printable, Question 7 states, “Figures 2 and 3 are scale drawings of Figure 1. Use the given scales to determine the dimensions of Figure 2 and Figure 3.” The given scales are provided as ratios. 
  • 7.SP.C.7b, Break Time connects to 7.RP.A as students use proportional reasoning and percentages when they extrapolate from random samples and use probability. In the Practice Printable, Question 2 states, “Three cousins—Rayanna, Kip, and Marco—play the same game board every weekend. Fill in the missing information in the table.” The first column of the table bears the heading, “Probability of winning a game,” and the second column says, “Likely number of wins out of 60 games.”
  • 7.G.B.5, Guarding the Great Gate connects to 7.EE.4 as students use equations to find unknown angles in a figure. In the Practice Printable, Question 3 shows a straight angle split into 4 unequal sections. The sections measure $$28^\degree$$, $$3x^\degree$$, $$32^\degree$$, and $$5x^\degree$$. Part a) “Write and solve an equation to determine the value of $$x$$.”; Part b) “Determine the measure of each angle.” 

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 7 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 139-174 days.

  • There are five domains which contain a total of 35 lessons. Lessons are designed to take three to four days each, leading to a total of 105-140 lesson days.
  • There are five days for Major Cluster Intensives.
  • There are 29 assessment days including 10 days for review, 10 spiral review days in the Distributed Practice Modules, and nine 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 7 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:

  • 7.RP.A.2d, Doggy Diet identifies “Prerequisite Standards 6.RP.A.2, 6.RP.A.3, 7.RP.A.1” and Cluster Connections including “Direct Connection: In Doggy Diet, students will help Lena interpret points on a graph showing the proportional relationship between a dog's ideal weight and how much he can eat per day. Cross-Cluster Connection: This activity connects 7.RP.A to 8.F.B as students will extend their knowledge of proportional relationships, as they calculate and interpret components of graphs of linear functions, including (x, y) points, slope and y-intercept.”
  • In 7.RP.A.1, Candlelight Dinner, prior learning is referenced in the Lesson Notes, “Being able to recognize that a complex fraction is simply one fraction divided by another may help simplify this concept for students.” This refers to 6.NS.1.

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 7.EE.B.4b, The Fur Trader, students do not graph the solution set of the inequality and interpret it in the context of the problem. In the Practice Printable, students solve and explain inequalities, but they only match given graphs to problems, they never have to graph the solution set of inequalities.
  • In 7.G.B.4, Crop Circle, students do not give an informal derivation of the relationship between the circumference and area of a circle. In the Practice Printable, students solve multiple area and circumference problems using the formulas, but are never asked to derive or explain a connection between the circumference and area of a circle. In the teacher instruction, the only explanation is, “We use this formula (C=????d) because no matter what size the circle, it takes a little over 3 diameter lengths to fit completely around the circle.”

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:

  • 7.NS.A.1c, Avalanche Pits states, “Understanding and representing temperature changes reinforce their understanding of absolute value which they investigated in 6.NS.C.7.”
  • 7.RP.A.1, Candlelight Dinner states, “This activity connects 7.RP.A to 6.RP.A as students are extending their knowledge of ratios and rates to include complex fractions.”
  • 7.RP.A.3, Sports Stats states, “This activity connects 7.RP.A to 6.RP.A as students will apply their knowledge of ratio reasoning and proportional relationships to solve multi-step problems.”

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 for Core Curriculum by MidSchoolMath 5-8 Grade 7 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 7.RP.A.2b states, “Identify the constant of proportionality in tables, graph, equations, diagrams and verbal descriptions of proportional relationships,” is shaped by 7.RP.A, “Analyze proportional relationships and use them to solve real-world and mathematical problems.”
  • The objective of lesson 7.EE.A.1 states, “Apply properties of operations and strategies to add, subtract, factor, and expand linear expressions with rational coefficients,” is shaped by 7.EE.A, “Use properties of operations to generate equivalent expressions.”
  • The objective of lesson 7.NS.A.1d states, “Apply properties of operations and strategies to add, and subtract rational numbers,” is shaped by 7.NS.A, “Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.”

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:

  • 7.NS.A.1d, Bad Accounting states, “This activity connects 7.NS.A to 7.EE.B as students will use the same strategies to simplify expressions and solve equations involving negative rational numbers.” In the Practice Printable, Questions 4 and 5 state, the students evaluate $$x$$. Question 4 states, “Evaluate for $$x=\frac{7}{8}:-x+2-(-x)$$”; Question 5 states, “Evaluate for $$x = -2.4: -3c+6+2x$$”.
  • 7.EE.B.4a, Pen Perimeter connects the major work of 7.EE.B to 7.NS.A when students extend their understanding of fractions to rational numbers when solving equations. In the Practice Printable, Question 6 states, “Julio rented 1 movie and 3 video games. He paid $13.60 in total. The movie cost $4.75 to rent. The video games each cost the same amount. How much did Julio pay for each video game?” 
  • 7.RP.A.3, Sport Stats, connects the major work of 7.RP.A to 7.EE.B and 7.NS.A as students write and solve equations and proportions representing situations involving percentages. In the Practice Printable, Question 4 states, “During a science lab, Rocco determined the boiling point of ethyl alcohol is $$75 \degree C$$. The actual boiling point of ethyl alcohol is $$78 \degree C$$. What is Rocoo’s percent error?”
  • 7.EE.B.4b, The Fur Trader connects the major work of 7.EE.B to 7.NS.A as students solve multi-step, real-world problems by writing and solving equations and performing appropriate calculations using the properties of operations with rational numbers. In the Practice Printable, Question 2 states, “Jodi works at a watch shop. She makes $40 per day plus $15 for every watch she sells. If she wants to make $200 in a day, how many watches does she need to sell?”

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 7 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 7 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 112 out of 174, which is approximately 64%.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 23 out of 35 lessons, which is approximately 66%.
  • The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 23 out of 36, which is approximately 64%. 

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 64% of the instructional materials focus on major work of the grade.

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 7 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 7 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 7 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 7.RP.A.2a, Hot Sauce!, students investigate heat ratings and discover that values must increase at the same rate, and ratios must be equivalent to each other in order to form a graph that is a straight line through the origin. 
  • In 7.NS.A.1b, Space Selfie, the Teacher Instruction includes, “What was the Trackometer reading right before the ship shut down?; In which direction were they headed when the ship shut down?; Should the distance from home be more or less than 50 parsecs?; What does the number 50 represent?; What does the number -32 represent?; What is 50 + -32?; How far are they from home?; How does a number line help you calculate this answer?”
  • In 7.RP.A.2b, Coffee Caravan, the Teacher Instruction includes, “Let’s take a deeper look at the constant of proportionality and how it is represented in various representations of proportional relationships. Let’s start with a verbal description of a proportional relationship. In a cookie recipe, for every 2 eggs there are 3 cups of flour. We could make a ratio table to show this relationship. We start with what we know, and then we can fill the rest in using the given proportion. For every 2 eggs, there are 3 cups of flour, which tells us, then, that for every 1 egg there will be $$1\frac{1}{2}$$ (or $$\frac{3}{2}$$) cups of flour.”
  • In 7.EE.A.2a, Taxing Problem, students rewrite equations and expressions in a variety of ways and decide between two sides of an argument. Students watch a video and try to determine, “Which dude is right?” about the cost of a bill. One dude argues, “It’s 0.085 times the bill, plus the bill” and the other says, “No dude, it’s 1.085 times the bill.” Teacher Instruction also provides other examples including calculating the cost of something at a discount.

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

  • In 7.NS.A.2a, Reverse Meditation, Practice Printable, Question 1 states, “Use a pattern to fill in each blank, and then explain the pattern.” In Part A, students create a table from 4 to -4, and multiply by 4. They should see that the products are decreasing by 4 each time, leading to the conclusion that a negative times a positive yields a negative product. In Part B, they do the same except multiply by -4 leading to a negative times a negative yields a positive product. 
  • In 7.RP.A.2a, Hot Sauce!, Practice Printable, Question 3 provides information about the cost of a gym membership at 2 gyms and students determine “For which company is the total cost proportional to the number of months? How do you know?”
  • In 7.RP.A.2d, Doggy Diet, Practice Printable, Question 3 states, “Plot and label the following points on the graph: a) $1.25 will buy 5 pencils.; b) 0 pencils cost $0.00.; c) The unit rate is $0.25 per pencil.; d) 8 pencils for $2.00.; Write three other points that could be on this graph if it were extended.” The graph shows the relationship between the number of pencils bought and the cost, in dollars, of the pencils.
  • In 7.G.A.1, Build a Better Box, Practice Printable, Question 1 states, “Determine if each given scale factor would ENLARGE or REDUCE the size of the figure. a) 45%; b) $$\frac{6}{5}$$; c) 1.5; d) $$\frac{1}{3}$$; e) 110%; F) 0.8.”

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 7 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 7.NS.A.1d, Bad Accounting, Teacher Instruction, the teacher prompt states, “Let’s rewrite the expression by replacing each subtraction with adding the additive inverse,” and “Now we can use the commutative property of addition to rearrange the terms by grouping positives and then negatives. We can then simplify.”
  • In 7.EE.A.1, Mathmalian Logic, Teacher Instruction, the teacher prompt states, “Remember the order of operations when simplifying expressions.” The teacher works through three examples; the first example asks if two expressions are equivalent “$$3xy+4y-2x+8x-2xy-6y$$ and $$y(x+4)-6(y-x)$$, the second involves simplifying an expression with fractional coefficients, and the third involves subtracting one expression from another. The Teacher’s Guide further prompts the teacher to discuss which properties might be used in each step, and walks though reordering, grouping, and combining like terms using the given example. In the Simulation Trainer, students are given an image of a large amount of land with the width being an integer, and the length divided into smaller lengths and labeled with variables. Students create two expressions that represent the total area.
  • In 7.EE.B.4a, Pen Perimeter, Teacher Instruction, the teacher discusses a real-world problem in which a jeweler makes a flat rate plus an additional $10 per sale. The teacher reasons through solving the problem.  Then he/she writes an equation and says, “We can solve the equation using inverse operations. We begin by subtracting the constant from both sides so we can isolate the variable.”

Examples of students independently demonstrating procedural skills and fluencies include: 

  • In 7.NS.A.1d, Bad Accounting, the Practice Printable contains six expressions in Question 1, “Evaluate each expression. Indicate the properties of operations where appropriate, “ such as “1b.) $$22-8+(-3)+10$$” and “1d.) $$11.6-(-12.4)+15.3-9$$.”
  • In 7.EE.A.1, Mathmalian Logic, Practice Printable, Question 1 states, “Simplify each expression. Combine all like terms when possible,” and contains a table of five complex expressions. Question 2, “For which value of m would Expression 2 be equivalent to Expression 1?” A table with five pairs of expressions is provided. 
  • In 7.EE.B.4a, Pen Perimeter, Practice Printable, Question 7 states, “The sum of a number and 9 is multiplied by -2. The result is -8. What is the unknown number?”

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 7 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 7.NS.A.1b, Space Selfie, Practice Printable, Question 1 states, “The temperature at 6 a.m. was $$38\degree$$F. Throughout the day until 10 p.m., the temperature rose $$26\degree$$F and then fell $$23\degree$$F. What was the temperature at 10 p.m.?”
  • In 7.NS.A.3, Chocolate Certified, an example is “Mark and his three friends went to the movies, where each ticket cost $11.25. They decided to share two large popcorns, which cost $4.25 each, and they each got a small soda for $3.25 each. Tax was 7.5% of the total. What was the total amount that they spent?”
  • In 7.EE.B.3, Hay Talk, Practice Printable, Question 1 states, “After receiving the given raise at work, who will make the most money per hour? Malala $9.90 per hour,  6% raise; Aaliyah $9.75 per hour,  7% raise;  Phan $10 per hour, 4% raise.”

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

  • In 7.EE.B.4b, The Fur Trader, the lesson narrative states, “It is important to not only know how to solve an inequality, but to also interpret an appropriate solution for the given context. In The Fur Trader, Professor Picklebottom decides to trade furs so he can make enough to survive the winter. He has already agreed to sell a large fur for $50, but needs to determine how many small furs he needs to obtain and sell, for $3 each. The data provided is two images -- one of Professor Picklebottom, contemplating his need to earn at least $100 to survive the winter and the other, an image of a large fur and small fur, showing the Trader’s payout amounts for each size.”
  • In 7.RP.A.2b, Coffee Caravan, Practice Printable, the Introduction Problem states, “At what rate are they traveling? Misha and Sonia decide to go on another road trip. Traveling always makes them remember their dad, which is one reason why they like to drink coffee. He loved coffee. To honor their father, the sisters like to measure their rate of travel in miles per cup of coffee, so Sonia keeps track of their trip in her notebook.This time, though, Misha distracted her with karaoke, so she missed writing down a few cups. Look at Sonia’s notes carefully, and determine their rate of travel.” The data provided is a table with four data points for the number of cups of coffee and miles traveled.
  • In 7.RP.A.2c, Food Factor, Practice Printable, the Introduction Problem states, ‘What equation should Ariel give to the guides? Mountain guide Ariel created an equation that has helped her fellow guides calculate the amount of food necessary based on the number of people on a trip. Since that equation has worked out so well, she wants an equation that the guides can use to determine the amount of water necessary for an excursion. She asks her guides to send another postcard with their water usage and number of people in the group. Help Ariel analyze the postcards, and write an equation that will calculate the liters of water necessary (w) based on the number of people in the group (n).” The data provided are three postcards with the requested information. 
  • In 7.EE.B.3, Hay Talk, Practice Printable, the Introduction Problem states, “How many bales should Ron and Carlie buy? Ron and Carlie recently rescued five more horses who were abandoned by their previous owners: Prius, Creed, Dalla, Chibi and Drago. They need to go to Howard’s Hay again and purchase more hay. Use the information in the vet report to calculate how many bales Ron and Carlie should buy.” The data provided is a note from the vet, “When ordering hay bales, it’s important to purchase quality straw with a high moisture content. In our area we recommend Howard’s Hay which sells 80-pound blaes. Don’t forget horses eat 2% of theis weight in hay each day! Below you will find the latest weights of your rescues from their most recent check-ups. Need to purchase for: Oct, Nov, Dec, Jan, Feb, Mar.”

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 7 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 7.G.A.3, Doctor Dilim's Dimensions, students develop their conceptual understanding of two-dimensional plane sections by describing results from slicing three-dimensional figures. In the Practice Printable, Question 2 states, “Lloyd has two clay figures on a flat surface in front of him: a right square pyramid and a cube. He will make slices through each figure that are parallel and perpendicular to the flat surface. Determine which statements are true about the two-dimensional plane sections that could result from one of these slices. Place an ‘X’ in the appropriate column.” Students are given a chart with three statements for each of the shapes to identify if a cross-section could be triangular, square, or rectangular, but not square. 
  • In 7.EE.A.2, A Taxing Problem, students develop procedural skill in determining if given expressions are equivalent. In the Practice Printable, Question 3, students, “Determine whether each pair of expressions is equivalent.” There are four sets of expressions to compare such as “$$3(a-4b) + 2a$$ and $$-12b + 5a$$.”
  • In 7.G.B.6, Miracle Mural, students solve real-world problems involving area, surface area, and volume. In the Practice Printable, Question 2 states, “Lauren’s grandma made her a birthday cake in the shape of an ‘L.’ She put frosting on all sides of the cake except for the bottom. a) How many square inches of cake did Grandma cover with frosting? b) How many cubic inches of space does Lauren’s cake take up?” 

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

  • In 7.SP.A.1, Poll Position, students apply their conceptual understanding of sampling to solve real-world problems. In the Practice Printable, Question 3 states, “Darlene wants to know if sweetened tea or unsweetened tea is more popular in the United States. She posts a poll on social media that asks which one people prefer. 75% prefer unsweetened tea, and 25% prefer sweetened tea. Is this an accurate representation of the U.S. population? Why or why not?”
  • In 7.EE.B.4b, The Fur Trader, students develop skill in solving inequalities, then use conceptual understanding to match the inequalities with number lines that show the solutions. In the Practice Printable, Questions 4-8 state, “Match each inequality with the correct graph of solutions: $$6x - 32 > 50$$; $$2x - 14 ≤ -29$$; $$118+\frac{2}{3}t≥160$$; $$-0.5x + 6 < 10$$ with corresponding graphs.”

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 7 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 7 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 7.G.B.4, Crop Circle, Lesson Plan Overview, “MP1: Make sense of problems and persevere in solving them. It can be challenging for students to make sense of the formula for area of circle. Crop Circle creates a meaningful context for students to use area of circle, but they may not know the formula. In Immersion, teachers prompt students to connect to their prior knowledge of area of rectangles, and to explore the difference between that and a circle. In the Resolution phase, students discuss the relationship between area of rectangles, a circle, and pi, which will help their conceptual understanding of the formula.” 
  • In 7.NS.A.2a, Reverse Meditation, Lesson Plan Overview, “MP2: Reason abstractly and quantitatively. Reverse Meditation offers context for reasoning abstractly by visualizing the outcome to encourage brain communication as described by Jo Boaler in her tip for SMP2. In Data & Computation, students are asked to practice ‘decontextualizing’ and ‘contextualizing’ a situation using multiplication with signed numbers. In Resolution, students have an opportunity to visualize and create their own problem representing the math concept. In Clicker Quiz and Practice Printable, students will interpret problems in context and translate these problems from a situation to an equation. They work with real life examples in order to strengthen their knowledge and understanding of multiplication with signed numbers.”
  • In 7.G.B.5, Guarding the Great Gate, Lesson Plan Overview, “MP1: Make sense of problems and persevere in solving them. In Immersion and Data & Computation, students will use the diagrams and what they know about straight angles to make sense of the relationship between angles and to identify angle measures. Using the "Math Circles" protocol, students make sense of the problem by discussing five questions about straight lines and angles that help them plan and determine how to solve the problem. This lesson offers extra practice of planning how to solve a problem and making a problem of your own.”

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 7 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 7.NS.A.1a, Ghost Tamers!, the Detailed Lesson Plan states, “SMP1: Make sense of problems and persevere in solving them. In Immersion and Data & Computation, students will connect the idea of “neutralizing a charge” to the concept of zero pairs made from a negative value and positive value. This lesson provides an opportunity for students to struggle to make sense of the problem and persevere to solve through applying different approaches.”
  • For MP2, students make sense of quantities and their relationships in problem situations through contextualizing and decontextualizing. For example, in RP.A.2d, Doggie Diet, the Detailed Lesson Plan states, “SMP2: Reason abstractly and quantitatively. During Data & Computation, students analyze the abstract graphical representation and contextualize the parts of the graph as they relate to Simba’s diet situation.”
  • 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 7.NS.A.3, Chocolate Certified, students calculate how much chocolate to bring on a group hike. The Detailed Lesson Plan states, “SMP4: Model with mathematics. Chocolate Certified provides an opportunity for students to experience all aspects of Jo Boaler’s recommendations for this practice (open questions, make assumptions, create visuals, and revise work). This is a ‘deep’ modeling task with a role play protocol. Teachers are encouraged to spend additional time, in Immersion, to explore this multifaceted task and in debrief, during Resolution, to explore the process of modeling.”
  • For MP5, students demonstrate understanding of the benefits and limitations of a variety of tools by choosing the appropriate tool for the purpose - solving problems, calculation, communication, etc. For example, in 7.SP.C.7b, Break Time, the Detailed Lesson Plan states, “SMP5: Use appropriate tools strategically. In Resolution, students choose what tools to use in the development of a model that supports them in determining the likelihood of an outcome of an everyday life situation. Initial tools may include questionnaires or other observational tools. In Data & Computation, students may use spreadsheets, calculators, computational software, paper and pencil, rulers or other tools. In presentations, students may select a final medium, such as posters, animation software, slide decks, etc. Students are encouraged to choose tools that are appropriate and strategic to gather, calculate and communicate their data findings.”
  • For MP6, students attend to precision. For example, in 7.SP.C.5, Extraterrestrial Existence, the Detailed Lesson Plan states, ”SMP6: Attend to precision. This lesson offers a unique practice of attending to precision while working with probabilities, using a recommendation from Jo Boaler’s tip for SMP6 about how accuracy of communication is as important as correctness of a solution. In Data & Computation, students create a visual representation of the problem with supporting narrative. They are tasked to use precision to communicate probability as a mathematical concept. Students provide one another feedback on their work and must answer: Does this make sense? Is there precision in how the supporting narrative statement is written? In Resolution, students add a final statement to their work explaining how they used precision when explaining probability. In Practice Printable, students will also attend to precision while calculating the probabilities of events. They will use precise reasoning and language when explaining to others the likelihood of events occurring.”
  • For MP7, students look for or make use of structure while investigating and applying relationships within mathematics. For example, in 7.G.B.6, Miracle Mural, the Detailed Lesson Plan states, “SMP7: Make use of structure. In Data & Computation, students have an opportunity to look for and use familiar structures (grids, 2-D figures within the mural) in the Data Artifact to determine the area. They are asked several prompting questions that help them look for and understand patterns and structures. In Practice Printable, students will make sense of structure by decomposing figures into simpler figures from which to calculate area and/or volume.”
  • For MP8, students look for generalizations based on regularity in repeated reasoning or attend to the details of a process. For example, in 7.NS.A.1b, Space Selfie, the Detailed Lesson Plan states, “SMP8: Look for and make use of structure. During Teacher Instruction, students experience repeated reasoning as they use the operation of addition with negative and positive numbers to solve each problem. This computation is further understood as repeated reasoning as they see the solution in a visual form on a number line. The full intent of the practice occurs as students are asked to generalize a rule in abstract form (using p and q as integers) through the prompts:  Explain when p + q is positive.;  Explain when p + q is negative.; Explain when p + q is neither positive nor negative.”

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 7 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 7.RP.A.2a, Hot Sauce!, Practice Printable, Introduction Problem states, “Use Marty’s notes to determine if Mr. Davis’ perceived heat rating is proportional to the Scoville heat rating, and explain your reasoning.”
  • In 7.SP.A.1, Poll Position, Practice Printable, Question 5 states, “In a poll of Mr. Grey’s English class at Harrington High, 66% percent of students say that English is their favorite subject. A school newspaper reporter in the class wants to write an article stating that English is the favored class among students at Harrington High. Explain why this population is not an accurate representation of the student body, and suggest a way to better gather data to determine which subject is favored by the entire student body.”
  • In 7.SP.A.2, Slope Steepness, Practice Printable, Question 5 states, “Based on the data, what is the best estimate for the mean name length of the entire student body? Explain your reasoning.” Question 7states, “If the sample size increased from ten names to twenty names, would you expect the interquartile range to be smaller or larger than the current interquartile range? Explain.”
  • In 7.SP.C.5, Extraterrestrial Existence, Practice Printable, Introduction Problem states, “At the same time Sonia and Misha were discussing life on other planets, so were extraterrestrials on a far away planet. One extraterrestrial thought the probability of life on other planets might be 0.8. His extraterrestrial friend wasn’t quite sure what that meant. With a probability of 0.8, is life on other planets likely or unlikely? Explain your reasoning.”
  • In 7.NS.A.1d, Bad Accounting, Practice Printable, Introduction Problem states, “Cora Malone and her family have had issues with Mr. Skinner’s banking practices for as long as she can remember. She makes it a point to check Mr. Skinner’s calculations each time she goes to do business at the bank. He almost always has the incorrect balance. Determine if Mr. Skinner is swindling Miss Malone. If so, calculate Miss Malone’s actual account balance.”
  • In 7.EE.A.1, Mathmalian Logic, Practice Printable, Introduction Problem states, “Whose method is correct and why? Mathmalians Lumi and Dalek are working to purchase two lots on Earth. They have just decided on their lots and now wish to calculate the total cost of the lots. The price per yard is $$p$$ dollars. As always, they each have a diff erent idea on how to calculate the cost. Lumi wants to use the following method to determine total cost: $$70(x + y)p$$. Dalek wants to use the following method to determine total cost: $$70xp + 70yp$$. Determine whose method is correct and explain your reasoning.”
  • In 7.EE.A.2, A Taxing Problem, Practice Printable, Introduction Problem, “The Giggle Barn has placed another order for Talking Giraffe 2, along with Singing Parrot. The quantities for each are equal, except the quantity is unknown. The dudes are again using different equations to determine the quantity. Dude #1: $$58x = 18,850$$; Dude #2: $$23x + 35x = 1,823x + 35x = 18,850$$. Which dude is right? Explain 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 7 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 7.NS.A.1d, Bad Accounting, the materials include, “During the Immersion, students use the “Think-Pair-Share” protocol to talk through what they need to know, with the teacher prompt (“What are your ideas?”) provided. In Data & Computation, students are paired to use the "Lawyer Up!" protocol to defend Ms. Malone’s or Mr. Skinner’s case. They are informed that one of them will be defending the ‘incorrect’ side but to try to make the strongest mathematical case possible. By arguing for a position that is incorrect, students learn to consider different perspectives and see how flawed arguments are formed. After a brief period, the student ‘attorneys’ must agree on which side they find most logical with best supporting evidence. This lesson encourages students to construct viable arguments and use reasoning while critiquing the arguments of others, including being able to see both strengths and weaknesses in arguments.”
  • In 7.NS.A.3, Chocolate Certified, the materials include that this lesson “uses a role play protocol that provides an interesting way for teachers to engage students in critiquing the reasoning of other students. In Resolution, both the teacher and students engage in a feedback process that reinforces how their assumptions, variables, and visual representations support a constructive argument developed within a model and how they can be improved.” 

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 7 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, 7.RP.2c states, “Represent proportional relationships by equations.” The vocabulary provided to the teacher in 7.RP.A.2c, Food Factor is, “Constant of proportionality: The constant value of the ratio of two proportional quantities, typically x and y; often written as $$k=\frac{y}{x}$$; also known as the rate of change.”
  • 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 used in context. For example, the vocabulary provided for 7.RP.A.3, Sport Stats is “Proportional Relationship” and “Percent/Percentage.” The sample statements provided are, “In Sport Stats, we had to help Dave and Shannon calculate the win percentage for each unicycle hockey team so they could broadcast it on air; They calculated the win percentage by making a ratio of the number of games won to the total number of games played, dividing to create a decimal, and multiplying by 100; This is one way of solving this problem, but there are others. I’m wondering how does this relate to proportional relationships we’ve been studying?”

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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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 7 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
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
+
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
+
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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 7 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 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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
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Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 do not present opportunities for teachers to draw upon home language and culture to facilitate learning.

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
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Criterion Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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 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
+
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Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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 7 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
+
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Indicator Rating Details

The digital materials reviewed for Core Curriculum by MidSchoolMath 5-8 Grade 7 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 7 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 7 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 7 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.

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Report Published Date: 2020/12/29

Report Edition: 2020

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

Math K-8 Review Tool

The mathematics review criteria identifies the indicators for high-quality instructional materials. The review criteria 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 review criteria evaluates materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complements the review criteria 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.

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

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations