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Report Overview
Summary of Alignment & Usability: Digits | Math
Math 6-8
The materials reviewed for Grades 6-8 do not meet the expectations for alignment to the CCSSM. Grades 6 and 8 met the criteria for alignment because the materials devote the majority of class time to the major work of the grade and only assess grade-level topics. Grades 6 and 8 partially meet the criteria for rigor and mathematical practices, because they do not fully attend to the meaning of the mathematical practices. Grade 7 does not meet the criteria for alignment since it does not devote the large majority of the time to cover the major work of the grade, and it was not reviewed for Gateway 2. Overall, the materials are coherent and consistent with the CCSSM. There are a few times that the supporting work enhances the understanding of the major clusters. The program has many components to give all students extensive work with grade-level problems.
6th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
7th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
8th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for 7th Grade
Alignment Summary
The materials reviewed for Grade 7 do not meet the expectations for alignment to CCSSM. The instructional materials assess only the material required for Grade 7 and previous grades. Grade 7 does not meet the threshold of 65% of the year being focused on major work of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B. In the Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher's edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.
Since the materials do not meet the expectation for alignment to the CCSSM in the areas of focus and coherence, they were not reviewed for rigor or the math practices.
7th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Focus & Coherence
The materials reviewed for Grade 7 do not meet the expectations for focusing on major work and coherence. The instructional materials assess only the material required for Grade 7 and previous grades. Grade 7 does not meet the threshold of 65% of the year being focused on major work of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B. In Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.
Gateway 1
v1.0
Criterion 1.1: Focus
The instructional materials for Grade 7 meet the expectations for assessing material at the Grade 7 level. The instructional materials assess only the material required for Grade 7 and previous grades. A few questions are one grade below grade level and used as a review of skills.
Indicator 1A
The instructional materials for Grade 7 meet the expectations for assessing material at the Grade 7 level.
- The instructional materials assess only the material required for Grade 7 and previous grades.
- A few questions assess standards from one grade below grade level and used as a review of skills.
Criterion 1.2: Coherence
The materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major work for Grade 7. Approximately 50% of the year is focused on the major work for Grade 7 of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B.
Indicator 1B
The materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major work for Grade 7. Approximately 50% of the year is focused on the major work for Grade 7 of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B.
Criterion 1.3: Coherence
The instructional materials reviewed for Grade 7 partially meet the expectations for being coherent and consistent with the standards. In Grade 7 there are a few times that the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The CCSSM are visibly listed on the student pages and in the teacher edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.
Indicator 1C
In the Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters.
- One example of this support is in topic 14 there are connections with 7.RP.A and 7.SP.A in lessons 14-1, 14-2 and 14-7.
Indicator 1D
The materials reviewed for Grade 7 partially meet the expectations for amount of content being viable for one school year.
- The program can be taught in 164 days, which is within a typical school year of 170-190 days.
- The materials do not provide explicit directions to teachers to continue to focus on the major work of the grade during the remaining days of instructional time.
- While overall it is viable for a school year the amount of time on the major work for Grade 7 is less than 65% of the year, which means that teachers will need to find supplemental materials in order to cover the standards.
Indicator 1E
The materials reviewed for Grade 7 meet the expectations for being consistent with the progressions in the standards.
- The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning (pages 68-75).
- The overview instructs the teacher which intervention lesson to assign to provide individual student or whole group intervention support on the given standard.
- The program has many components to give all students extensive work with grade-level problems.
- For each unit there is a readiness assessment and personalized study plans to provide differentiation and guiding questions to meet diverse needs of various student needs.
Indicator 1F
The materials reviewed for Grade 7 partially meet the expectations for fostering coherence through connections at a single grade.
- The CCSSM are visibly listed on the student pages and in the teacher edition.
- The work in each unit is specific to that unit's topic.
- There are few connections made between units and concepts, yet no visible connections between clusters. The work done in the topic 14 for 7.SP.A connects well 7.RP.A (in 14-2, 14-3, 14-4, 14-5 and 14-7) and 7.EE.B (in 14-2, 14-3, 14-4, 14-5 and 14-7).
- There are opportunities in geometry and statistics to make connections and foster coherence that were not explicitly made.