The instructional materials reviewed for Grade 6 meet the expectations for assessing the grade-level content. There is no content of future grades assessed. Overall, the instructional materials assess grade-level topics.

• All assessment Items are at grade level and aligned to one or more of the grade-level standards.
• Mid-module and end-of-module assessments are aligned to grade-level content and do not assess content above the specified grade level.
• The rubrics for each assessment indicate which standards are assessed in each question. Every question aligns to at least one grade-level standard.

The instructional materials reviewed for Grade 6 meets the expectations for spending the majority of class time on the major cluster of each grade. Overall the instructional materials meet the criteria outlined in the CCSSM publisher guidelines for the time for the major work of the grade.

• 6.RP.1-3, 6.NS.1, 6.NS.5-8 and 6.EE.1-9 standards are major work of the grade.
• Modules 1, 3 and 4 focus on the major work, and Modules 2 and 5 contain lessons related to the major work.
• The modules in bold are modules aligned to the major clusters of the grade.
  • Module 1: 29 lessons + 6 days = 35 days (ratio and unit rates)
  • Module 2: 19 lessons + 6 days = 25 days (operations and fractions)
  • Module 3: 19 lessons + 6 days = 25 days (rational numbers)
  • Module 4; 34 lessons + 11 days = 45 (expressions and equations)
  • Module 5: 19 lessons + 7 days = 26 days (area, surface area, volume)
  • Module 6: 22 lessons + 3 days = 25 days (statistics)
• Of the 180 days, 120 days (67%) are spent on the major clusters of the grade.

The instructional materials reviewed for Grade 6, by engaging students in the major work of the grade, simultaneously meet the expectations for the supporting content-enhancing focus and coherence. Overall, the majority of the chapters and the respective days allocated in the timeline align to the major work of this grade level. The chapters and the individual lessons support focus and coherence to the major work of the grade level.

• Supporting work is clearly connected to the focus of the grade and is done so in a meaningful way.
• Module 2 is a strong example of how supporting work, 6.NS.2-4, is presented in a way that connects to the focus of the grade, providing ample opportunity to work with fractions and ratios.
• In lesson 1 of module 5, students are asked to solve a problem using equations and fractions (dividing fractions). These two concepts link the topic of area back to previous learning from this grade level.
• Within lesson 12 of module 6 (statistics), students must perform operations with decimals which support previous learning from the grade level.

The instructional materials reviewed for Grade 6 meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Overall, the amount of content that is designated for this grade level is viable for one school year.

• There are 181 designated days for all of the modules with one day labeled optional.
• Each module has built in days for assessment, review and extra practice. This allows for adjustments needed throughout a school year resulting from school activities, weather days and a teacher's professional judgment as to pacing.
• The following are the designated days for each module:
  • Module 1: 29 lessons + 6 days = 35 days (ratio and unit rates)
  • Module 2: 19 lessons + 6 days = 25 days (operations and fractions)
  • Module 3: 19 lessons + 6 days = 25 days (rational numbers)
  • Module 4; 34 lessons + 11 days = 45 (expressions and equations)
  • Module 5: 19 lessons + 7 days = 26 days (area, surface area, volume)
  • Module 6: 22 lessons + 3 days = 25 days (statistics)

The instructional materials reviewed for Grade 6 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.

• When both teacher and student materials sometimes end with a lesson summary that reviews student outcomes, they are written in language that can be easily aligned to learning objectives (CCSSM standards) and cluster headings.
• The first sentence in topic A directly connects the 6.RP standards in the module to the cluster heading.
• Module 3's overview also connects the RP standards to the cluster heading. In this module there is also a student outcome that says, "Students extend their understanding of the number line, which includes zero and numbers to the right, which are above zero, and numbers to the left, which are below zero."

The instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important.

• In module 2 of Grade 6, the clusters within the number system are intertwined. The clusters are: "apply and extend previous understandings of multiplication and division to divide fractions by fractions" and "compute fluently with multidigit numbers and find common factors and multiples." The integration of these standards allows students to see and build connections within the number system and the operations.
• In module 4, lessons 3, 4, 10 and 11, students use their skill in recognizing common factors (6.NS.4) to rewrite expressions (6.EE.3).
• Module 4, lesson 7, stresses writing, reading, evaluating and transforming the volume formulas V = lwh and V = Bh (6.G.2, 6.EE.2).
• In module 4, lesson 25, equations of the form px = q (6.EE.7) are unknown-factor problems; the solution will sometimes be the quotient of a fraction by a fraction (6.NS.1).

The materials reviewed in Grade 6 for this indicator meet the expectations by attending to conceptual understanding within the lesson.

• Module 1 assesses all of the specific content in 6.RP in various questions. Students were required to create and explain visual models (i.e., fraction models, ratio models, etc.) as part of their understanding on a regular basis.
• In Eureka-Grade 6, the development of division of fractions is structured in a way that includes several high-quality conceptual problems that allow students to work with several models, when applicable, and engage in discussion about the representations.
• The lessons are scaffolded in a way that gradually builds on and expands concepts from previous lessons.
• The lessons also structure the language of division in a way that helps transition students from the conceptual development to building fluency with the procedures.

The materials reviewed in Grade 6 for this indicator meet the expectations by attending to fluency and procedural work within the lessons.

• Procedural skill and fluency is most evident in modules 2, 3 and 4, which cover 6.NS and 6.EE. In addition to an abundance of examples throughout the lessons, there are also specific computation activities that provide practice with procedural skill designed to build fluency.
• Similarly, small-group and whole-class activities are sometimes included as opening or closing activities stressing the importance of procedural skill and fluency to the development of a concept, like simplifying ratios (e.g., module 1, lesson 12).
• Within the module on division of fractions, the review team identified the development of procedural fluency to be rushed. The unit spends a tremendous amount of time building conceptual understanding, but it is difficult to determine if there is sufficient time for students to gain fluency with the operations. Additionally, fluency in division of fractions is not assessed.
• However, the materials do continue to spiral back to previous concepts throughout the next lessons and modules.

The materials reviewed in Grade 6 for this indicator meet the expectations by attending to application within the lessons.

• Application of the mathematical concepts is abundant throughout each module. Overall, the introduction of new concepts is done through examples that involve applications, and lessons often follow that reinforce application skills.
• For example, module 1 uses application to develop 6.RP and the transition from ratios to tables to equations to graphs.
• Similarly, as students solve equations in module 4 (6.EE), they must develop the equation based on given information and then solve.
• In module 2, most of the problems are presented within a real-world context so that students can see the application of the math (division) to contextual situation.
• Students are also asked to apply mathematics to solve problems.
• There is a balance of introducing the concepts using real-world situation and also having students apply their understanding in order to solve application problems.

The materials reviewed in Grade 6 for this indicator meet the expectations by providing a balance of rigor. The three aspects are not always combined together nor are they always separate.

• Conceptual understanding, procedural skill and fluency, and application are integrated into each module as needed. When needed, separate fluency activities are included in the series. At other times, the procedural skill are part of application and conceptual understanding exercises.
• In module 1, lessons 1, 2, 10, 14, 15, 16 and 17 spend the majority of the time developing the concepts of ratios and unit rates.
• Lessons 8, 12, 13 and 18 continue to develop the concepts, but also require work finding equivalent ratios and rates using specific procedure to compute.
• The remaining lessons, as well as those already mentioned, give the students ample practice using ratios and unit rates in real-world application problems.
• There is a balance of the three aspects of rigor in included assessments.