## Everyday Mathematics 4

##### v1.5
###### Usability
Our Review Process

Title ISBN Edition Publisher Year
Comprehensive Student Material Set 9780076952168 McGraw-Hill Education
Comprehensive Classroom Resource Package 9780077040239 McGraw-Hill Education
Comprehensive Student Material Set 9780076952113 McGraw-Hill Education
Comprehensive Classroom Resource Package 9780077040215 McGraw-Hill Education
Comprehensive Student Material Set 9780076952151 McGraw-Hill Education
Comprehensive Classroom Resource Package 9780077040222 McGraw-Hill Education
Comprehensive Student Material Set 9780076951048 McGraw-Hill Education
Comprehensive Student Material Set 9780076952205 McGraw-Hill Education
Comprehensive Classroom Resource Package 9780077040246 McGraw-Hill Education
Comprehensive Student Material Set 9780076952106 McGraw-Hill Education
Comprehensive Classroom Resource Package 9780077040208 McGraw-Hill Education
Comprehensive Student Material Set 9780076951512 McGraw-Hill Education
Comprehensive Classroom Resource Package Comprehensive Student Material Set McGraw-Hill Education
Showing:

### Overall Summary

The materials reviewed for Everyday Mathematics 4 Grade 6 partially meet expectations for Alignment to the CCSSM. In Gateway 1, the materials partially meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and meet expectations for practice-content connections.

###### Alignment
Partially Meets Expectations
Not Rated

### Focus & Coherence

The materials reviewed for Everyday Mathematics 4 Grade 6 partially meet expectations for focus and coherence. For focus, the materials do not meet expectations for assessing grade-level content. The materials meet expectations for providing all students extensive work with grade-level problems to meet the full intent of grade-level standards. The materials partially meet expectations for coherence and consistency with the CCSSM, as they do not address the major clusters of the grade. The materials have supporting content connected to major work, make connections between clusters and domains, and have content from prior and future grades connected to grade-level work.

##### Gateway 1
Partially Meets Expectations

#### Criterion 1.1: Focus

Materials assess grade-level content and give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

The materials reviewed for Everyday Mathematics 4 Grade 6 partially meet expectations for focus as they do not meet expectations for assessing grade-level content; but do meet expectations for providing all students extensive work with grade-level problems to meet the full intent of grade-level standards.

##### Indicator {{'1a' | indicatorName}}

Materials assess the grade-level content and, if applicable, content from earlier grades.

The materials reviewed for Everyday Mathematics 4, Grade 6 do not meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

Summative Interim Assessments include Beginning-of-Year, Mid-Year, and End-of-Year. Unit Assessments found at the end of each unit assess the standards of focus for the unit. Open Response Assessments found at the end of odd-numbered units provide tasks addressing one or more content standards. Cumulative Assessments found at the end of even-numbered units include items addressing standards from prior units.

Materials assess grade-level standards. Examples include:

• Unit 2 Assessment, Item 13, “A university has a student-faculty ratio of 12:1. Make a ratio/rate table to answer the following questions. a. How many students are there for 2 faculty members? b. How many faculty members are there for 120 students? c. How many students are there for 100 faculty members? d. How many faculty members are there for 5,400 students? e. Explain how you used the ratio/rate table to solve Problem 13d.” (6.RP.3)

• Mid-Year Assessment, Item 1, “George’s math test scores are 82, 59, 91, and 88. a. Find the mean and median. b. Why is the median higher than the mean? Explain your reasoning. c. In George’s class, you have to have a mean of at least 83 to get a B for the class. What is the lowest score George can get on his last test (the fifth test) in order to get a B? Explain.” (6.SP.5c and 6.SP.3)

• Unit 5 Assessment, Item 1, “Plot and label points A, B, C on the coordinate grid. Connect the points to make a triangle. A: (-4, -5), B: (-4, 3.5), C: (-1, -5). Write a number sentence for calculating the length of each line segment. Length of line AB: ___. Length of line AC: ___.” (6.NS.6, 6.NS.8, 6.G.3)

• Unit 6 Cumulative Assessment, Item 3, “Write an algebraic expression. a. Samantha is 10 years older than Jess. Jess is m years old. How old is Samantha? b. The school is t blocks from Jim’s house. The library is twice as far as the school is from Jim’s house. How far is the library? c. 38 less than four times the sum of 2 and x.” (6.EE.1)

There are above-grade-level assessment items which cannot be omitted or modified, as they significantly impact the underlying structure of the materials. Items referencing solving two-step equations and equations with variables on both sides include:

• Unit 6, Assessment, Item 5a, “Use bar models to solve the problems. Solve $$5f+12=3f+18$$.” (8.EE.7)

• Unit 6 Assessment, Item 7c, “Solve each equation. Show how you solved it. Check your answer. $$\frac{2}{5x}+3=13$$.” (7.EE.4a)

• Unit 6 Assessment, Item 7d, “Solve each equation. Show how you solved it. Check your answer. 3d+18=39-4d.” (8.EE.7)

##### Indicator {{'1f' | indicatorName}}

Content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations that content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

Materials relate grade-level concepts to prior knowledge from earlier grades. Each Section Organizer contains a Coherence section with “Links to the Past” containing information about how focus standards developed in prior units and grades. Examples include:

• Unit 1, Data Displays and Number Systems, Teacher’s Lesson Guide, Links to the Past, “6.NS.5: In Grade 4, students identified lines of symmetry and recognized that when a figure is folded along its line of symmetry, the two parts match.”

• Unit 4, Algebraic Expressions and Equations, Teacher’s Lesson Guide, Links to the Past, “6.EE.1: In Grade 4, students informally explored situations that involve whole-number exponents by solving problems that involve multiplying the same factor repeatedly. In Grade 5, students read, wrote, and compared numbers in standard and exponential notations.”

• Unit 6, Equivalent Expressions and Solving Equations, Teacher’s Lesson Guide, Links to the Past, “6.EE.4: In Grade 5, students both identified and generated equivalent expressions, including in the context of working with measurements with different units. In Unit 4, students compared equivalent expressions when writing numbers using four 4s. They also wrote and compared equivalent expressions when modeling and solving growing pattern problems.”

Materials relate grade-level concepts to future work. Each Section Organizer contains a Coherence section with “Links to the Future” containing information about how focus standards lay the foundation for future lessons. Examples include:

• Unit 2, Fraction Operations and Ratios, Teacher’s Lesson Guide, Links to the Future, “6.RP.2: Throughout Grade 6, students will continue to explore ratio situations and solve ratio problems. In Grade 7, students will extend their work with ratios to represent proportional relationships with equations. In addition, they will begin a formal exploration of ratios in the context of working with linear equations and slope.”

• Unit 6, Equivalent Expressions and Solving Equations, Teacher’s Lesson Guide, Links to the Future, “6.EE.5: Throughout Grade 6, students will continue to practice writing equations and inequalities to model and solve problems. In Unit 7, students will write and interpret inequalities to help them identify mystery numbers to determine the ingredients for a healthy salad, using spreadsheets to solve problems. In Unit 8, students will write equations to model and solve various real-world situations.”

• Unit 8, Applications: Ratios, Expressions, and Equations, Teacher’s Lesson Guide, Links to the Future, “6.RP.3: In Grade 7, students will continue to practice using proportional relationships to solve multistep ratio and percent problems.”

Materials contain content from future grades in some lessons that is not clearly identified. Examples include:

• Lesson 6-8, T-Shirt Cost Estimates, Focus: Comparing Models and Strategies, Math Journal 2, “Students compare and analyze models and strategies they used to solve real-world problems, (6.EE.7).” For example, in Problem 1, “Travis has 64 baseball cards and buys 3 new cards every week. When will Travis have 73 baseball cards? Define a variable and write an equation for Travis’s situation. Let g be the number of weeks. Equation: 64+3g=73.” Solving real-world two-step equations is aligned to  7.EE.4.

• Lesson 7-8, Connecting Equations, Tables, and Graphs, Math Journal 2, Problem 2a, “Complete the table, and write the equation to represent the rule. Rule: 2\star x+2=y”, and in Problem 6c, “Record an equation that represents the rule for the number of rhombuses in each step. Rule: 3(x)+1=y.” Writing linear equations is aligned to 8.F.3.

• Lesson 8-8, Anthropometry, Focus: Using the Prediction Line, “Explain that these points fall on what is called a prediction line. The prediction line shows the exact values that result from using the formula representing the relationship between height and tibia (6.EE.9, 6.SP.5, 6.SP.5c).” In the Student Math Journal, Problems 2 and 3, “The following rule is sometimes used to predict the height (H) of an adult from the length of the adult's tibia (t). Measurements are in inches. H=2.6t+25.5. Why do you think this rule might not predict the relationship for everyone? Use the rule above to complete the table. Tibia Length (in.) 11, 14, 19, 17\frac{1}{2}: Height Predicted (in.) ?, ?, ?, ?.” Knowing that straight lines are widely used to model relationships between two quantitative variables is aligned to 8.SP.2.

##### Indicator {{'1g' | indicatorName}}

In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification.

The materials reviewed for Everyday Mathematics 4 Grade 6 can be completed within a regular school year with little to no modification to foster coherence between grades.

Recommended pacing information is found on page xxii of the Teacher’s Lesson Guide and online in the Instructional Pacing Recommendations. As designed, the instructional materials can be completed in 170 days:

• There are 8 instructional units with 107 lessons. Open Response/Re-engagement lessons require 2 days of instruction adding 8 additional lesson days.

• There are 43 Flex Days that can be used for lesson extension, journal fix-up, differentiation, or games; however, explicit teacher instructions are not provided.

• There are 20 days for assessment which include Progress Checks, Open Response Lessons, Beginning-of-the-Year Assessment, Mid-Year Assessment, and End-of-Year Assessment.

The materials note lessons are 60-75 minutes and consist of 3 components: Warm-Up: 5-10 minutes; Core Activity: Focus: 35-40 minutes; and Core Activity: Practice: 20-25 minutes.

### Rigor & the Mathematical Practices

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for rigor and balance and practice-content connections. The materials help students develop procedural skills, fluency, and application. The materials also make meaningful connections between the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

##### Gateway 2
Meets Expectations

#### Criterion 2.1: Rigor and Balance

Materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for rigor. The materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, and spend sufficient time working with engaging applications of mathematics. There is a balance of the three aspects of rigor within the grade.

##### Indicator {{'2a' | indicatorName}}

Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

All units begin with a Unit Organizer, Planning for Rich Math Instruction. This component indicates where conceptual understanding is emphasized within each lesson of the Unit. The Focus portion of each lesson introduces new content, designed to help teachers build their students’ conceptual understanding through exploration, engagement, and discussion. The materials include problems that develop conceptual understanding throughout the grade level, especially where called for in the standards. Examples include:

• Lesson 2-10, Ratio Models: Tape Diagrams, Focus: using Tape Diagrams, Math Journal 1, Problem 1, students use diagrams to solve ratio problems. “Gabriel buys a box of 15 apricots. For every 3 apricots he eats, he gives 2 to Beverly to eat. a. Draw a picture to model the problem. b. Write a ratio to show the number of apricots Beverly eats to the number Gabriel eats. c. Write a ratio to show the number of apricots Beverly eats to the total number in the box.” Students develop conceptual understanding of 6.RP.A, “Understand ratio concepts and use ratio reasoning to solve problems.”

• Lesson 4-6, The Distributive Property and Equivalent Expressions, Focus: Representing the Distributive Property, Math Journal 1, Problem 3, students use an area model to show the distributive property conceptually. “The area of Rectangle C is 144 square units. a. Write two equations to represent the area of Rectangle C. b. What is the value of x? ” Students develop conceptual understanding of 6.EE.3, “Apply the properties of operations to generate equivalent expressions.”

• Lesson 6-10, Building and Solving Equations with the Pan-Balance Model, Home Link, Problem 3, students use pan-balance models and inverse operations to build and solve equivalent equations. “Find the mistake in the work below: Original pan-balance equation 2x+10=28. Subtract 10. 2x=38. Divide by 2. x=19. Describe the mistake and how to correct it.” Students develop a conceptual understanding of 6.EE.5, “Understand solving an equation or inequality as a process of answering a question; which values from a specified set, if any, make the equation or inequality true?”

• Lesson 7-9, Independent and Dependent Variables, Focus: Comparing Triathlon Rates, Math Journal 2, Problem 8, students use tables to discover relationships between dependent and independent variables and graph them appropriately. “Explain how you know which variable is independent and which is dependent.” Students develop conceptual understanding of 6.EE.9, “Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable.”

Home Links, Math Boxes, and Practice provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Examples include:

• Lesson 2-10, Ratio Models: Tape Diagrams, Home Link, Problem 1, “Frances is helping her father tile their bathroom floor. They have tiles in two colors: green and white. They want a ratio of 2 green tiles to 5 white tiles. a. They use 30 white tiles. How many green tiles do they use? b. How many white tiles would they need if they used 16 green tiles? c. They use 35 tiles in all. How many are green? d. They use 49 tiles. How many of each color did they use? e. Explain how you used the tape diagram to solve Part d.” Students independently demonstrate conceptual understanding of 6.RP.A, “Understand ratio concepts and use ratio reasoning to solve problems.

• Lesson 3-3, Reviewing Decimal Multiplication, Practice: Math Boxes, Problem 2, students complete a table on distance and time from a word problem. “A boat traveled 128 kilometers in 4 hours. At this rate, how far did the boat travel in 2 hours and 15 minutes? Use a ratio/rate table to solve the problem. In Problem 5, “Explain how you used the ratio/rate table to help solve Problem 2.” Students independently demonstrate conceptual understanding of 6.RP.3, “use ratio and rate reasoning to solve real-world and mathematical problems.”

• Lesson 4-6, The Distributive Property and Equivalent Expressions, Focus: Applying the Distributive Property, Math Journal 1, Problem 1a, students explore and apply the distributive property to solve problems. “Draw a rectangle like the ones you have been working with in the lesson. Divide one dimension into two parts. Leave the other dimension alone. Label the three lengths that you need to find the area with lengths of your choosing.” Problem 1b, “Use the Distributive Property to write an equation that represents the area of your rectangle. Use the equations at the top of the page to help you.” Students independently demonstrate conceptual understanding of 6.EE.3, “Apply the properties of operations to generate equivalent expressions.''

##### Indicator {{'2b' | indicatorName}}

Materials give attention throughout the year to individual standards that set an expectation for procedural skill and fluency.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

All units begin with a Unit Organizer, Planning for Rich Math Instruction. This component indicates where procedural skill and fluency exercises are identified within each lesson of the Unit. The Mental Math Fluency exercises found at the beginning of each lesson develop fluency with basic facts and other skills that need to be automatic while engaging learners. The Practice portion of the lesson provides ongoing practice of skills from past lessons and units through activities and games. Examples include:

• Lesson 3-4, Reviewing Decimal Multiplication, Focus: Multiplying Decimals with U.S. Traditional Algorithm, students compare partial products and standard algorithm of multiplication. “Have students compare their answers for Problem 7 on journal page 122. Display the partial-products method and have a volunteer explain how Martha solved the problem. Display the U.S. traditional multiplication algorithm and have a volunteer explain each step. Have students share how the two methods are similar in structure.” Students develop procedural skills and fluency of 6.NS.3, “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.”

• Lesson 3-5, U.S. Traditional Long Division with Whole Numbers, Focus: Connecting Division Algorithms, Math Journal 1, Problem 1, students compare the partial-quotients method and the standard algorithm for division and practice using the standard algorithm to solve division problems, “$$12\lceil{652}$$.” Students develop procedural skills and fluency of 6.NS.2, “Fluently divide multi-digit numbers using the standard algorithm.”

• Lesson 5-5, Building 3-D Shapes, Name That Number, Practice: Playing Name That Number, Student Reference Book, students play a game naming numbers by using their understanding of equivalent expressions to compare the values of expressions using the order of operations. “Target number: 16, Player 1’s cards: 7, 5, 8, 2, and 10, Some possible solutions: 10+8-2=16 (3 cards used), 10+(7\star2)-8=16 (4 cards used), \frac{10}{(5\star2)}+8+7=16 (all 5 cards used), 5^2-(10-8)-7=16 (all 5 cards used).” Students develop procedural skills and fluency of 6.EE.1, “Write and evaluate numerical expressions involving whole-number exponents.”

Math Boxes, Home Links, Games, and Daily Routines provide opportunities for students to independently demonstrate procedural skills and fluency throughout the grade. Examples include:

• Lesson 3-4, Reviewing Decimal Multiplication, Home Link, Problem 3, students estimate and multiply using the traditional algorithm., “For Problems 3-5, record a number sentence to show how you estimated. Then use the U.S. traditional multiplication algorithm to solve. Use your estimate to check your work. 3.4\star3.29.” Students independently demonstrate procedural skill and fluency of 6.NS.3, “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.”

• Lesson 3-5, U.S. Traditional Long Division with Whole Numbers, Home Link, Problem 1, students solve long division problems using the U.S. traditional method, “$$38\lceil{966$$.” Students independently demonstrate procedural skill and fluency of 6.NS.2, “Fluently divide multi-digit numbers using the standard algorithm.”

• Lesson 3-8, Introducing Percent, Home Link, Problem 3, students practice subtraction with decimals, “$$14.7-13.2=$$” and Problem 4, “$$4.52-3.5=$$.” Students independently demonstrate procedural skill and fluency of 6.NS.3, “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.”

• Lesson 5-7, Solving Surface-Area Problems, Warm-Up: Mental Math and Fluency, students evaluate exponential expressions. “On their slates, have students write the number with exponential notation, and then record the number in standard notation. Leveled exercises: “x^2 when x=4; when x=11; when x=5; x^3 when x=1; when x=3; when x=5; $$x^2$$ when x=\frac{1}{2}; when x=\frac{2}{3}; when x=0.1.” Students independently demonstrate procedural skill and fluency of 6.EE.1, “Write and evaluate numerical expressions involving whole-number exponents.”

##### Indicator {{'2c' | indicatorName}}

Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.

Materials include multiple routine and non-routine applications of mathematics throughout the grade level. Focus activities introduce new content, provide routine exercises, review recent learning, and provide challenging problem-solving tasks that help build conceptual understanding, procedural skill and fluency, and application of mathematics. Open Response lessons provide challenging problems that involve more than one strategy or solution. Home-Links relate to the Focus activity and provide informal mathematics activities for students to do at home. Examples of routine and non-routine applications of the mathematics include:

• Lesson 2-7, Exploring Relationships in Fraction Division, Home-Link, Problem 2, students match number models to fraction-division situations. “The area of a rectangle is 10\frac{1}{2} square feet. The length is 5\frac{1}{4} feet. How wide is the rectangle?” This activity provides the opportunity for students to apply their understanding of 6.NS.1, “Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.”

• Lesson 3-7, Exploring Peruvian Flutes Day 1, Focus: Solving the Open response Problem, Problem 4, students solve real-world problems as they calculate the cost of making a Peruvian flute. “Even if Paola uses the least expensive option and least amount of bamboo for one flute, she will still have some left over. Depending on which pipes she cuts from the yard-long or foot-long piece of bamboo, she will have different lengths left over. Explain how she should cut the bamboo and make the pipes so that she can use her left over lengths to make more pipes for another flute in the future. Describe your reasoning.” This activity provides the opportunity for students to apply their understanding of 6.NS.3, “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.”

• Lesson 7-5, Unit Rate Comparisons, Focus: Comparing “Sweetness” Rates, Math Journal 2, Problem 5, students solve real-world problems using unit rates to decide which drink contains the most sugar. “Complete the ratio/rate table to calculate the sugar content for different serving sizes of Thirsty Quench. Use the space below to draw ratio/rate tables for Frosty Cola and Friendly Fruit Punch.” This activity provides the opportunity for students to apply their understanding of 6.G.1, “Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.”

Materials provide opportunities for students to independently demonstrate multiple routine and non-routine applications of the mathematics throughout the grade level. Independent Problem Solving provides “additional opportunities for children to apply the content they have learned during the section to solve non-routine problems independently. These problems often feature: applying math in the real world, multiple representations, drawing information or data from pictures, tables, or graphs, and opportunities for children to choose tools to support their problem solving.” Examples of independent demonstration of routine and non-routine applications of the mathematics include:

• Independent Problem Solving 2a, Problem 2 “to be used after Lesson 2-8”, students solve a word problem using division of fractions by fractions. “Papedia is packing lunches for her hiking club. The club purchased reusable pint bottles for their drinks. One pint is \frac{1}{8} of a gallon. The club purchased 2\frac{1}{2} gallons of lemonade on sale. Papedia had to figure out how many of their reusable bottles she could fill with the lemonade. She used the number line at the right to solve the problem. She decided she could fill 20 bottles. Do you agree or disagree with Papedia? Agree If you agree, explain or show why her diagram is correct. If you disagree, explain her mistake. Write a number sentence to show how you can solve the problem.” This activity provides the opportunity for students to independently demonstrate an understanding of 6.NS.1, “Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.”

• Independent Problem Solving 2b “to be used after Lesson 2-13”, Problem 1, students use rates and ratio reasoning to solve real-world problems. “Nakia decided to make an aquaponic garden. This kind of garden requires tanks with fish and garden beds with plants. The fish waste fertilizes the garden. Nakia wants to figure out how many fish to buy. She has three garden beds. Each bed is a cubic meter. Nakia is going to buy a fish called tilapia. Nakia’s research turned up a few facts that will help her with her calculations. To provide enough nutrients for her plants, Nakia must feed her fish 45 grams of food per day. The fish will grow for the first six months. The fish will eat a total of 45 grams of food per day. If she buys the right number of fish, they will stop growing after six months. As tilapias grow (for six months), every two pounds of fish food produces one pound of fish. (For conversions: 1000 grams = 1 kilogram and 1 kilogram = 2.2 pounds.) To be the ideal size for her fish tank, the grown tilapias should be between 1 and 1\frac{1}{2} pounds. Based on the number of pounds of fish food the fish will consume while they grow (for six months), how many fish should she buy? Explain your reasoning. Show all of your work.” This activity provides the opportunity for students to independently demonstrate understanding of 6.RP.3, “Use ratio and rate reasoning to solve real-world and mathematical problems.”

• Independent Problem Solving 4b “to be used after Lesson 4-13” Problem 1, students write inequalities to represent real world problems. “Josiah plays the computer game Fortnite with his friend Keoke. They use V-Bucks to buy skins (outfits) for the game. Josiah likes to change his skin every week. Skins cost 800, 1200, 1500, or 2000 V-Bucks, depending which kind of skin you want. Josiah wants to earn enough money to buy one skin per week. One thousand V-Bucks costs $7.99. Josiah’s mom said that he can do chores to earn money. She will pay him$3 per hour. The rule is that he has to work a full hour to get paid. How many hours might Josiah work in a week? a. Define a variable. b. Record two inequality number models for how many hours Josiah might work to earn money to buy a skin each week. c. Explain why your inequalities make sense.” This activity provides the opportunity for students to independently demonstrate an understanding of 6.EE.8, “Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.”

• Independent Problem Solving 6b “to be used after Lesson 6-11” Problem 1, students use expressions and unit rates to solve real-world problems. “Imala was from the Tlingit tribe from the northwest coast of Canada. She explained to her classmates that families in her tribe have a tradition of making button blankets. The blankets tell stories about their family history. Imala’s class decided to make button blankets to tell their own family stories. Imala’s grandmother visited the class to help them figure out how to make representations of their own stories for their button blankets. The class was divided into 3 teams. Each team had to figure out how many pearl buttons they needed. See below. A table chart shows: Team 1, 2, 3: Large buttons: 60, 25, 125: Small buttons: 85, 140, 50. a. Let m be the cost per large button. Write an expression to find the total cost for large buttons. Simplify your expression.b. Let p be the cost per small button. Write an expression to find the total cost for small buttons. Simplify your expression. c. Use your simplified expressions to help you decide which store has a better deal, Kateri’s Beautiful Buttons or Nahale’s Button Barn. Show or explain how you solved the problem. Kateri's Beautiful Buttons: Large Buttons $0.32 each: Small Buttons$0.08 each. Nahale's Button Barn: Large Buttons $0.25 each: Small Buttons$0.11 each.”  This activity provides the opportunity for students to independently demonstrate understanding of 6.EE.6, “Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.”

##### Indicator {{'2d' | indicatorName}}

The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations in that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

All three aspects of rigor are present independently throughout Grade 7. Examples where materials attend to conceptual understanding, procedural skill and fluency, or application include:

• Lesson 2-3, Fraction Multiplication on a Number Line, Focus: Using a Number-Line Model, Math Journal 1, Problem 8, students solve a variety of fraction multiplication problems. “Describe any patterns you see in the sets of equations below that might help you predict whether a product will be greater than or less than its factors. 3\star15=45; 4\star8=32; 5\star25=125; \frac{1}{3}\star21=7; \frac{1}{4}\star12=3; \frac{1}{5}\star10=2; \frac{1}{3}\star\frac{1}{6}=\frac{1}{18}; \frac{3}{4}\star\frac{2}{6}=\frac{6}{24}; \frac{2}{5}\star\frac{4}{20}=\frac{8}{100}.” Students extend their conceptual understanding of 6.EE.5, “Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.”

• Lesson 4-1, Warm-Up, students evaluate products involving powers of 10, “$$10^2$$, 10^4, 10^5, 4\star10^3, 78\star10^3, 60\star10^4, 0.26\star10^3, 4.5\star10^2.” Students develop procedural skills and fluency of 6.EE.1, “Write and evaluate numerical expressions involving whole-number exponents.”

• Independent Problem Solving 4a, “to be used after Lesson 4-7”, Problem 2, students construct mathematical arguments as they work with expressions. “Rob decided to raise panther chameleons. A female can lay anywhere from 20 to 40 eggs every three or four months. It takes six to nine months for the eggs to hatch. Rob has a deal with a local pet store. They will buy his chameleons for $35 per chameleon. (The pet store will resell them for anywhere from$200 to $700 depending on the color of the chameleon!) a. Write an algebraic expression that Rob can use to figure out his earnings based on how many chameleons he sells. b. Define your variable. c. Use your expression to calculate how much Rob will earn if he sells 32 chameleons to the pet store. d. Rob’s chameleon cost$150. The mealworms and crickets she eats cost about $5 per month. Do you think Rob is charging the pet store enough for the chameleons he is raising? Make a mathematical argument for your answer.” Materials provide support for the intentional development of MP3 by providing opportunities for students to critique the reasoning of others in connection to grade-level content. Examples include: • Lesson 3-3, Reviewing Decimal Addition and Subtraction, Focus, Estimating to Add and Subtract, Math Journal 1, Problem 3, students critique the reasoning of others as they identify the mistake in adding and subtracting decimals. “Santoki solved Marilyn’s problem in the following way: Step1, 4.72+62.5=1.097, Step 2, 75.20-1.097=6.423. Solution: 6.423 megabytes. What mistake(s) did Santoki make? What questions might you ask Santoki to help him see his mistake?” • Lesson 6-7, Equivalent Expressions and Solving Equations, Practice: Math Boxes, Math Journal 2, Problem 5, students critique the reasoning of others as they use the least common multiple to solve a problem. “Maila says the answer to Problem 4 is 7:00 P.M because you multiply 15 by 20 to get 300 minutes. Explain how you know Malia did not find the next time the clocks chime together.” • Independent Problem Solving 8a, “to be used after Lesson 8-5”, Problem 2, students critique the reasoning of others as they solve real-world problems. “To the right is a diagram of the seating area in the Tivoli Theater. To socially distance, Jim the manager blocked some seats with tape. The government, at the time, said that each person requires 1 square yard of space. This is a population density of 1 person per square yard. (Note that some chairs are together for people who attend with a friend.) a. The theater seating area is 34 feet across and 44 feet deep. What is the population density (people per square yard) of Jim’s plan for theater seating? Show or explain your work. b. Laith argues that they can safely seat about 150 people and still have a population density that will be less than 1 person per square yard. Explain why you agree or disagree with Laith. Describe other considerations besides population density that might affect how many people can be seated in the theater.” ##### Indicator {{'2g' | indicatorName}} Materials support the intentional development of MP4: Model with mathematics; and MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for supporting the intentional development of MP4: Model with mathematics; and MP5: Use appropriate tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. Each lesson targets one to three MPs. Math Practices are identified for teachers in several places: Pathway to Mastery Correlation to the Mathematical Processes and Practices, Focus, Student Math Journals, Student Reference Book, Independent Problem Solving Masters, and Practice. Materials refer to the Mathematical Practices as GMPs (Goals for Mathematical Practice). Materials provide intentional development of MP4 to meet its full intent in connection to grade-level content. Students model with mathematics to solve real-world problems, identify important quantities to make sense of relationships, and represent them mathematically as they work with the support of the teacher and independently throughout the units. Examples include: • Lesson 5-7, Solving Surface-Area Problems, Focus: Finding the Surface Area of a Cube, Math Journal 2, Problem 2, students model the situation with an appropriate representation and use an appropriate strategy to solve a real-world problem when they draw nets to find the surface area of a triangular prism. “Antonie’s favorite mechanical pencil leads come in a container shaped like a triangular prism. The base of each triangular face is about 2 cm long. The height of each triangular face is about 1.7 cm long. The container is about 6 cm long. Label the container diagram with the measurements. On the grid below, draw a net to represent the container.” • Independent Problem Solving 2a, “to be used after Lesson 2-8”, Problem 1, students create a plan (model) and explain how the plan (model) will work. “Llewellyn’s mom built a planting shed in their backyard. She had two planks of wood leftover. Both planks are 9 inches wide. Llewellyn thought that 9 inches is a perfect width for shelves that hold books. Lewellyn’s mom said he could use the planks to make a set of shelves. One plank is 72 inches long and the other plank is 108 inches long. Llewellyn realized that he could use all of the wood and make his shelves all the same length. Make a plan for Llewellyn so that he uses all of the wood and his shelves are all the same length. Explain how you know your plan will work. The plan and how I know it works. In the space below, draw a diagram showing your plan for how to cut the planks. ” • Independent Problem Solving 8a, “to be used after Lesson 8-5”, Problem 1, students use the math they know to solve problems and everyday situations as they draw a floor plan using ratio reasoning. “In 2010, the Guinness Book of World Records declared that the Continental Giant rabbit named Darius was the longest rabbit in the world. On one cool April day in 2021, Darius disappeared from his garden home. Imagine Darius is found and you are charged with building him a new home. Draw the floor plan for Darius’ new home. Use the information below: Rabbits need space to hop 3 times in a row. Each hop is as long as its width (stretched out). Rabbits need separate areas for exercise, food, and going to the bathroom. Darius has a width of about 4 feet stretched out. He weighs about 50 pounds. A large rabbit has a width of about 3 feet stretched out. Its home must be at least 32 square feet. Use this fact to figure out how much space Darius needs. a. Use the grid below to draw a floor plan for Darius’ new home. b. Explain how you used the information to design Darius’ new home.” Materials provide intentional development of MP5 to meet its full intent in connection to grade-level content. Students choose appropriate tools strategically as they work with the support of the teacher and independently throughout the units. Examples include: • Lesson 2-5, Comparing Strategies for Multiplying Fractions, Home-Link, Problem 4, students choose and use appropriate tools and strategies as they solve fraction multiplication problems. “Use any model or strategy to solve Problems 3-4. Write a number sentence. A room measures 8\frac{1}{2} feet by 10\frac{2}{3} feet. What is the area of the room?” • Independent Problem Solving 3b, “to be used after Lesson 3-13”, Problem 1, students choose and use appropriate tools and strategies as they solve problems with percentages. “Jada decided to read one book per week for the entire school year (September 1st through June 7th). The school year is 40 weeks long. After six weeks (and six books), she wanted to calculate what percent of her goal she had reached. Choose and use an appropriate tool to solve the problem. Explain what tool you used and why.” • Independent Problem Solving 7b, “to be used after Lesson 7-11”, Problem 2, students choose and use appropriate tools and strategies to solve ratio problems. “Choose and use appropriate tools to solve the following set of rate problems related to the bicycle trip described in Problem 1. Show your work. a. What is the approximate value today in U.S. dollars of the 2000 Indian rupees each man had at the beginning of the trip? (When this problem was written, 1 rupee was worth about 0.013 U.S. dollars.)” ##### Indicator {{'2h' | indicatorName}} Materials attend to the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. The materials reviewed for Everyday Mathematics 4 Grade 6 partially meet expectations for supporting the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. MP6 is explicitly identified for teachers in several places: Pathway to Mastery Correlation to the Mathematical Processes and Practices, Focus, Student Math Journals, Student Reference Book, Independent Problem Solving Masters, and Practice. Students attend to precision in connection to grade-level content as they work with the support of the teacher and independently throughout the units. Examples include: • Lesson 2-1, The Greatest Common Factor, Focus: Using the Grid Method for GCFs, Math Journal, Problem 1, students calculate accurately and efficiently when calculating the greatest common factors using a grid method. “Make a grid to help you find the GCF of 32 and 36.” • Lesson 5-4, Composing and Decomposing Polygons to Find Area, Focus: Math Message, Math Journal, Problem 1, students attend to precision as they find the area by decomposing two shapes and using appropriate units. “Amara enjoys tangram puzzles. Her mom said she could paint two puzzles on a bedroom wall. The pictures below are scale drawings of the puzzles she will paint on her wall. Draw line segments on the scale drawings to show the tangram pieces that make each puzzle. Calculate the total area each puzzle covers on Amara’s wall. Use the measures listed and tangram relationship to find other measurements you need.” Teacher’s Lesson Guide, “Display the two shapes and have volunteers draw lines to show how to decompose them or divide them into smaller polygons. Have students describe which measurements they know as a tool to find the missing measurements. Have students explain how to use formulas to find the area of the separate polygons and of the shapes.” Problem 1, “In Problems 1-4, decompose the shapes into polygons for which area formulas can be used. Label the areas. Find the total area for each shape. Use appropriate units. A rectangle with a width of 15 cm and length of 25 cm is shown. A square with a side of 5 cm is shown inside the rectangle.” • Independent Problem Solving 4a, “to be used after Lesson 4-7”, Problem 1, students attend to precision as they reason and apply the distributive property. “The park on Iriomote Island in Japan has many beautiful sites—including incredible waterfalls. The island has a problem with human waste. There is nowhere for it to go. The government installed small portable tents with a toilet seat inside. To use the tents, visitors must carry a toilet bag with them. When visitors leave the island, they turn in their bags of waste to be destroyed. In 2019, about 700 visitors per month used the toilets. The bags cost about$5.50 each. Destroying each bag costs almost $6.00 each. a. About how much money did the government spend on disposing of human waste each month in 2019? b. Explain or show how you can use the distributive property to solve the problem. c. The government has never charged visitors. Now they may need an entrance fee. What fee would you recommend and why? (Consider other costs associated with tent toilets—such as people to maintain tents, and to distribute and collect bags.)” Materials attend to the specialized language of mathematics in connection to grade-level content. Examples include: • Lesson 1-6, Analyzing Persuasive Graphs, Focus, Analyzing Persuasive Graphs, Math Journal, Problem 1students use the specialized language of mathematics as they analyze and interpret the data in a particular way. “John wrote an article for the Bell School Newspaper about school lunches. He made the graph at the right to show the October lunch orders. The headline of his article was “Bell Students Go Loco for Tacos.” Is the table the same as the graph? How did John design his graph to make it support the headline?” Problem 2, “Jacob created the graph to the right to try and convince his parents that his TV-watching habit was relatively stable during the past month. Jacob’s parents might agree with him until they notice something about his graph. What might change their minds?” • Independent Problem Solving 7b, “to be used after Lesson 7-11”, Problem 1, students formulate clear explanations as they write a rate problem. “On October 15, 1923, six young men from Mumbai, India began a bicycle trip around the world. They traveled over 44,000 miles. They started their trip with each man carrying a passport, some clothes and medicine, bicycle repair tools, a compass, a world map, and about 2,000 Indian rupees. Early in their trip, it took them four days to ride the 220 miles from Dewas to Gwalior (in India). On their best day, they broke an existing record by riding 171 miles in 16 hours. Their trip included crossing the deserts of Iran, Iraq, Syria, and Sinai (in Egypt). They returned home on March 18, 1928 after visiting 27 countries. a. List at least three questions you have about their trip. b. Write a rate problem based on the information about this incredible trip!” • Independent Problem Solving 8b, “to be used after Lesson 8-9”, Problem 2, students use the specialized language of mathematics as they reason about quantitative relationships between independent and dependent variables. “Charles Marshall is a paleobiologist from Berkley. Dr. Marshall found research that suggested the population density for a type of animal is related to the average weight for that animal. He used this research to estimate the population of T. rex dinosaurs at their peak. a. The graph below (to the right) shows a best fit line for the data relating the population density for a type of animal and the average weight for that type of animal. Describe what the graph tells you about the relationship between the population density for a type of animal and that type of animal’s weight. b. Put an X on the graph about where you think the T. rex would be. The average T. rex weighed about 11,460 pounds. Explain how you decided where to place your X. c. Based on the research, Dr. Marshall predicted about 2 T. rex dinosaurs might live in an area the size of Washington, D.C. That is almost 70 square miles. Dr. Marshall estimated that there were probably about 20,000 T. rex dinosaurs roaming the earth at one time. What other information would you want to collect to determine if Dr. Marshall’s estimate of 20,000 dinosaurs is reasonable?” While the materials do attend to precision and the specialized language of mathematics, there are several instances of mathematical language that are not precise or grade level appropriate. Examples include: • Student Reference Book, “You can use counting-up subtraction to find the difference between two numbers by counting up from the smaller number to the larger number. There are many ways to count up. One way is to start by counting up to the nearest multiple of 10, then continue counting by 10s and 100s.” • Student Reference Book, “One way to produce an estimate is to keep the digit in the highest place value and replace the rest of the digits with zeros. This is called front-end estimation. For Example, How much will 6 pens cost if the price is 74 cents per pen? The digit in the highest place value in 74 cents is the 7 in the tens place. Use 70 cents. Calculate: 6\star70 cents = 420 cents, or$4.20. Estimate: the 6 pens will cost a little more than \$4.20.”

• Student Reference Book, “To use trade-first subtraction, compare each digit in the top number with each digit below it and make any needed trades before subtracting.”

• Lesson 1-4, Focus: Finding Balance Points, Teacher’s Lesson Guide, “Explain that the platform’s sides are balanced around what is called a balance point. When the two people weigh the same and they are the same distance from the balance point, the sides will balance.”

##### Indicator {{'2i' | indicatorName}}

Materials support the intentional development of MP7: Look for and make use of structure; and MP8: Look for and express regularity in repeated reasoning, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials reviewed for Everyday Mathematics 4 Grade 6 meet expectations for supporting the intentional development of MP7: Look for and make use of structure; and MP8: Look for and express regularity in repeated reasoning, for students, in connection to grade-level content standards, as expected by the mathematical practice standards.

Each lesson targets one to three MPs. Math Practices are identified for teachers in several places: Pathway to Mastery Correlation to the Mathematical Processes and Practices, Focus, Student Math Journals, Student Reference Book, Independent Problem Solving Masters, and Practice. Materials refer to the Mathematical Practices as GMPs (Goals for Mathematical Practice).

Materials provide intentional development of MP7 to meet its full intent in connection to grade-level content. Students look for and make use of structure throughout the units as they describe, and make use of patterns within problem-solving as they work with the support of the teacher and independently throughout the units. Examples include:

• Lesson 2-6, Application: Unit Conversions, Focus: Finding a Division Pattern, Math Message, Math Journal 1, students look for and explain the structure within mathematical representations as they identify patterns. “You have 3 large pizzas. Each person gets \frac{3}{4} of a pizza. How many people can you serve?” Teacher’s Lesson Guide, “When most students have finished, have them share their representations and discuss the patterns they found with their partners. Record and display volunteer’s pattern descriptions and discuss their common features. Highlight the following patterns: The dividend and divisor have common denominators. The numerator of the dividend is a multiple of the numerator of the divisor. When you divide the numerators, you get the quotient.”

• Lesson 4-3, Representing Decimals in Expanded Form, Focus: Writing Expressions, Math Journal 1, Problem 5, students look for patterns or structures to make generalizations and solve problems to write algebraic expressions. “Choose one strategy you used to solve the previous problems. Use this strategy to write expressions for the number of shaded tiles in the tiled areas. Complete the table. Using the same strategy each time you should create a pattern in your expressions.”

• Independent Problem Solving 8b, “to be used after Lesson 8-9”, Problem 1, students make use of the structure as they use expressions and equations to solve problems with rows and seats. “The sixth graders at the Sara Armin Middle School are having a Young Authors’ night. Each student wrote a short story that they will read aloud to a small audience. The sixth graders will use four corners in the cafeteria for four groups. The art teacher made four small stages where students will stand to read their stories. Taraji created a diagram to show how seats can be arranged in rows around a stage. In her diagram, the circles are chairs. a. Add a picture to Taraji’s diagram that shows a stage with four rows of chairs. b. They plan to have 10 students in a group with up to 4 guests per student. Taraji’s friend Trai said that each group needs 6 rows for the students and their guests. Explain why you agree or disagree with Trai. If you disagree, describe how many rows you think each group needs. c. Write an expression you could use to find the number of seats for n rows. d. Taraji learned that it might rain on Young Authors’ Night. If it rains, the roof leaks and they can only use half of the cafeteria. Then they will combine 4 small groups into 2 large groups. Use your expression and the information in Part b to figure out the minimum number of rows they need for each large group. Show or explain your reasoning.”

Materials provide intentional development of MP8 to meet its full intent in connection to grade-level content. Students look for and express regularity in repeated reasoning throughout the units to make generalizations and build a deeper understanding of grade level math concepts as they work with the support of the teacher and independently throughout the units. Examples include

• Lesson 4-7, Playing Hidden Treasure, Focus: Using the Distributive Property, students evaluate the reasonableness of their answers and thinking about the Distributive Property. “Explain that students have probably been using the Distributive Property to do mental math, even though they did not realize it. For example, by thinking of the number 101 as 100+1, students can make a simpler problem that they can do in their heads. 47\times101=47\times100+47\times1=4,700+47=4,747. Ask: How can you use the Distributive Property to solve 34\times7 in your head?” Practice, Home-Link, Math Masters, Problem 3, “Show how to solve the problems mentally. a. 85\times101= ___. b. 156\star9= ___. c. 48\star24= ___.”

• Lesson 6-9, Multiplication of Decimals, Focus: Reversing Steps in Number Tricks, Math Journal 2, Problem 3, students notice repeated calculations to understand algorithms and to solve number tricks using inverse steps. “Marcy took her secret number, added 5, doubled the sum, and subtracted 2. Her result was 58. a. What was Marcy’s secret number? b. What steps did you complete to find Marcy’s secret number? c. How did you know what steps to complete and in what order to complete them?” Problem 4, “Juan has a number trick, but he forgot the last two steps. Figure out the last two steps so that his final number is the same as his beginning number. Pick a number. Add 8. Multiply by \frac{1}{3}.”

• Independent Problem Solving 7a, “to be used after Lesson 7-4”, Problem 1, students explain a general formula to find the test scores average. “Ms. Winningham uses spreadsheets to calculate her grades. Below is a spreadsheet with math quiz scores for one group of students in her class. a. Each quiz has a different number of possible points for the score. Use the information shown in the spreadsheet to figure out the number of possible points for each quiz. Record the total number of possible points for each quiz.Explain your strategy for figuring out the total possible points for Quiz 1. b. Enter the missing values in the spreadsheet cells. c. Ms. Winningham uses a formula to calculate the % correct for each quiz. What formula could Ms. Winningham use in cell E5: d. Explain how you figured out the formula for Part c. e. What formula could Ms. Winningham use in cell J5 to find the average percent for Jeannene’s four quizzes.”

### Usability

Not Rated

#### Criterion 3.1: Teacher Supports

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

##### Indicator {{'3a' | indicatorName}}

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

##### Indicator {{'3b' | indicatorName}}

Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

##### Indicator {{'3c' | indicatorName}}

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

##### Indicator {{'3d' | indicatorName}}

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

##### Indicator {{'3e' | indicatorName}}

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

##### Indicator {{'3f' | indicatorName}}

Materials provide a comprehensive list of supplies needed to support instructional activities.

##### Indicator {{'3g' | indicatorName}}

This is not an assessed indicator in Mathematics.

##### Indicator {{'3h' | indicatorName}}

This is not an assessed indicator in Mathematics.

#### Criterion 3.2: Assessment

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

##### Indicator {{'3i' | indicatorName}}

Assessment information is included in the materials to indicate which standards are assessed.

##### Indicator {{'3j' | indicatorName}}

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

##### Indicator {{'3k' | indicatorName}}

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

##### Indicator {{'3l' | indicatorName}}

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

#### Criterion 3.3: Student Supports

The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.

##### Indicator {{'3m' | indicatorName}}

Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.

##### Indicator {{'3n' | indicatorName}}

Materials provide extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.

##### Indicator {{'3o' | indicatorName}}

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

##### Indicator {{'3p' | indicatorName}}

Materials provide opportunities for teachers to use a variety of grouping strategies.

##### Indicator {{'3q' | indicatorName}}

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

##### Indicator {{'3r' | indicatorName}}

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

##### Indicator {{'3s' | indicatorName}}

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

##### Indicator {{'3t' | indicatorName}}

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

##### Indicator {{'3u' | indicatorName}}

Materials provide supports for different reading levels to ensure accessibility for students.

##### Indicator {{'3v' | indicatorName}}

Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

#### Criterion 3.4: Intentional Design

The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.

##### Indicator {{'3w' | indicatorName}}

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable.

##### Indicator {{'3x' | indicatorName}}

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

##### Indicator {{'3y' | indicatorName}}

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

##### Indicator {{'3z' | indicatorName}}

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

## Report Overview

### Summary of Alignment & Usability for Everyday Mathematics 4 | Math

#### Math K-2

The materials reviewed for Everyday Mathematics 4 K-2 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for usability including Teacher Supports and Student Supports; the materials partially meet expectations for Assessment.

##### Kindergarten
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 3-5

The materials reviewed for Everyday Mathematics 4 3-5 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for usability including Teacher Supports and Student Supports; the materials partially meet expectations for Assessment.

###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 6-8

The materials reviewed for Everyday Mathematics 4 Grade 6 partially meet expectations for Alignment to the CCSSM. In Gateway 1, the materials partially meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections.

###### Alignment
Partially Meets Expectations
Not Rated

## Report for {{ report.grade.shortname }}

### Overall Summary

###### Alignment
{{ report.alignment.label }}
###### Usability
{{ report.usability.label }}

### {{ gateway.title }}

##### Gateway {{ gateway.number }}
{{ gateway.status.label }}