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Report Overview
Summary of Alignment & Usability: Reveal Math | Math
Math 6-8
The materials reviewed for Reveal Math 2025, Grades 6-8 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, assessment, and student supports.
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 Reveal Math 2025, Grade 7 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 meet expectations for practice-content connections.
7th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Focus & Coherence
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for focus and coherence. For focus, the materials assess grade-level content and provide all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, the materials are coherent and consistent with the CCSSM.
Gateway 1
v1.5
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 Reveal Math 2025, Grade 7 meet expectations for focus as they assess grade-level content and provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.
Indicator 1A
Materials assess the grade-level content and, if applicable, content from earlier grades.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for assessing grade-level content and, if applicable, content from earlier grades.
The materials provide a Course Diagnostic, Summative Assessments, Unit Readiness Diagnostics, Unit Performance Tasks for each Module, Unit Assessments (Forms A and B), Lesson Exit Tickets, Lesson Quizzes, and an End of Course Assessment. In addition, there are quarterly benchmark tests to show growth over the year. Examples of assessment items aligned to grade-level standards include:
Unit 2: Solve Problems Involving Geometry, Unit Assessment (paper version): Form B, Question 5, “Part A: Draw a triangle with one angle that is greater than 90°, one side length of 5 units, and one side length at 7 units. Part B: Classify the triangle by its sides and angles. Explain your reasoning.” Online version, “Part A: Which triangle has one angle that is greater than 90° and has no congruent side lengths? Choose the correct answer. Students are given four different triangles. Three of the triangles have two sides labeled 5 and 7 and the last triangle has one side labeled 5. Part B: Classify the triangle by its sides and angles. Explain your reasoning. Enter the answer.” (7.G.2)
Unit 4: Solve Problems Involving Percentages, Performance Task: Managing a Shoe Store, Part B, “A customer buys a pair of shoes at the shoe store. The receipt shows that the cost of the pair of shoes before tax is $119.50 and the cost after tax is $126.67. What is the sales tax rate in the state where the shoe store is located? Explain.” (7.RP.3)
Unit 5: Sampling and Statistics, Unit Assessment, Form A, Question 2, “The quiz scores of 12 students in a science class are shown. 9, 8, 7, 3, 9, 10, 10, 9, 7, 8, 9, 7 What score would you expect a student in the science class to receive on the next quiz? Explain.” (7.SP.1)
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-2: Add Integers and Rational Numbers, Lesson Quiz, Question 3, “Amelia is holding a balloon on a string. The balloon is 16 feet high from the ground. As Amelia passes through a door, she moves the balloon down 4.3 feet toward her. What is the height of the balloon as Amelia passes through the door?” (7.NS.1)
Unit 7: Work with Linear Expressions, Lesson 7-3: Add Linear Expressions, Exit Ticket, Question 2, “Two friends sell handmade jewelry at festivals. The amount earned from selling jewelry at the Apple Festival was dollars. The amount earned from selling jewelry at the Peach Festival was dollars. Write an expression that shows the total amount of money earned at the festivals. Then find the total.” (7.EE.1)
Above grade-level assessment items are present but could be modified or omitted without significant impact on the underlying structure of the instructional materials. The materials are digital and download as a Microsoft Word document, making them easy to modify or omit items. These items include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-5: Describe Cross Sections of Three-Dimensional Figures, Lesson Quiz, Question 2, “A cylinder is sliced perpendicular to its base. What is the shape of the cross section? a. circle b. rectangle c. semicircle d. square” (G-GMD.4) Content for 7th grade only extends to cross sections of right rectangular prisms and right rectangular pyramids.
Indicator 1B
Materials give all students extensive work with grade-level problems to meet the full intent of grade-level standards.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.
The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. Each lesson consists of a Launch, Activity-Based and Guided Exploration, Summarize and Apply, and Practice Problems. The Launch is an opportunity for students to be curious about math and focus on sense-making. The Activity-Based and Guided Exploration allow students to explore the lesson concepts and engage in meaningful discourse. The Summarize and Apply allows the teacher to elicit evidence of student understanding, look for common misconceptions, and support productive struggle. Practice Problems, completed independently, provide opportunities for students to engage with the math, practice lesson concepts, and reflect on their learning. For example:
Unit 2: Solve Problems Involving Geometry, Lesson 2-2: Use Side Lengths and Angle Measures to Draw and Analyze Triangles, Explore, Session 1, Activity-Based Exploration, How Many Triangles, students explore how many triangles they can make given three line segments or three angle measures. It states, “Group students in pairs or small groups. Have students read and respond to the Introductory Questions in their Activity Exploration Journal. Given three line segments, how many triangles do you think you can make with them? Given three angles, how many triangles do you think you can make with them? Hands On Students break spaghetti noodles into 3 pieces and work together to form triangles. Make sure that they measure the lengths of each of the 3 pieces as well as the 3 angles of the triangle that they form and record their observations. Encourage students to find pieces that do not form a triangle.” These problems meet the full intent of 7.G.2 (Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides…) In Lesson 2-6: Solve Problems Involving Area and Surface Area, Lesson Quiz, Question 2, students find the area of a figure composed of a triangle and two rectangles. It states, “Regina draws a plane for two rectangular vegetable garden beds and a triangular rose garden. What is the total area of Regina’s gardens?” These problems meet the full intent of 7.G.6 (Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.) In Lesson 2-9: Solve Problems Involving Areas of Circles, Explore, Session 1, Activity-Based Exploration, Rolling and Unrolling, students describe the relationship between the circumference and area of a circle. “Hands-On, Have students cut out the triangles that form the parallelograms on the Area of a Circle Teaching Resources and glue them onto the circles. Encourage students to make as many observations as possible about the relationships they observe. Then, they will reason about the relationship between the dimension of a circle and the dimensions of the parallelogram to find the area of the circle. Encourage the students to record their observations in their Activity Exploration Journal. These problems meet the full intent of 7.G.4 (Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.)
Unit 3, Lesson 3-3: Use Graphs to Determine Proportionality, Session 1, Practice, Exercises 1-3, students graph the relationship of a real-life situation on a coordinate plane. It states, “At a breakfast stand, you can purchase two breakfast bars for $5.00 or seven for $17.50. 1. Graph the relationship on the coordinate plane. Is the cost of breakfast bars proportional to the number of bars purchased? Explain how you know. 2. What does the point (0,0) represent on the graph? 3. What point represents the unit rate? What is the unit rate?” These problems meet the full intent of 7.RP.2a (Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the line is a straight line through the origin), 7.RP.2b (Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships), 7.RP.2d (Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,r) where r is the unit rate.) In Lesson 3-5: Describe Proportional Relationships, Develop, Session 2, Guided Exploration, Tension on the Trampoline, “A trampoline spring stretches 3 inches for every 77 pounds of weight pulling on it. How far would the spring stretch if 100 pounds of weight were put on it? You can use the constant of proportionality to solve the problem. The constant of proportionality is or because the spring stretches 3 inches for every 77 pounds of weight placed on it. One Way: Use a graph. Another Way: Use an equation.” These problems meet the full intent of 7.RP.2b (Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships) and 7.RP.2d (Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,r) where r is the unit rate.) In the Performance Task, students solve a variety of problems where they recognize and represent proportional relationships between quantities. “Karima is a mechanical engineer that works on designs for air purifiers. The table shows the square footage for the air purifiers she has designed and the number of cubic feet they purify. Part A Is the relationship between the advertised square footage of an air purifier and the number of cubic feet it can purify proportional? If so, what is the constant of proportionality and what does it represent in this situation? Part B A coworker states to Karima that an air purifier that can purify 3,600 cubic feet should have an advertised square footage of 400. Is the coworker correct? If not, what should the advertised square footage be? Part C Karima wants to write an equation that she can use to calculate the cubic feet purified for any advertised square footage. What equation should she use?” These problems meet the full intent 7.RP.2a (Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the line is a straight line through the origin) and 7.RP.2b (Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships).
Unit 6, Lesson 6-2: Add Integers and Rational Numbers, Session 1, Exit Ticket, Question 2, students solve real-world problems by adding and subtracting integers. It states, “A contestant has -200 points on a game show. The contestant answers a question correctly and earns 500 points. What is the contestant’s score now?” In Lesson 6-3: Understand Additive Inverses, Session 1 Guided Exploration, Agriculture, Let’s Explore More, students explore the additive inverse and absolute value. “An agricultural engineer uses a drone to suspend water throughout a greenhouse. The drone moves back-and-forth to water each plant twice. From its starting position, the drone travels 5 feet to the left. a. Use your own words to describe additive inverse. b. What do you notice about the absolute value of inverses like -152 and 152?” Lesson 6-4: Subtract Integers and Rational Numbers, Session 2, Guided Exploration, Roving on Mars, Let’s Explore More, students apply properties of operations to rational signed numbers. “One of NASA’s rovers on Mars recorded a high temperature of 95 Fahrenheit and a low temperature of -166 Fahrenheit. What is the range in temperature on Mars? a. How would the range change if the high temperature was -95F, instead of 95F? Explain your thinking. ” These problems meet the full intent and give all students extensive work with 7.NS.1d (Apply properties of operations as strategies to add and subtract rational numbers.)
Unit 7, Lesson 7-1: Combining Like Terms, Practice, Exercise 8-10, students add, subtract, factor, and expand linear expressions with rational coefficients. It states, “For exercises 8-10, write the expression in simplest form. 8. 9. 10. .” In Lesson 7-4: Subtract Linear Expressions, Session 1, Guided Exploration, Budgeting, Let’s Explore More, students explore the real-world context for a linear expression. “Isaiah has $150 in his checking account. This week, he has x dollars to deposit. He puts 5% of his deposit into his savings account and the rest in his checking account. a. Explain in your own words what $ means. b. How does the process of adding linear expressions compare to the process of subtracting linear expressions?” In Lesson 7-5: Factor Linear Expressions, Session 1, Exit Ticket, Question 1, students are given an expression that needs to be written in factored form, “Write the expression in fully factored form.” These problems meet the full intent and give all students extensive work with 7.EE.1 (Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.)
Unit 9, Lesson 9-1: Understand Probability, Session 1, Guided Exploration, Rain or Shine, Let’s Explore More, students understand the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. It states, “a. Suppose there is a 0% chance that it will rain on Saturday. Is it possible that it will rain on Saturday? b. Arrange the probabilities 99%, , 0.34, 11%, and from impossible to certain. Then describe a real-world example of when this skill would be important.” In Lesson 9-3: Theoretical Probability of Simple Events, Session 2, Guided Exploration, Shirt Choices, Let’s Explore More, students explore theoretical probability with a real-world scenario. “Quan has the number of each type of shirt shown in his closet that he can choose from to wear to school. a. Is it more likely that Quann will randomly choose a button-down shirt or T-shirt? Explain your reasoning. b. There are two types of shirts in Quan’s closet, long-sleeved and short sleeved. Explain why the probability that Quan will select a short-sleeved shirt from his closet is not 50%.” In the Performance Task: Winning Gift Cards, Part A and Part B, students are given a real-world scenario and asked to find the theoretical probability and determine the likelihood of the event occurring. The materials state, “Zion is the manager of a bicycle store. To encourage customers to come to the store, Zion decides to let one customer play a game each day to win a $500 gift card to the store. Each day Zion writes a number from 1 to 20 on a piece of paper. If the customer correctly guesses the number, they win the gift card. Part A What is the theoretical probability that a customer wins the gift card on any particular day? Explain how to find the answer. Part B-Describe the chance that a customer wins the gift card on any particular day as impossible, unlikely, equally likely, likely, or certain. Explain your reasoning.” These problems meet the full intent and give all students extensive work with 7.SP.5 (Understand the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around indicates an event that is neither unlikely or likely, and a probability near 1 indicates a likely event.)
Criterion 1.2: Coherence
Each grade’s materials are coherent and consistent with the Standards.
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for coherence. The materials: address the major clusters of the grade, have supporting content connected to major work, and make connections between clusters and domains. The materials make explicit connections from grade-level work to knowledge from earlier grades and connections from grade-level work to future grades.
Indicator 1C
When implemented as designed, the majority of the materials address the major clusters of each grade.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.
Materials were analyzed from three different perspectives: units, lessons, and instructional days. The materials devote at least 65 percent of instructional time to the major work of the grade:
The approximate number of units devoted to major work, and supporting work connected to major work of the grade is 6.5 out of 10 units, approximately 65%.
The approximate number of lessons devoted to major work, and supporting work connected to major work of the grade is 41 out of 62, approximately 66%.
The approximate number of instructional days devoted to major work, including assessments and supporting work connected to the major work is 110 days out of 169, approximately 65%.
An instructional day analysis is most representative of the materials because it includes Lessons, Mathematical Modeling, Assessments, Probes, and Unit Openers devoted to major work, including supporting work connected to major work. As a result, approximately 65% of the instructional materials focus on major work of the grade.
Indicator 1D
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Examples of how the materials connect supporting standards to the major work of the grade include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-4: Solve Problems Involving Angle Relationships, Session 2, Guided Exploration, Vertical Flight, connects the supporting work of 7.G.5 (Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.) to the major work of 7.EE.4 (Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.) as students “Solve word problems leading to equations and use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.” For example, “Knife-edge flight is a regular part of aerobatic performances where a plane’s wings form a 90-degree angle with the horizon. How many more degrees must the plane in the photo roll to be in this position?” Students are encouraged to use an equation to find the measure of the angle.
Unit 5: Sampling and Statistics, Lesson 5-3: Draw Inferences from Samples, Session 1, Guided Exploration, Who’s the Winner?, connects the supporting work of 7.SP.2 (Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.) to the major work of 7.RP.3 (Use proportional relationships to solve multistep ratio and percent problems.) as students “Use proportional relationships to solve multistep ratio problems and use data from a random sample to draw inferences about a population.” For example, “Quan, Rebekah, and Javier are running for the seventh-grade class president in a class of 413 students. They randomly poll 40 seventh-grade students to ask which candidate will get their vote. The results are shown in the table. What is a possible inference you could make about who is most likely to win the actual election? You can use the results from the sample to estimate the percent of the vote each candidate will receive.” Students are encouraged to use a proportion to estimate each candidate’s percent of vote.
Unit 9: Probability, Lesson 9-3: Theoretical Probability of Simple Events, Session 1, Practice, Question 7, connects the supporting work of 7.SP.7 (Develop a probability model and use it to find probabilities of events. Students compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.) to the major work of 7.RP.3 (Use proportional relationships to solve multistep ratio and percent problems.) as students “Use proportional relationships to solve multi-step ratio and percent problems.” For example, “A quality engineer determines that the probability that a randomly-selected product from the assembly line is defective is 3%. If she randomly selects a sample of 400 products, how many are likely to be defective?”
Indicator 1E
Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.
Materials are coherent and consistent with the Standards. Examples of connections between major work to major work and/or supporting work to supporting work throughout the materials, when appropriate include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-5: Describe Cross Sections of Three-Dimensional Figures, Session 2, Lesson Quiz, Problem 10 connects the supporting work of 7.G.A (Draw, construct, and describe geometrical figures and describe the relationship between them.) to the supporting work of 7.G.B (Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.) as students describe the two-dimensional figures that result from slicing three-dimensional figures and solve real-world and mathematical problems involving areas of two- and three-dimensional objects. The problem reads, “A student in your class states that the area of a cross section of a pyramid that is parallel to the base of the pyramid is equal to the area of the base of the pyramid. What can you tell this student about the cross section of the pyramid?”
Unit 4: Solve Problems Involving Percentages, Lesson 4-3: Solve Percent Change Problems, Session 1, Guided Exploration, Arctic Sea Ice Extent, connects the major work of 7.RP (Ratios and Proportional Relationships) to the major work of 7.EE (Expressions and Equations) as students use proportional relationships to solve multistep ratio and percent problems that involve real-life problems posed with positive and negative rational numbers in any form. The problem reads, “From 2000 to 2020, the Arctic sea ice extent decreased from an area of 5,512,000 square miles to 3,360,000 square miles. By what percent has the area of the Arctic sea ice extent decreased over the 20-year period?”
Unit 5: Sampling and Statistics, Lesson 5-5: Assess Visual Overlap, Session 1, Guided Exploration, Rice Production connects the supporting work of 7.SP.A (Use random sampling to draw inferences about a population.) to the supporting work of 7.SP.B (Draw informal comparative inferences about two populations.) as students use data from a random sample to draw inferences about a population with an unknown characteristic of interest and use measures of centers and variability for numerical data from random samples to draw informal comparative inferences about two populations. The problem states, “The number of rice farms is decreasing. However, because of improved civilization methods, the amount of rice production appears to be increasing. What can you conclude about annual rice yields by analyzing the box plots of the 2000 and 2022 rice yields?”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-3: Solve Equations , Session, Guided Exploration, Kennel Up connects the major work of 7.EE.A (Use properties of operations to generate equivalent expressions.) to the major work of 7.EE.B (Solve real-life and mathematical problems using numerical and algebraic expressions and equations.) as students apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients and use solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form. The problem reads, “An animal hospital wants to install 7 kennels that will cover 162.5 square feet of floor space. Each kennel will be 5 feet deep and will be separated by a 2-inch-wide-wall. What will the width of the kennel be? Students are expected to define a variable, write an equation to represent the situations, and solve the equation.”
Indicator 1F
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 Reveal Math 2025 Grade 7 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.
Within Unit and Lesson Overviews, a Coherence section provides information about ”What Students Have Learned, What Students Are Learning, and What Students Will Learn Next.” Each lesson contains a Math Background section that identifies the concepts and skills students have learned in previous grades and units that build towards current content.
Content from future grades is identified and related to grade-level work. For example:
Unit 2: Solve Problems Involving Geometry, Unit Overview, Coherence, What Students Will Learn Next, connects the current grade-level work as, “Students use relationships among angles to find unknown angle measures,” to future work where “Students explore the relationships among the angles in a triangle and among the angles formed when parallel lines are cut by a transversal. (Grade 8)”
Unit 8: Solve Problems Using Equations and Inequalities, Unit Overview, Coherence, What Students Will Learn Next, connects the current grade-level work as, “Students solve two-step equations of the form and the form ” to future work where “Students solve linear equations in one variable and pairs of simultaneous linear equations. (Grade 8).”
Unit 9: Probability, Unit Overview, Coherence, What Students Will Learn Next, connects the current grade-level work as, “Students find the probability of an event by expressing it as number between 0 and 1 and classify the likelihood of an event happening,” to future work where “Students explore concepts of independence and conditional probability. (High School)”
Materials relate grade-level concepts explicitly to prior knowledge from earlier grades. For example:
Unit 3: Proportional Relationships, Unit Overview, Coherence, connects the current grade-level work as, “Students determine the constant of proportionality,” to prior knowledge where “Students understood rates as a kind of ratio that compares quantities that may have different units. (Grade 6)”
Unit 5: Sampling and Statistics, Unit Overview, Coherence, connects the current grade-level work as, “Students analyze the means of multiple samples, predict the population mean, and describe the variability of the distribution of sample means.” to prior knowledge where “Students described data using measures of center and variability. (Grade 6)”
Unit 7: Work with Linear Expressions, Unit Overview, Coherence, connects the current grade-level work, “Students expand linear expressions using the Distributive Property.” to prior knowledge where “Students applied the Distributive Property to multiply and divide. (Grade 6)”
Indicator 1G
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 Reveal Math 2025 Grade 7 foster coherence between grades and can be completed within a regular school year with little to no modification.
The Teacher Edition and Implementation Guide provide pacing that fits within a typical 180 day school year. The pacing guide is based on daily classes of 45 minutes. As designed, the instructional materials can be completed in 169 days. For example:
124 days of content-focused lessons
10 days of Unit Opener with Ignite
20 days of Mathematical Modeling
4 days of Math Probes
8 days of Unit Assessments
3 days of Benchmark Assessments
Grade 7 consists of ten units. Each Unit is broken down into Lessons which include additional resources for differentiation, additional time, and additional practice activities. Each lesson consists of two session pacing options: Session 1 and Session 2. Session 1 includes Number Routines, Launch, Explore (Activity-Based Exploration and Guided Exploration), Assess to Inform Instruction, and Practice. Session 2 includes Number Routines, Launch, Develop (Activity-Bases Exploration and Guided Practice), Summarize and Apply, Assess to Inform Differentiation, and Practice.
Additional Resources that are not counted in the program days include:
End-of-Year-Assessment
Unit Reviews
Fluency Practices
Performance Tasks
Readiness Diagnostic Assessments
Overview of Gateway 2
Rigor & the Mathematical Practices
The materials reviewed for Reveal Math 2025, Grade 7 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
v1.5
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 Reveal Math 2025, Grade 7 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
Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
Materials provide opportunities for students to develop conceptual understanding throughout the grade level. Unit Overviews outline the three parts of rigor - conceptual understanding, procedural skill & fluency, and application. The Be Curious activities, which occur during the Launch, focus on sense making with different routines, such as the Notice and WonderTM. During the Explore & Develop (Activity-Based and Guided Exploration), instruction links the sense-making activity to conceptual understanding, ensuring students understand the “why” behind operations and other important mathematical skills. Additionally, the eToolkit provides eTools to help students develop a conceptual understanding of math concepts.” Examples include:
The Unit Overview outlines the three parts of rigor–conceptual understanding, procedural skill & fluency, and application. In the Unit Overview for Chapter 3: Proportional Relationships, “Students explain proportional relationships using tables, graphs, and equations, understand the unit rate informally as a measure of steepness of the related line, called the slope, and distinguish proportional relationships from other relationships. (7.RP.2)
Unit 5: Sampling and Statistics, Lesson 5-2: Identify Unbiased and Biased Samples, Launch, Session 1, Be Curious: Notice & Wonder, students discuss similarities and differences between the images shown about a survey, “How are they the same? and How are they different?” Students can also be asked the following questions: “What is the purpose of each survey, What type of responses might result from each survey, and Would each survey method favor a group of students? Why or why not?” Students are given two examples of how two students will conduct their surveys. (7.SP.1)
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-2: Add Integers and Rational Numbers, Explore, Session 1, Guided Exploration, Guardian of the Reef, students explore the addition of positive and negative integers through the context of an underwater statue. The problem states, “The Guardian of the Reef is a bronze casting that stands as a symbol of environmental stewardship in the water off the Grand Cayman Island. The bottom of the statue sits on the ocean floor at 60 feet below the surface. How far below the water’s surface is the top of the crown of the Guardian of the Reef.” Students are asked the following questions, “How can you determine the integer that represents the depth of the base of the statue? What integer represents the depth beneath the top of the statue’s crown? How can you tell?, “What number line could help you understand and evaluate the expression ?” Students are shown a picture which gives the height of the reef. Students are given two ways to solve this problem and the first way is to use a number line and students are provided with a number line that shows the expression . (7.NS.1)
Unit 7: Work with Linear Expressions, Lesson 7-1: Combine Like Terms, Explore, Session 1, Guided Exploration, Electric Vehicles, students write an expression to represent the perimeter of a figure. Then they combine like terms to write the expression in simplest form. The problem states, “The motors of electric vehicles must be created exactly to the specifications presented by the engineers. The dimensions of the motor’s base is determined by the type of vehicle in which it is installed. What expression in simplest form represents the required perimeter of the rectangular base of the motor?” Students can be asked the following questions, “How may representing the expression with algebra tiles help you to see like terms? Why can you move the x-tiles to simplify the expression? The -1-tiles?, How could you use algebra tiles to represent each term of ?” Students are given pictures of algebra tiles to represent the given problem. (7.EE.1 and 7.EE.2)
Unit 9: Probability, Lesson 9-1: Understanding Probability, Launch, Session 1, Be Curious: Notice & Wonder, students are given a five-day forecast with a high and low temperature and a certain percentage chance of rain for each day. Students are asked the following discussion questions, “What do you notice?, What do you wonder?, What predictions can you make about the weather during the week?, What type of weather is least likely to occur during the week?, How might you use the forecast information to plan an outdoor event this week?” (7.SP.5)
Materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade level. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-3: Analyze Attributes of Geometric Figures, Launch, Session 1, Be Curious: Notice & Wonder, students explore relationships between a square and a rhombus. It states, “What questions can you ask? Why might you use models like these to make figures? What characteristics can you identify from each figure? In Pause and Reflect, students share their thinking about the characteristics of the figures. How can you change the characteristics of each figure? Establish Mathematics Goals to Focus Learning Let’s think about how the two quadrilaterals are related. What seems to be true about the side lengths in each figure? How might we compare a triangle with the quadrilaterals? What does that suggest about quadrilaterals?” (7.G.2)
Unit 5: Sampling and Statistics, Unit Review, Questions 18 and 19, students determine if a sampling method is biased or unbiased and whether the inferences made are valid. The problem states, “An amusement park director asks every 10th person that enters the park to vote on their favorite attraction. The results are shown below. Based on the results, the director infers that the most popular attraction is the rollercoasters. 18. Is the sampling method biased or unbiased? Explain. 19. Is the inference made by the director valid? Explain.” Students are given a table of information with the attractions and the percent of votes. (7.SP.1)
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-2: Add Integers and Rational Numbers, Summarize & Apply, Apply: Find the Charge of the Ion, students use their knowledge of positive and negative integers to answer a question about a nitrogen atom and ion. The instructions state, “In an atom, the number of positively charged protons is equal to the number of negatively charged electrons. However, atoms that do not have exactly 2, 10, or 18 electrons tend to gain or lose electrons to fill their outer shell, creating a charged atom called an ion. A nitrogen atom has 7 protons, so it only has 2 shells. Question: What will be the charge of a nitrogen ion?” Students are provided a picture of ion with the headings: 1st shell: can hold up to 2 electrons, 2nd shell: can hold up to 8 electrons, 3rd shell: can hold up to 8 electrons. (7.NS.1)
Unit 7: Work with Linear Expressions, Lesson 7-2: Expand Linear Expressions, Practice, Question 1, students use properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. The problem states, “A basketball court has the dimensions shown. A border with a width of x feet is built surrounding the basketball court. What is the perimeter of the basketball court and border? Write the expression in simplest form.” Students are given a picture of a basketball court which dimensions labeled 92 ft and 49 ft and with border of x labeled on each dimension. (7.EE.1 and 7.EE.2)
Unit 9: Probability, Lesson 9-1: Understand Probability, Lesson Quiz, Error Analysis, Question 14, students use their understanding that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. The problem states, “A classmate states that it is equally likely to roll a number greater than 4 on a six-sided number cube with sides labeled 1-6. Explain two ways your classmate can change the statement to make it true.” (7.SP.5)
Indicator 2B
Materials give attention throughout the year to individual standards that set an expectation for procedural skill and fluency.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
Materials provide opportunities for students to develop procedural skill and fluency throughout the grade level. Reveal Math provides students with multiple opportunities to revisit concepts and develop these areas of fluency within each unit. Implementation Guide (page 58) “Number Routines provide students with daily opportunities to develop number sense, deepening their understanding of number relationships. In addition, every unit reviews a computational strategy previously learned to revisit concepts and strategies adding to students’ flexibility when choosing methods.” Examples include:
Unit 5: Patterns of Association, Fluency Practice, the materials state, “Fluency practice helps students develop procedural fluency, that is, the “ability to apply procedures accurately, efficiently, and flexibly.” Because there is no expectation of speed, students should not be timed when completing the practice activity.” According to the Build Fluency section, “Objective Students build fluency with relating unit rate with slope. As students work to develop fluency with unit rates, have them reflect on and share with classmates the strategies they find the most useful.” Fluency Talk states, “How would you describe the relationship between the slope of a linear graph and the unit rate for the relationship it shows?”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-1: Terminating and Nonterminating Decimals, Session 2, Guided Exploration, students develop procedural skill and fluency as they convert rational numbers to decimals. The materials state, “Tyrone is trying to make a pie chart with 3 equal sections, but he cannot find a decimal that equally represents the sections.” Teacher guide states, “Students explore how to evaluate a division expression that results in a repeating decimal. Have students work in small groups or with a partner to evaluate the division expression .” This activity provides an opportunity for students to develop procedural skill and fluency of 7.NS.2d (Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats).
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-1: Solve Equations: , Explore, Session 1, Activity-Based Exploration, “Students explore solving equations in the form by applying properties of equality and by reasoning about real-world connections to their strategy and solution. Group students in pairs or small groups. Write the equation as well as an example of an equation of this form. Have students generate several more equations of this form before having them read and respond to the Introductory Question in their Activity Exploration Journal. How can you solve equations in the form ? Have students read the scenario on the Teaching Resource page. The students will write an algebraic solution by sorting the cards into a logical order. Then have students choose two description cards that correctly interpret their solution to the given scenario. Students will not need to use all of the cards on the resource page. Provide a set of algebra tiles for each pair to model their solution process.” Students develop procedural fluency and conceptual understanding of 7.EE.4a (Solve word problems leading to equations of the form and , , , and are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.)
Materials provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade level. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-1: Solve Problems Involving Scale Drawings, Number Routines, In My Head, students decide which tool–mental math, paper and pencil, or calculator–is most appropriate for them to evaluate the expressions given. The materials state, “In My Head? empowers students to think flexibly about computing and evaluating on paper or in their head. Students determine which of the given expressions they could do mentally and share how they would do so. Students also talk about why certain problems are better done on paper or even with a calculator.” This activity provides an opportunity for students to develop procedural skill and fluency of 7.G.1 (Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale).
Benchmark Assessment, Item 11, students develop procedural skill and fluency with finding unknown angle measures. The materials state, “Angles ABD and DBC are complementary. What is the measure of angle DBC?” This activity provides an opportunity for students to develop procedural skill and fluency of 7.G.5 (Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure).
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-3: Solve Equations , Differentiate, Reinforce Understanding, Independent Work, Exercises 5-6, students solve two-step equations in the form . The materials state, “For exercises 5 and 6, solve each equation using any method. Show your work. 5. 6. .” This activity provides an opportunity for students to develop procedural skill and fluency of 7.EE.4a (Solve word problems leading to equations of the form and , , , and are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.)
Indicator 2C
Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.
There are multiple routine and non-routine application problems throughout the grade level, including opportunities for students to work with teacher support and independently. The materials state, “While single and multi-step application problems are included across various portions of lessons, independent application opportunities are most often found within the Apply section. Many Apply problems provide multiple options, helping to build student agency through choice.” Materials provide opportunities for students to engage with routine application problems throughout the grade level. Examples include:
Unit 7: Work with Linear Expressions, Lesson 7-2, Expand Linear Expressions, Session 1, Practice, Item 7 states, “A contractor is building a raised deck with the dimensions shown on the back of a house. The contractor is going to add a railing along the two shorter sides and one of the longer sides of the deck. What expression represents the length of railing needed to go around the three sides of the deck? Write the expression in simplest form.” Students are shown a rectangle with a width of ft and a height of ft. (7.EE.1)
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-3: Understand Additive Inverse, Differentiate, Reinforce Understanding, Independent Work, students apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. The materials state, “A number and its additive inverse have a sum of zero. An additive inverse can help you determine the range between a positive and negative number. 1. A football team loses 6.5 yards on the first down. On second down, it gains 6.5 yards, How many yards is the football team from their starting yard line? 2. On her first turn, Michaela moves forward 5 spaces. On her second turn, she moves back 5 spaces. What position will she be in after her second turn? 3. The Earth’s highest elevation is the summit of Mt. Everest, measuring 8,848 meters above sea level. The Earth’s lowest land elevation is at the Dead Sea, measuring 420 meters below sea level. What is the range of elevations?” (7.NS.1)
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-2: Write Two-Step Equations, Summarize & Apply, Apply: STEAM Fun, students solve multi-step real-life and mathematical problems posted with positive and negative rational numbers. The materials state, “A school district contracted 7 charter buses to take students to a STEAM competition. There are 350 students signed up for the events, as well as 29 chaperones. The table shows how many seats are still available on each bus. Question 1, Assuming the charter buses have the same number of seats, how many seats are on each bus? Question 2, A different charter bus service rents buses with a capacity of 47 passengers. The equation is used to represent the scenario. What does each term of the equation represent in the scenario? What does the variable represent?” (7.EE.3)
Within the Implementation Guide, Focus, Coherence, Rigor, Application, “Students encounter real- world problems throughout each lesson. The On My Own exercises include rich, application-based question types, including Error Analysis and Extend Thinking. Lesson differentiation provides opportunities for application through the STEM Adventures. The unit performance task and the Mathematical Modeling Project, both found in the Student Edition offer additional opportunities for students to apply their knowledge of math concepts to solve non-routine application problems.” Examples of non-routine application problems include:
Unit 2: Solve Problems Involving Geometry, Mathematical Modeling, Urban Planning, Project One, students solve problems involving scale drawings of geometric figures. The materials state, “Your town is holding a contest to design a new park. The park will be in the shape of the model shown below and will have an approximate area of acre (or about 20,000 square feet). Use what you know about scale drawings and geometric figures to design your dream park in the model below. Think about the different types of park features and how to attract the most guests.” (7.G.1)
Unit 3: Proportional Relationships, Lesson 3-6: Use Proportional Reasoning to Solve Multi-Step Ratio Problems, Summarize & Apply, Apply, Creating a Time-Lapse Video, students use proportional relationship to solve multi-step ratio and percent problems. “A group of students wants to create a 2-minute-long time-lapse video of a plant growing from a seed over a two-week period. They will set up the timer on the camera to take photographs at a set interval of time. They determine that they will need 30 photographs for every second of video. Question: How can the students set up the camera to capture the photographs they will need to create the video?” (7.RP.3)
Unit 5: Sampling and Statistics, Mathematical Modeling, Pesticide Sampling, students design a study to collect soil samples from the middle school grounds, which will be analyzed for banned pesticides. The materials state, “Environmental engineers can tell when a banned pesticide has been used by testing the water or soil surfaces for residue chemicals from the banned pesticides. You and your classmates want to determine whether any banned pesticides have been used in the area of your middle school. You find out that a local university will analyze any samples you collect for pesticides. Design a study to determine the effect of banned pesticides on a middle school campus. Your study should include the following: the chemical or chemicals you will be testing for, how you plan to conduct your sample, how your results will be used to make inferences, how actions you plan on taking based on the inferences you make.” (7.SP.2)
Indicator 2D
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 Reveal Math 2025 Grade 7 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 the grade. Examples where instructional materials attend to conceptual understanding, procedural skill and fluency, or application include:
Unit 3: Proportional Relationships, Lesson 3-5: Describe Proportional Relationships, Summarize & Apply, Apply: Turning Up the Heat, students apply their understanding of proportional relationships in a real-world scenario. The materials state, “A gas is being heated in a 500-cubic centimeter glass container. The diagram shows the volume of the gas at two different temperatures. Question 1 Is the gas likely to escape from the container when it heats 375°? Justify your reasoning. Question 2 At what temperature will the gas begin to leak out from the top of the container? Choose a question to answer. Then answer it in the space below.” (7.RP.2)
Unit 5: Sampling and Statistics, Lesson 5-2: Identify Unbiased and Biased Samples, Explore, Session 1, Activity-Based Exploration, Unbiased and Biased Samples, students develop conceptual understanding of random sampling, representative samples, and supporting valid inferences. The materials state, “Hands-On: Provide students with access to a large tub of interlocking building bricks. Students work in groups of 3 or 4. Give groups time to brainstorm about various ways that they could obtain samples from the tub. Structure the class so that initially, one group has access to the tub at a time. Make sure students understand that each member of the group must obtain a sample using the method agreed upon by the group. Have students use the table in the Teaching Resource to guide them in analyzing their sampling strategies. Remind students to return their bricks to the tub before obtaining their next sample, so that representative samples remain available.” (7.SP.1)
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-5: Multiply Integers and Rational Numbers, Lesson Quiz, Question 3, students practice procedural skill and fluency as they multiply and divide rational numbers. Question 3 states, “A school reduces the amount of paper by 75 pounds per week by switching to electronic documents. Write an expression that represents the reduction in paper usage after 6 weeks. How much does the school reduce its paper usage in 6 weeks?” (7.NS.2c)
Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single unit of study throughout the materials. Implementation Guide, Lesson Walk-Through, Rigor, state “Every lesson describes the main rigor focus of each lesson based on the goals and expectations of the standards.” The Apply section states, “The Apply offers students a non-routine problem to solve. Many Apply problems provide multiple options, helping to build student agency though choice. The Teacher Edition offers scaffolded prompts that the teacher can ask students who may need support getting started.” Practice & Reflect states,“Practice & Reflect provides students with practice that address all elements of rigor.” Many lessons include more than one aspect of rigor. Examples include:
Unit 2: Solve Problems Involving Geometry, Performance Task, students build conceptual understanding and apply their understanding to solve problems using scale drawings of geometric figures, use formulas for the area and circumference of a circle, and solve real-world and mathematical problems. The materials state, “Priya works as an urban planner for a town. She is helping to design a new park and recreation area. Part A The park will be built on a rectangular parcel of land that is 1,00 feet long and 300 feet wide. Priya creates a scale drawing of the park, with a scale of 1 inch = 40 feet. What are the dimensions of her scale drawing? Part B A picnic pavilion on the scale drawing has the dimensions shown. Explain how to use the scale to find the area of the actual pavilion. Then find the area. Part C A circular fountain on the scale drawing has a diameter of 1 inch. What is the actual circumference of the fountain? How much space will the fountain cover?” (7.G.1, 7.G.4, 7.G.6)
Unit 3: Proportional Relationships, Lesson 3-4: Represent Proportional Relationships with Equations, Explore, Session 1, Guided Exploration, Clay Animation, students build conceptual understanding, use application, and develop procedural fluency to recognize and represent proportional relationships between quantities. The materials state, “Clay Animation is a form of animation where animators sculpt characters from clay-like materials, arrange the items on a set, and photograph. The animators move the figures by hand for the next shot. To produce 5 minutes of film, animators take 3,600 photos. Each minute of a clay animation requires 720 photos. How can you determine the number of photos needed for any number of minutes of a clay animation film? One Way Make a table of values. Another way: Use an equation. Let’s Explore More: a. How can you use the equation to determine the number of photos an animator needs for a 30-second-long animation? b. A different kind of animation requires 540 photos for one minute of animation. What equation could you use to determine the number of photos an animator needs for a 7-minute-long animation?” (7.RP.2)
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-6: Write and Solve Two-Step Inequalities, Session 2, Guided Exploration, Emperor Penguins, students build conceptual understanding and develop procedural fluency as they explore solving inequalities that require a multiplication step. The materials state, “A team of 4 scientists has a grant to study a colony of emperor penguins. The grant provides funding for each scientist to study at most 50 penguins. There are currently 140 adult penguins in the study and as chicks hatch, they are added to the study. How many chicks can be added to the study under this grant?” Let’s Explore More, “a. What do you notice about the following 4 expressions? , , , ” (7.EE.3)
Criterion 2.2: Math Practices
Materials meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice (MPs).
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for practice-content connections. The materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).
Indicator 2E
Materials support the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for supporting the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.
Within the Implementation Guide, Math Practices states, “To think like mathematicians, students must build thinking habits that help them develop a problem-solving frame of mind. Reveal Math helps students build proficiency with these important thinking habits and problem-solving skills through the Math is... Prompts found in every lesson. These prompts model the kinds of questions students can ask themselves to become proficient problem solvers and doers of math.” The Standards for Mathematical Practice are identified for teachers in the Lesson Overviews, and within the lesson margins labeled in orange as “Math Practices and Processes” or “MPP”. Although most lessons offer opportunities for students to engage with more than one Standard for Mathematical Practice, this guidance identifies a focus MP within each lesson. The notes also provide lesson-specific information, ideas, and questions teachers can use to deepen students’ engagement with the focus MP.
MP1 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students make sense of problems and persevere in solving them as they work with support of the teacher and independently throughout the modules. Examples include:
Unit 4: Solve Problems Involving Percentages, Unit Overview, Math Practices, Make Sense of Problems and Persevere in Solving Them. The materials state, “The ability to make sense of problem situations and persevere in solving them is an essential skill, not only in middle and high school mathematics but also in academic and real-world situations. Helping students analyze problems and identify a solution path will help them succeed in higher-level mathematics. Encourage students to make connections between problem situations and similar problems they have solved before. Focus students’ attention on identifying the important information that is provided and the information they need to find. Encourage students to persevere when they get stuck by discussing the problem and possible entry points. Provide consistent opportunities for students to focus on making sense of problems. Some suggestions include: Have students highlight, underline, or write bullets with the key information in the problem. Have students mark up problems involving percentages by circling the part, underlining the percent, and boxing the whole (or using similar markings) to help them set up the percent equation and identify the missing information. Have students discuss problems with a partner before solving to help them devise a solution method. Engage students in conversation about their solution plans.”
Unit 4: Solve Problems Involving Percentages, Lesson 4-6: Solve Percent Error Problems, Explore, Session 1, Guided Exploration, Sunflower Seeds, students identify the information given in the problem, and discuss how they can use that information to begin solving…” The materials state, “A vendor at a farmer’s market claims that his sunflowers have 1,500 seeds. Imani buys a sunflower from the vendor and counts the seeds to see how many seeds are actually on the flower. She counts 1,821 seeds on the flower she purchased. By what percent does the vendor’s claim differ from the number of seeds Imani counted? Step 1: Find the difference between the quantities. Step 2: Find the percent represented by the error. Let’s Explore More: a. Give an example of a situation where a small percent error could be a major issue. Then give an example of a situation where a large percent error is not a major issue. Explain why this is important. b. Is the statement, “A small error results in a small percent error” sometimes, always, or never true? Explain your reasoning.”
Unit 9: Probability, Lesson 9-6: Simulate Chance Events, Develop, Session 2, Activity-Based Exploration, students analyze the information in the problem and determine if their answers make sense. The materials state, “1. Present: Provide the following scenario and flawed response: Players at a carnival game win about 20% of the time. To simulate the probability that the next six players will win, a spinner is divided into 5 equal sections in which 1 of the sections represents a win. The spinner is then spun 6 times and the number of wins is recorded. 2. Prompt: Prompt students to identify the error in the statement and think of a way to change the statement to make it mathematically correct. 3. Share: Pairs share out their draft improved response. 4. Refine: Students refine their own draft response, as needed. Facilitate a whole-class discussion regarding the students’ responses to the Concluding Questions. Using evidence of student thinking that you gathered while students were completing the Math Language Routine, sequence students’ sharing of findings to highlight different approaches and thinking strategies used to respond to the Concluding Questions. What factors are important to consider when designing a simulation model? Why is experimental probability used with simulation? MPP: Students should recognize that when they design a simulation, they are designing an experiment. Each time the simulation is performed is a trial.”
MP2 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students reason abstractly and quantitatively as they work with support of the teacher and independently throughout the modules. Examples include:
Unit 3: Proportional Relationships, Lesson 3-1: Connect Ratios, Rates, and Proportions, Explore, Session 1, Guided Exploration, Salt-Water Aquarium, students understand the relationships between problem scenarios and mathematical representations as they compute unit rates associated with ratios of fractions. The material states, “Jacob is setting up a salt-water aquarium. The aquarium needs to have a salinity level of 35 grams of salt per kilogram of water (1,000 = 1 kg). How much salt will Jacob need to add to the water for the salinity level to be correct? One Way, Use a table of equivalent ratios. Another Way, Use an equation.” Let’s Explore More “a. How is finding an unknown in a proportion similar to determining equivalent ratios? b. Ayana is setting up a salt-water aquarium that holds 120 kilograms of water. How much salt will she need if she maintains the same salinity level?”
Unit 4: Solve Problems Involving Percentages, Lesson 4-1: Connect Percentages and Proportional Reasoning, Explore, Session 1, Guided Exploration, Protecting the Goal, students represent situations symbolically as they use proportional relationships to solve multistep ratio and percent problems. The materials state, “The game stats for the goalkeeper for the local soccer team are shown. What percent of the shots taken did the goalkeeper save? You can use proportional reasoning to solve problems involving percentages. Step 1: Draw a tape diagram to represent the problem. Step 2: Use the tape diagram to write a proportion. Step 3: Solve the proportion. Let’s Explore More: a. What proportion can be used to determine the percent of goals scored? MPP: Ask students to share their thinking about tools they can use to represent the relationship.”
Unit 8: Solve Problems Using Equations and Inequalities, Unit Overview, Math Practices, Reason Abstractly and Quantitatively states, “Writing and solving algebraic equations and inequalities is a foundational skill for higher-level mathematics. Helping students to reason abstractly and quantitatively in order to represent and solve mathematical and real-world situations with equations and inequalities will provide them with the skill set they need to be successful in high school mathematics and beyond. Encourage students to think of problems they have solved in the past when making sense of new problems. This can help them identify appropriate solution methods. Focus students’ attention on the relationships between quantities in a problem and how they can use the relationships to determine an appropriate solution method, including identifying the operations and symbols needed to represent the situation. Provide consistent opportunities for students to focus on reasoning. Some suggestions include the following: Students work with partners to craft a scenario that can be modeled with a linear equation or inequality. Student-groups exchange scenarios and write an equation or inequality to model each other’s scenarios. Give student-pairs the graph of the solution of an inequality. Have student-pairs write the inequality that the graph represents. Then have students write one- and two-step inequalities with that solution set.”
Indicator 2F
Materials support the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for supporting the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.
Within the Implementation Guide, Math Practices states, “To think like mathematicians, students must build thinking habits that help them develop a problem-solving frame of mind. Reveal Math helps students build proficiency with these important thinking habits and problem-solving skills through the Math is... Prompts found in every lesson. These prompts model the kinds of questions students can ask themselves to become proficient problem solvers and doers of math.”
Students construct viable arguments and critique the reasoning of others in connection to grade-level content as they work with support of the teacher and independently throughout the units. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-7: Solve Problems Involving Volume, Explore, Session 1, Guided Explanation, Fish Tank, students construct viable arguments as they explore volume of an irregular right prism in a real-world situation. The materials state, “Sani bought a pentagonal tank at a yard sale that he plans to use for saltwater fish. To get an idea of how much salt to purchase for the tank, Sani needs to determine the volume of the tank. How much water does the tank hold? Math is… Explaining, What argument can you use to explain the solution? Have students discuss their arguments explaining the solution with a partner, asking and answering questions to ensure their arguments are sound.”
Unit 4: Solve Problems Involving Percentages, Performance Task, students construct viable arguments as they use proportional reasoning to solve multi-step percent problems. The materials state, “DeShawn works at a company that creates reusable packaging. Part A: DeShawn sent a survey to 560 companies asking if they would be interested in reusable packaging for their products. 255 companies expressed interest. What percent of the companies surveyed expressed interest in reusable packaging? What factor (s) might prevent a company from using the reusable packaging? Part B: DeShawn sent surveys to the residents of two different cities to find out their thoughts on reusable packaging. In Johnstown, 88% of 640 people responded that they would like to see companies use reusable packaging. In Springfield, 646 of 760 were in favor of reusable packaging. In which city did residents have a greater interest in reusable packaging? Explain. Part C: DeShawn’s company has a goal of increasing the number of companies using their packaging by 10% over a five-year period. Five years ago, 242 companies used their packaging. If DeShawn’s company reached its goal, how many companies would be using their packaging now? Explain.”
Unit 5: Sampling and Statistics, Unit Overview, Math Practices, Construct Viable Arguments and Critique the Reasoning of Others states, “Proficiency in sampling and statistics not only requires students to be able to analyze data, but also to be able to recognize flawed inferences. Helping students develop the ability to justify their reasoning and explain why others’ reasoning is flawed will provide them with skills for inside and outside the classroom. Encourage students to look at survey questions, sampling methods, and analysis critically. Students should be able to explain how each step contributes to the validity or invalidity of inferences about the population. Guide students to use the key terms from the unit when formulating arguments. Using correct mathematical language helps students craft more effective arguments and justifications for their reasoning. Provide consistent opportunities for students to focus on constructing viable arguments and critiquing the reasoning of others. Some suggestions include: Students generate statistical questions about a population and exchange with a partner. Partners design a sampling method for each question and justify their method based on whether it would produce a representative sample. Give partners data from surveys and have them make inferences about the population from the data. Students can make written or verbal statements about their inferences with justifications. Partners can critique each other’s reasoning.”
Unit 9: Probability, Lesson 9-3: Theoretical Probability of Simple Events, Develop, Session 2, Activity-Based Exploration, Activity Debrief, Stronger and Clearer Each Time: Successive Pair Share, students construct viable arguments and critique the reasoning of others as they explore uniform probability models. The materials state, “1. Think Time: Give students 5-10 minutes to review their response to the Concluding Question from the previous session and to think about what they will say to their first partner to explain the summary of what they have learned. 2. Structured Pairing: Using a successive pairing structure, students explain their response to at least two different partners. Each time, the students speaking focuses on explaining their reasoning clearly and precisely. The student listening asks clarifying questions to help their partner to be clearer and more precise in their communication. 3. Post-Write: Students revisit and revise as needed their response to the Concluding Questions. Math is… Justifying, Remind students that they can use mathematical terms, drawings, and properties as justifications.”
Indicator 2G
Materials support 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.
The materials reviewed for Reveal Math 2025 Grade 7 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.
Within the Implementation Guide, Math Practices states, “To think like mathematicians, students must build thinking habits that help them develop a problem-solving frame of mind. Reveal Math helps students build proficiency with these important thinking habits and problem-solving skills through the Math is... Prompts found in every lesson. These prompts model the kinds of questions students can ask themselves to become proficient problem solvers and doers of math.”
MP4 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students model with mathematics as they work with teacher support and independently throughout the modules. Examples include:
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-6: Divide Integers and Rational Numbers, Explore, Session 1, Guided Exploration, How Much Money, students explore the meaning of division with negative numbers by modeling the situation with an appropriate representation and using an appropriate strategy. The materials state, “DeShawn wants to buy the video game system shown. He asks his parents to loan him the money and makes a plan to pay them back by making the same payment each month for 12 months. How much money will DeShawn owe his parents each month? One Way Use a number line. Another Way Use division. MPP: Have students reread the problem focusing on quantities and descriptive words that can help them understand the meaning of the quantities in the context of the situation. Then have them describe to a partner how they would represent the problem mathematically.”
Unit 7: Work with Linear Expressions, Lesson 7-3: Add Linear Expressions, Explore, Session 1, Guided Exploration, Mosaic, students describe what they do with algebra tiles and how it relates to the situation as they simplify when adding two linear expressions. In the first method, algebra tiles are used to demonstrate the process. In the second method, the expression is rewritten by using the additive inverse, “An artist is designing a mosaic pattern using glass tiles and stone tiles set in rows. The number of each type of tile will be based on the row number. An expression to find the number of each type of tile needed based on the row number x is shown. What expression in simplest form represents the total number of tiles in a row? One Way Use algebra tiles. Another Way: Use properties to simplify the expression. MPP: Have students describe how to add linear expressions using algebra tiles to a partner. Listen for understanding that like tiles can be grouped and that pairs of opposite tiles can be removed.”
Unit 9: Probability, Lesson 9-2: Experimental Probability of Simple Events, Develop, Session 2, Guided Exploration, Probability of a Pearl, students calculate experimental probabilities and check to see whether their answer makes sense. The materials state, “Talia wants to calculate the probability of finding a pearl in an oyster. She collects a bucket of 103 oysters, opens each one, and finds that none of them have a pearl. Based on the oysters that Talia opened, what is the experimental probability of finding a pearl in an oyster? MPP: Have students brainstorm potential questions with a partner and describe how these questions help them to better define the problem.”
Implementation Guide, Unit Walk-Through, Mathematical Modeling, “As part of the STEM focus, each unit ends with a Mathematical Modeling project that offers students the opportunity to apply the math concepts they have learned. Each Unit contains two options from which students can choose, promoting engagement and student agency. These STEM-focused projects also encourage students to make decisions about how to approach the project, what mathematics to use, and how to present their project findings.”
MP5 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students choose tools strategically as they work with teacher support and independently throughout the modules. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-8: Solve Problems Involving Circumference of Circles, Explore, Session 1, Guided Exploration, Exercising Horses, students choose appropriate tools and/or strategies that will help develop their mathematical knowledge as they explore the relationships among radius, diameter, and circumference. The materials state, “Horse trainers use lunge lines to exercise horses in circular training pens. In one pen, a trainer uses a 30-foot-long line and the horse walks 188.4 feet in one lap. In a different pen, the trainer uses a 20-foot-long line and the horse walks 125.6 feet in one lap. How do the lengths of the lunge lines and one lap around each pen relate? MPP: Discuss with students the different technology tools they are familiar with, and how they could use one to find the relationship between circumference, radius, and diameter.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-2: Write Two-Step Equations, Explore, Session 1, Guided Exploration, Donating Hair, students use technological tools, as appropriate, to explore and deepen their mathematical understanding. The materials state, “To donate hair to a non-profit organization, a ponytail must be 300 millimeters in length. On average, hair grows at a rate of about 0.4 millimeter per day. Aiden’s ponytail is currently 110 millimeters long. About how many days will it take Aiden’s hair to grow to be long enough to donate? MPP: Have students explain how they would use technology to solve the equation.”
Unit 9: Probability, Unit Overview, Math Practices, Use Appropriate Tools Strategically states, “Throughout the unit, students explore and apply tools to generate and represent outcomes for probability experiments. They use spinners, number cubes, coins, and random-number generators to generate outcomes for experiments and tree diagrams, tables, and organized lists to represent sample spaces. Proficiency in choosing tools is a skill that is key to success in the student of probability, and applicable to all areas of mathematics. As students use various tools throughout the unit, engage them in conversation about what insight they expect to gain from the tool and any limitations the tool might have. Encourage students to use tree diagrams, tables, and organized lists to represent the sample space of compound events so that they can gain proficiency with all three tools. Provide consistent opportunities for students to focus on structure. Some suggestions include: Students work with partners to compare the benefits and limitations of using tree diagrams, tables, and organized lists to represent the sample space of compound events. Student-groups discuss situations for which a random-number generator is a useful tool to generate outcomes and situations for which it is not useful. Challenge students to think about how the likelihood of each possible outcome affects how a random number generator should be used.”
Indicator 2H
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 Reveal Math 2025 Grade 7 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.
Within the Implementation Guide, Math Practices states, “To think like mathematicians, students must build thinking habits that help them develop a problem-solving frame of mind. Reveal Math helps students build proficiency with these important thinking habits and problem-solving skills through the Math is... Prompts found in every lesson. These prompts model the kinds of questions students can ask themselves to become proficient problem solvers and doers of math.”
Students attend to precision in mathematics, in connection to grade-level content, as they work with teacher support and independently throughout the units. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-6: Solve Problems Involving Area and Surface Area, Explore, Session 1, Guided Exploration, Two-Tiered Roof, students attend to precision as they calculate the surface area of a roof composed of trapezoids and triangles. The materials state, “A contractor is replacing the 2-tiered pagoda-style roof on an octagonal gazebo that was damaged in a storm. How much roofing material does the contractor need to order? Step One: The top tier is made up of 8 congruent triangles. Use the formula for the area of a triangle to find the area of one triangle. Step Two: The bottom tier is made up of 8 congruent trapezoids. Decompose each trapezoid into a rectangle and two triangles.”
Unit 7: Work with Linear Expressions, Lesson 7-4: Subtract Linear Expressions, Explore, Session 1, Guided Exploration, Budgeting, students attend to precision as they write expressions in simplest form. The materials state, “Isaiah has $150 in his checking account. This week, he has x dollars to deposit. He puts 5% of his deposit into his savings account and the rest in his checking account. What expression in simplest form represents the amount in Isaiah’s checking account after paying his $50 phone bill. Step 1: Write an expression to represent the situation. Step 2: Use the additive inverse and then simplify the expression. MPP: Encourage students to discuss the quantities given in the problem, and how the quantities should be represented.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-4: Write and Solve One-Step Addition and Subtraction Inequalities, Explore, Session 1, Guided Exploration, Time to Change the Oil, students attend to precision as they write an inequality to represent a real-world problem and graph its’ solution set. The materials state, “A customer brings their car to a service center to get an oil change and to have the brake pads replaced. It typically takes the mechanic 45 minutes to complete an oil change. How long does the mechanic have to replace the brake pads in order to have the car ready in no more than 2 hours? Step 1: Define a variable, Step 2: Write an inequality to represent the situation, Step 3: Solve the inequality and graph the solution set.”
Students attend to the specialized language of mathematics, in connection to grade-level content, as they work with teacher support and independently throughout the units. Examples include:
Unit 4: Solve Problems Involving Percentages, Lesson 4-2: Understand the Percent Equation, Explore, Session 1, Activity-Based Exploration, Dining Out, students use grade-level appropriate vocabulary and formulate clear explanations as they calculate different tips. The materials state, “Students work in pairs or small groups. Tell students that they will be ordering off the Restaurant Menu Teaching Resource, and group members’ order will be combined into one check. Write: 10%, 15%, and 20% on the board and tell students that their job is to calculate the tip amount and total bill for each of these tip percentages. After finding the total bill for the 3 percentages, challenge students to come up with a one-step algebraic expression that will give the total bill amount for any given food purchase, f, with an 18% tip… MPP: Encourage students to use words and phrases such as percent, percent equations, and total cost as they discuss their understanding of finding percent tip.”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-1: Terminating and Nonterminating Decimals, Explore, Session 1, Activity-Based Exploration, students convert fractions to decimals and explain what it means to have terminating decimals. The materials state, “...Distribute the materials and briefly demonstrate how to use the paperclip with the spinner. Explain that they will be moving across the game board, one column at a time. Then briefly explain the rules. Review the game board with the students, making sure that they understand that “R1” means a remainder of 1. MPP: Have students think about the word terminate. Ask students what it means to terminate something.”
Unit 7: Work with Linear Expressions, Unit Overview, Math Practices, Attend to Precision, students use specific mathematical language when providing written responses throughout the unit. The materials state, “Working with linear expressions is a foundational concept for middle and high school mathematics. To successfully work with linear expression, students need to be fluent with vocabulary terms and precise with their computations. Encourage students to use precise mathematical language when they explain their work or their reasoning, including key vocabulary from the unit such as simplest form, like terms, and additive inverse. Remind students to check their computations carefully, particularly when distributing the negative term when subtracting expressions or applying the Distributive Property to expand or factor expressions. Provide consistent opportunities for students to attend to precision. Some suggestions include: Have students exchange practice problems and check each other’s work for computational accuracy. Model using mathematical language by rephrasing students’ ideas using key vocabulary from the unit. Have students revise written responses to use precise mathematical language.”
Indicator 2I
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 Reveal Math 2025 Grade 7 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.
Within the Implementation Guide, Math Practices states, “To think like mathematicians, students must build thinking habits that help them develop a problem-solving frame of mind. Reveal Math helps students build proficiency with these important thinking habits and problem-solving skills through the Math is... Prompts found in every lesson. These prompts model the kinds of questions students can ask themselves to become proficient problem solvers and doers of math.”
MP7 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students look for and make use of structure as they work with teacher support and independently throughout the modules. Examples include:
Unit 3: Proportional Reasoning, Unit Overview, Math Practices, Look for and Make Use of Structure states, “Analyzing and understanding the structure of proportional relationships is an important big idea in middle school and a foundational concept for high school mathematics helping students see the structure of proportional relationships will increase the likelihood of them being successful with high-level mathematics. Encourage students to see patterns when looking at a series of ratios before they carry out any operations to determine constant ratios. Have students predict whether the ratios represent a proportional relationship and justify their prediction based on patterns they notice. Focus students’ attention on the representations used in this unit. When students see ratios in tables and graphs as ordered pairs, they are more likely to recognize patterns that will help them recognize proportional relationships. Provide consistent opportunities for students to focus on structure. Some suggestions include: Students work with partners to create tables of values, some of which represent proportional relationships, white others do not. Partner-groups can exchange their tables of values with other partner-groups who determine which tables represent proportional relationships. Partner-groups can opt to plot the table of values as ordered pairs on a coordinate grid or determine whether there is a constant of proportionality. Give student-groups a constant of proportionality value, and have them create a data set that aligns to the constant of proportionality. Student-groups share their data sets and explain how and why the data set represents a proportional relationship.”
Unit 4: Solve Problems Involving Percentages, Solve Markup and Markdown Problems, Develop, Session 2, Guided Exploration, Buy One Get One Sales, students decompose a complicated problem into smaller (more simple) problems as they find the sales price for a pair of sunglasses. The problem states, “Priya wants to buy two pairs of sunglasses for $89 each. She has a coupon code for 35% off the second pair if she pays full price for the first pair. How much will Priya pay for the second pair of sunglasses? Use a tape diagram to represent the problem. One Way Calculate the 35% markdown and subtract it from the original price. Another Way Multiply by the percent of the original price after markdown. MPP: Ask students to share their thinking about how they can break down the problem into pieces that they can solve one step at a time.”
Unit 7: Work with Linear Expressions, Lesson 7-5: Factor Linear Expressions, Explore, Session 1, Activity-Based Exploration, students look for patterns as they write expressions in factored form. The materials state, “Have students work in pairs or small groups to analyze the structures of the related area diagrams, factored expressions, and expanded expressions on the Teaching Resource. Encourage students to group their algebra tiles to represent the factored form of each expression, as well. MPP: Encourage students to rewrite the expression using the GCF. Then have them think about the mathematical properties they have learned and which might be useful in this situation.”
MP8 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students look for and express regularity in repeated reasoning as they work with teacher support and independently throughout the modules. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-2: Use Side Lengths and Angle Measures to Draw and Analyze Triangles, Develop, Session 2, Guided Exploration, Triangle Designs, students evaluate the reasonableness of a design that could be constructed using repeated triangles. The material states, “Carlos has an assignment to create a design with one shape only. His shape is the right triangle shown. He can change only the side lengths and the color of the triangle, not the angle measures. What might his design look like? Let’s Explore More: a. One friend insists that two angle measures and one side length will form a unique triangle. Do you agree with this statement? Explain. MPP: Invite students to share their designs and to respond to questions from their classmates. As they do, remind them to justify their reasoning.”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Unit Overview, Math Practices, Look For and Express Regularity in Repeated Reasoning states, “Mathematically proficient students use regularity in repeated reasoning to help them make generalizations. Guiding students to look for and express regularity in repeated reasoning will help them succeed with some key concepts in this lesson. By noticing that they are repeating the same calculations when converting a fraction to a decimal, students will recognize the repeating unit in a nonterminating decimal. By recognizing the pattern of signs for the products and quotients of integers, students will find the general methods for multiplication and division of rational numbers. By recognizing that the sums of additive inverses are zero, students will improve their fluency and proficiency in operations with integers. Provide consistent opportunities for students to reflect on their work and notice regularity that can lead to generalizations. Some suggestions include: Give students sets of fractions and have them convert the fractions to decimals. Students classify the decimals as terminating or non terminating and justify their classification. Give students multiplication and division problems with integers that have different signs. Students classify the problems based on whether the product/quotient is positive or negative and justify their classifications based on generalizations about signs of products and quotients.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-5: Write and Solve One-Step Multiplication and Division Inequalities, Develop, Session 2, Activity-Based Exploration, students evaluate the reasonableness of their answers and thinking as they determine how the four operations impact the values and symbol in an inequality. Students are encouraged to think about the steps they take in solving an inequality, and to notice any patterns in what repeats during the process. The materials state, “Facilitate a whole-class discussion of the two activities. Using the evidence of student thinking you have gathered while students were completing Math Language Routine, sequence students’ sharing of findings to highlight different approaches and thinking strategies used to respond to the Concluding Questions. MPP:Encourage students to think about the steps they take in solving an inequality, and to notice any patterns in what repeats during the process.”
Overview of Gateway 3
Usability
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for Usability. The materials meet expectations for Criterion 1: Teacher Supports and Criterion 2: Assessment; and partially meet expectations for Criterion 3: Student Supports.
Gateway 3
v1.5
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.
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for Teacher Supports. The materials: provide teacher guidance with useful annotations and suggestions for enacting the student and ancillary materials; contain adult-level explanations and examples of the more complex grade-level concepts and concepts beyond the current grade so that teachers can improve their own knowledge of the subject; include standards correlation information that explains the role of the standards in the context of the overall series; provide explanations of the instructional approaches of the program and identification of the research- based strategies; and provide a comprehensive list of supplies needed to support instructional activities.
Indicator 3A
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.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing 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.
Materials provide comprehensive guidance found in a variety of sections within the Implementation Guide, including the Overview, Why, Achievement Descriptors Overview, and Lesson Structure. Examples include:
Unit 3: Proportional Relationships, Lesson 3-6: Use Proportional Reasoning to Solve Multi-Step Ratio Problems, Develop, Session 2, Activity Based Exploration, Teacher Guidance states, “Facilitate Mathematical Discourse Facilitate a whole-class discussion of the students’ exploration findings. How did you approach the problem situation? What did you use to represent the relationships given in the problem situation? Discussion Supports: As students engage in discussing the answers to the questions, have them pay attention to each other’s understanding in order to increase their fluency in mathematical discussion about intervals, rate, proportions, and rations. Restate statements they mask as a question to seek clarification and to confirm comprehension, providing validation or correction when necessary. Encourage students to challenge each other's ideas when warranted, as well as to elaborate on their ideas and give examples. Elicit Evidence of Student Understanding states, “As students discuss the Concluding Question from the activity, listen for students’ understanding of proportional reasoning and how it can be used to solve multi-step problems. How did your initial conjecture about the solution change as you worked through the problem?” MPP: Have students share how their ideas about the problem changed throughout their exploration. Encourage students to highlight ways they need to change their thinking and strategies to solve the problem. Have students review their responses to the Concluding Question and make any adjustments based on the discussions with their partner and the class. Then encourage students to share their responses. How can you use proportional reasoning to solve a multistep ratio problem?”
Unit 5: Sampling and Statistics, Lesson 5-4: Use Multiple Samples to Describe Accuracy, Explore, Session 1, Activity-Based Exploration, Using Multiple Samples, Teacher Guidance states, “Support Productive Struggle: As student-pairs explore the activity, check that all pairs understand the task and are completing their Activity Exploration Journal pages. If students need guidance or support, ask: How close to the mean of the sample-means are most of the sample means/ How do you think sample-size affects the variation among sample means? Why can we use the relationship between the sample means and the mean of the sample means to gauge error? Why is the mean of the sample means a very accurate estimate of the population mean? How many population values were used to calculate each sample mean? How many population values were used to calculate each sample mean? How many population values are represented in the mean of the sample means? Why is there less variation among 30 sample means than there is among 30 population values that form a sample?”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-1: Solve Equations: px + q = r, Lesson Overview, Orchestrating Rich Mathematical Discourse states, “In this lesson, students explore solving equations of the form px + q = r. It is important that students have opportunities to discuss their reasoning when determining how to find a solution. These suggestions can help optimize the discussion about solving equations that can be constructed during either the Activity-Based or Guided Exploration. 1. Anticipate likely student responses. Activity-Based Exploration: As you plan for the lesson, think about the strategies your students are likely to use and misconceptions some students may have.. The visual provided in the digital option may help students grasp the need to apply properties of equality. The possible solution-steps that students choose from the hands-on activity may help them understand how to determine the correct operations to isolate the variable. Guided Exploration: As you plan for the lesson, review the questions in the teacher presentation and anticipate student responses to those questions. Consider how to explain to students why there are negative values when solving equations, but positive solutions. Think about how to respond to students’ questions about why they must perform the same operation to both sides of an equation.”
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific lessons in colored tags that are labeled: Effective Teaching Practices (ETP), Math Practices and Processes (MPP), Math Mindset (MM), Language of Mathematics (LOM), Math Language Development (MLD), Multilingual Learner Scaffolds (MLL), and Math Language Routines (MLR). The Implementation Guide states:
Implementation Guide, Professional Learning Resources (page 68) states, “Reveal Math teachers have access to a comprehensive set of online professional learning resources to support a successful initial implementation and continued learning throughout the year. These self-paced, digital resources are available on-demand, 24 hours a day, 7 days a week in the Teacher Center for each grade.” Reveal Math Quick Start states, “The Quick Start includes focused, concise videos and PDFs that guide teachers step-by-step through implementing the Reveal Math program.” Digital Walkthrough Videos state, “Targeted videos guide teachers and students in how to navigate the Reveal Math digital platform and locate online resources.” Expert Insights Videos state, “At the start of each unit, teachers can view a 3-minute video of Reveal Math authors and experts sharing an overview of the concepts students will learn in the unit along with teaching tips and insights about how to implement the lesson.” Instructional Videos with Reveal Math Authors and Experts state, “Annie Fetter: Be Curious Sense-Making Routines, John SanGiovanni: Number Routines and Fluency, Raj Shah: Ignite! Activities, Cheryl Tobey: Math Probes” Model Lesson Videos state, “Classroom videos of Reveal Math lessons being taught to students show how to implement key elements of the Reveal Math instructional model.” Ready-to-Teach Workshops state, “Curated, video-based learning modules on instructional topics key to Reveal Math can be used by teachers for self-paced learning or by district and school leaders as ready-to-teach packages to facilitate on-site or remote professional learning workshops.”
Indicator 3B
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.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for containing adult-level explanations and examples of the more complex grade/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
Materials consistently contain adult-level explanations, examples of the more complex grade/ course-level concepts, and concepts beyond the course within Unit Overviews and/or Lesson Overviews. Each Unit Overview has a Focus section that reviews the math background needed for the unit and a deep dive into the major theme of the unit. Teachers are provided with a coherence section that reviews the material that math students have learned, are learning, and will learn next. In the Lesson Overviews, teachers are provided with lesson highlights and key takeaways as well as the math background needed for the lesson. Example include:
Unit 2: Solve Problems Involving Geometry, Unit Overview, Focus states, “A Deep Dive into Solving Problems Involving Geometry, Geometric reasoning is an integral part of mathematics instruction from Kindergarten through high school. Students are introduced to the properties of geometric figures through exploration with concrete objects. As they progress through the elementary grades, their observations are formalized into definitions of different figures. In Grades 6-8, students synthesize their understanding of properties of geometric figures with their knowledge of expressions and equations to derive and apply formulas for area, surface area and volume. Later, students will revisit formulas and properties, giving formal arguments to explain their validity.”
Unit 4: Solve Problems Involving Percentages, Lesson 4-1: Connect Percentages and Proportional Reasoning, Lesson Overview, Lesson Highlights and Key Takeaways states, ‘In this lesson, students connect percentages to proportions. They solve problems by representing a situation with a tape diagram and then writing a proportion to find the percent or part. A percent represents a part-to-whole ratio with the second term always 100. Proportional reasoning can be used to solve problems involving percentages.”
Unit 7: Work with Linear Expressions, Unit Overview, Focus states, “A Deep Dive into Linear Expressions: Working with linear expressions requires not only understanding of expressions with variables, but also synthesis of mathematical concepts including operations with rational numbers and properties of operations. Linear expressions can be manipulated without context for the academic exercise of generating equivalent expressions, adding and subtracting expressions, and simplifying expressions. When the expression represents a problem situation, contextualizing the expression may reveal that some forms of the expression serve different purposes and provide different ways of seeing the problem. Working with linear expressions sets the foundation for algebraic reasoning concepts including solving linear equations and systems of linear equations, as well as building and transforming linear functions.”
Unit 9: Probability, Lesson 9-4: Compare Probabilities of Simple Events, Lesson Overview, Lesson Highlights and Key Takeaways state, “In this lesson, students compare experimental and theoretical probabilities. Students are encouraged to look for and make use of structure to compare probabilities of simple events. The theoretical and experimental probability of an event are not always similar. The number of trials in an experiment may not result in all possible outcomes occurring. The experimental probability becomes closer to theoretical probability as the number of trials increases. Theoretical probability can be used when each outcome is equally likely, or when the relationship between outcomes can be quantified. Experimental probability is used when the outcomes are not equally likely or cannot be quantified, or when the theoretical probability is too complex to calculate.”
Indicator 3C
Materials include standards correlation information that explains the role of the standards in the context of the overall series.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for including standards correlation information that explains the role of the standards in the context of the overall series.
Correlation information is present throughout the grade level. A Unit Planner is provided at the beginning of each unit, identifying each lessons’ alignment to math, language, and math mindset objectives; key vocabulary; materials to gather; rigor focus; and content standard. At the lesson level, content standards are identified as major, supporting, or additional; and Math Practices and Processes are also provided. Examples include:
Unit 2: Solve Problems Involving Geometry, Unit Planner, Lesson 2-1, Solve Problems Involving Scale Drawings, Standard 7.G.1 is identified for this lesson.
Unit 2: Solve Problems Involving Geometry, Lesson 2-5: Describe Cross Sections of Three-Dimensional Figures, Additional Standards 7.G.3 and 7.G.6 and Math Practices and Processes, MPP: Reason abstractly and quantitatively are identified for this lesson.
Explanations of the role of the specific grade-level mathematics are present in the context of the series. Each Unit Overview provides a Math Background and a Deep Dive into the concept. At the lesson level, sections about Coherence and Math Background are also provided. Examples include:
Unit 3: Proportional Relationships, Unit Overview, Math Background states, “Much of the learning progression for elementary years is designed to build the foundation for proportional thinking and reasoning. These concepts help to lay the foundation for proportional reasoning in K-5, skip counting (Grade 1), multiplication (Grade 3), scaled data displays (Grade 3), multiplicative comparison (Grade 4), multiplying as scaling up (Grade 5), Grade 6 students began their study of ratios and ratio reasoning. They developed an understanding of what ratios and rates are and what kinds of comparison a ratio can represent (part-to-part and part-to-whole). They used tables of equivalent ratios, bar diagrams, and double number lines to represent ratio relationships. Students are expected to apply ratio reasoning to solve problems.”
Unit 4: Solve Problems Involving Percentages, Lesson 4-3: Solve Percent Change Problems, Lesson Overview, Coherence, Previous states, “Students solved for percent, part, or whole in problems involving percentages. Students use the percent equation to solve problems.” Now states, “Students solve problems involving percent change. Students analyze change in terms of percent increase or percent decrease.” Next states, “Students understand connections between percent increase and markup and between percent decrease and markdown. Students solve markup and markdown problems.”
Unit 7: Work with Linear Expressions, Lesson 7-5: Factor Linear Expressions, Math Background states, “Students' study of factoring linear expressions draws on concepts and skills students have gained in previous grades and units. Interpret Expressions Grade 5 students wrote and interpreted numerical expressions without evaluating them. This concept will help students as they interpret factored linear expressions. Greatest Common Factor Grade 6 students found the greatest common factor (GCF) of two whole numbers. This lays the foundation for factoring linear expressions. Identify Parts Grade 6 students identified parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient). Students will need to be able to identify terms and coefficients of terms as they interpret factored linear expressions.”
Unit 8: Solve Problems Using Equations and Inequalities, Unit Overview, A Deep Dive into Equations and Inequalities states, “The concept of equality is an integral part of mathematics instruction that begins in kindergarten when students decompose numbers and understand that two parts are equal to the whole. The concept of inequality follows from equality, if two quantities are not equal, then one must be greater than the other. Equations and inequalities can be used to model and solve real-world problems. An algebraic equation can be used to determine the single value that makes the scenario true. An algebraic inequality, in contrast, can be used to determine the set of values that makes the scenario true. In progressing from one-step equations and inequalities to two-step and multi-step equations and inequalities, models can represent situations with more variety and complexity. Reasoning with equalities and inequalities continues through high school mathematics, as students model with and solve increasingly complex equations and inequalities, as well as systems of equations and inequalities.”
Indicator 3D
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.
The materials reviewed for Reveal Math 2025 Grade 7 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.
The instructional materials provide support for students and families. Examples include but are not limited to:
Dashboard, Reveal Math 2025, Table of Contents, Unit 1: Math Is…, Unit Resources, Family Letter states, “Dear Family, In this unit, Math Is..., students will think and talk about what it means to do math and to see themselves as a ‘doer of math’. They will be encouraged to notice and wonder about how math is used in everyday situations, talk about their mathematical ideas, and reflect on their experiences with mathematics. What Will Students Learn in This Unit? Math Is… All individuals are doers of math and use math in their daily lives in ways they may not realize. When we do math, we make sense of problems, quantities, and solutions. To solve problems, we develop a plan and adjust the plan as needed. Students will visualize problems using different tools and models. They use different tools, such as tables, to show relationships between quantities. When students do math, they can precisely and accurately communicate their reasoning to their classmates. Similarly, they listen to and question their classmates’ arguments and ask questions to determine whether arguments make sense. Identifying patterns and relationships can help us solve problems. We can also make generalizations based on repeated calculations. For example, if we identify a pattern in a table of values, we can make a rule for finding the next value in the table. Students will evaluate the reasonableness of their solutions and make any adjustments as needed. Students make up a community of math thinkers and doers. They will work together or on their own and show respect for their classmates and themselves. How You Can Provide Support 1. Ask your child to think about how they use math in everyday life. Money: Ask your child what math problems they can think of that involve money. For example, they may need to determine how much more money they need to save to buy a new bike. Games: Ask your child how they might use math in the games they play. For example, they may find by how many points they lead or trail in a game. 2. Encourage your child to have a positive attitude toward mathematics and learning. Talk about math in a positive way. Choosing positive words when talking about math at home can help your child develop positive feelings around learning math. Celebrate successes—both small and large.”
Course Overview, Program Overview: Learning & Support Resources, Get Started with Reveal Math, Support for Students and Families, Reveal Math Family PowerPoint states, “This is a presentation that teachers can share with families to introduce Reveal Math” Family Letter states, “This is a letter teachers can send home to inform families about the Reveal Math program.” There is a Spanish Family Letter located in the same spot.
Implementation Guide, Math Mindset Competencies (page 78) states, “Understanding Others involves the ability to understand, empathize, and feel compassion for others, especially for those from different backgrounds or cultures. It also involves understanding social norms for behavior and recognizing family, school, and community resources and supports.”
Course Overview, Program Resources: Course Materials, Student Resources, Foldable Study Guide, “This support asset includes an interactive collection of videos on how to create Foldables.”
Indicator 3E
Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing explanations of the instructional approaches of the program and identification of the research-based strategies.
The Grade 6-8 Implementation Guide includes a variety of references to both the instructional approaches and research-based strategies. Each Unit Overview and Lesson Overview includes explanations of instructional approaches and teacher directions throughout the lesson. Examples include but are not limited to:
Implementation Guide, Lesson Walk-Through, Explore & Develop (page 26) states, “For the main instruction, the teacher can choose between two equivalent approaches to instruction, both of which provide the same level of access to rigorous content. For each session, there is a full page of teacher support to implement either instructional option.” Unit Walk-Through Mathematical Modeling (page 34) states, “As part of the STEM focus, each unit ends with a Mathematical Modeling project that offers students the opportunity to apply the math concepts they have learned. Each unit contains two options from which students can choose, promoting engagement and student agency. These STEM-focused projects also encourage students to make decisions about how to approach the project, what mathematics to use, and how to present their project findings.”
Unit 1: Math Is…, Unit Overview, Effective Teaching Practices, “Ambitious Teaching In 2014, the National Council for Teachers of Mathematics released Principles to Actions: Ensuring Mathematical Success for All, a publication designed to support teachers in implementing “ambitious teaching,” an approach to teaching that views students as able to engage productively in the problem-solving process and encourages and values students’ thinking and ideas. To implement “ambitious teaching,” the authors of Principles to Actions offer eight teaching practices. These research-based practices are grounded in the goals of helping students develop sense-making, thinking, and reasoning skills. Each unit will highlight one of the eight teaching practices, providing an overview of what the practice means and how it helps to contribute to students’ success in learning mathematics.”
Unit 5: Sampling and Statistics, Unit Overview, Effective Mathematics Teaching Practices, Establish Mathematics Goals to Focus Learning states, “In this unit, students build upon their knowledge of data analyses from prior grades and form the foundation for statistics and probability at the high school levels. As such, it is important to help students understand how the unit goals fit into the data analysis and statistics learning progression. As students learn about sampling and statistics, there are multiple opportunities to situate the goals within the learning progression: Assessment of visual overlap of two data sets relies on students’ knowledge of data representations learned in elementary grades and measures of center and variability learned in Grade 6. Making inferences about populations from sample statistics provides the basis for more extensive analysis in high school. Use the content objectives for each lesson to guide instructional decisions. Ask frequent questions to ensure students can satisfy the learning objectives before progressing to subsequent objectives. Use students’ response to inform instruction and determine what kinds of practice and review might be necessary. For example, in Lesson 5-2, if students struggle to determine whether inferences are valid, they may not have met the content objective of distinguishing between biased and unbiased samples.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-6: Write and Solve Two-Step Inequalities, Explore, Session 1, Activity-Based Exploration, Two-Step Inequalities, Support Productive Struggle states, “As student-pairs explore the activities, check that all pairs understand the task and are completing their Exploration Activity Journal pages. If students need guidance or support, ask: What steps can you take to isolate the variable? What does the open circle or dot denote about the value as a solution to the inequality? Hands-on: In this activity, the steps of writing and solving an inequality from a real-world scenario are divided into quadrants. Partners choose a scenario and use it to write a word problem that can be represented by a two-step inequality. Partner-teams then pass their page and use the word problem written by the preceding team to perform the task indicated in the first quadrant. At each pass, partners review the work of the preceding team, rotate the page, and perform the task in the next quadrant. It may be helpful to establish a time-limit for how long partners will work on each quadrant, and to use a timer to indicate when it is time to pass the scenario to the next partner-team.”
Unit 9: Probability, Unit Opener, Preparing for Explore and Develop, “How Do I Choose? To decide which exploration to implement for the lesson in this unit, consider the following: Activity-Based Exploration (ABE) This unit introduces new concepts that are both conceptual and procedural. Students are often able to build deeper understanding with new concepts when they have opportunities to explore them. While all lessons have Activity-Based Explorations, Lesson 9-1, 9-2 and 9-4 offer particularly strong opportunities for students to explore probability. Students who made connections between the probability concepts during the Be Curious conversations in this unit could benefit from exploring the concepts on their own with the Activity-Based Explorations. Guided Exploration Students may require more guidance to explore some concepts involved in probability. Lesson 9-5 and 9-6 introduce the concepts of compound events and sample space. If your students did not demonstrate a solid foundation of theoretical probability of simple events in earlier lessons in this unit, these lessons could be opportunities to implement the Guided Exploration. Students who struggle to see the probability concepts in the Be Curious conversations in this unit could need extra support to make connections during the Explore and Develop and could benefit from the Guided Explorations.”
Indicator 3F
Materials provide a comprehensive list of supplies needed to support instructional activities.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing a comprehensive list of supplies needed to support instructional activities.
Each Unit Planner, under Materials to Gather, provides a list of materials needed for each lesson. Additionally, each Lesson Overview provides a materials section on the first page. Examples include:
Unit 2: Solve Problems Involving Geometry, Unit Planner, Materials to Gather states, “Piet Mondrian Teaching Resource, ruler, graph paper, dry spaghetti noodles, tape, protractor, rods of varied lengths, Bridge Work Teaching Resource, modeling clay, blunt knife or dental floss, small gift boxes, colored paper, scissors, glue stick, Unfolding a Prism Teaching Resource, string or yarn, Area of a Circle Teaching Resource.”
Unit 4: Solve Problems Involving Percentages, Unit Planner, Materials to Gather states, “Baskets or waste cans for waste can basketball, calculators, Percent of Shots Taken Teaching Resource, Restaurant Menu Teaching Resource, Changes in Internet Usage Teaching Resource, Tape Diagram Teaching Resource, Markup and Markdown Teaching Resource, Interest Earned Teaching Resource, Percent Error Teaching Resource, scissors.”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-6: Divide Integers and Rational Numbers, Lesson Overviews, Materials states, “The materials may be for any part of the lesson, Blank Number Line Teaching Resource, algebra tiles.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-3: Solve Equations p(x+q)=r, Lesson Overview, Materials states,“The materials may be for any part of the lesson, Solution Steps Teaching Resource, poster board, scissors, tape.”
Indicator 3G
This is not an assessed indicator in Mathematics.
Indicator 3H
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.
The materials reviewed for Reveal Math 2025, Grade 7 meet expectations for Assessment. The materials identify the content standards and mathematical practices assessed in formal assessments. The materials provide multiple opportunities to determine students' learning and sufficient guidance to teachers for interpreting student performance, and suggestions for following-up with students. The materials include opportunities for students to demonstrate the full intent of grade-level standards and mathematical practices across the series.
Indicator 3I
Assessment information is included in the materials to indicate which standards are assessed.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for having assessment information included in the materials to indicate which standards are assessed.
The materials consistently and accurately identify grade-level content standards for formal assessments in the Item Analysis within each assessment answer key. Examples include:
Benchmark Assessment 1, Item 2 states, “Amir wants to enlarge a scale drawing by 15%. By what number should he multiply each dimension. A. 15 B. 1.5 C. 1.15 D. 0.15.” In the Item Analysis, the question is aligned to 7.G.1 "Use a scale drawing" and MP7, Look for and make use of structure, for students.
Unit 5: Sampling and Statistics, Unit Assessment, Form A, Item 1 states, “A survey of 120 athletes finds that 48 are in favor of reducing the length of their sports season by 2 weeks. What conclusion can you make from the results of the survey? About ___% of athletes are in favor of reducing the length of their sports season by 2 weeks.” In the Item Analysis, the question is aligned to 7.SP.1 "Populations, Samples, and Statistics" and MP2, Reason abstractly and quantitatively.
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Math Probe, Operations with Rational Numbers, Question 1 states, “Without calculating, determine the best choice for an estimate for each expression. 1. ” Analyze the Probe states, “Review the probe prior to assigning it to your students. In this probe, students will determine the best choice for an estimate for each expression without calculating. Targeted Concept Estimating a product or quotient involves reasoning about the values and signs of rational numbers and the effect of multiplication and division. Targeted Misconceptions- Students may apply incorrect estimation strategies. Students may apply an overgeneralization of "multiplication always results in a bigger answer." Students may overgeneralize rules for calculating with integers.” The question is aligned to 7.NS.2.
Unit 9: Probability, Performance Task, Winning Gift Cards states, “Zion is the manager of a bicycle store. To encourage customers to come to the store, Zion decides to let one customer play a game each day to win a $500 gift card to the store. Each day Zion writes a number from 1 to 20 on a piece of paper. If the customer correctly guesses the number, they win the gift card. Part A. What is the theoretical probability that a customer wins the gift card on any particular day? Explain how to find the answer. Part B. Describe the chance that a customer wins the gift card on any particular day as impossible, unlikely, equally likely, likely, or certain. Explain your reasoning. Part C. Design a spinner with equal parts a customer could use to simulate the probability that they will win the gift card on any particular day. Spin the spinner 40 times and record the results in a table. What is the probability that a customer will win the gift card on any particular day? Explain your reasoning. Part D. How does the experimental probability (or the simulated probability) that a customer will win the gift card on any particular day compared to the theoretical probability? Is the experimental probability (or simulated probability) a good predictor that a customer will win the gift card on any particular day? Explain your reasoning. Part E. What is the probability that a customer will win the gift card two days in a row?” The teacher’s guide states “Students draw on their understanding of dependent and independent variables. Use the rubric shown to evaluate students’ work. Standards: 7.SP.5, 7.SP.7, 7.SP.7a, 7.SP.8, 7.SP.8a, 7.SP.8b, 7.SP.8c”
Indicator 3J
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.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for including an assessment system that 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.
The assessment system provides multiple opportunities to determine students' learning, and sufficient guidance for teachers to interpret student performance is reinforced by the provided answers and sample student work. The system continuously updates with real-time data from sources like NWEA MAP, Reveal, and ALEKS, offering insights into student proficiency. Teachers receive automated, data-driven recommendations and access to scaffolded digital mini-lessons, AI-powered learning paths, and small group lesson options for intervention, reinforcement, or acceleration. While teachers can refer back to specific lessons and utilize real-time data insights, they are also provided with suggested practice and lessons based on the standards students missed from assessments to support student progress. Examples include:
Unit 2: Solve Problems Involving Geometry, Performance Task, Part C states, “A circular fountain on the scale drawing has a diameter of 1 inch. What is the actual circumference of the fountain? How much space will the fountain cover? Use. 3.14 for . The teacher guidance includes the right answer, 125.6 ft; 1,256 and states, “Content Standards: 7.G.1, 7.G.6, 7.G.4, Practice Standards: MPP Make sense, MPP Modeling.” The rubric states, “3 points: Student work reflects a strong understanding of scale and proficiency with applying scale and properties of circles to solve problems. 2 points: Student work reflects a developing understanding of scale and developing proficiency with applying scale and properties of circles to solve problems. 1 point: Student work reflects a weak understanding of scale and weak proficiency with applying scale and properties of circles to solve problems. 0 points Student work reflects a lack of understanding of scale and a lack of ability to apply scale to properties of circles concepts to solve problems.”
Unit 3: Proportional Relationships, Unit Assessment, From A, Item 3 states, “Jana ran the first miles of a 5-mile race in hour. What was her average rate, in miles per hour, for this first part of the race? Explain how you solved the problem.” Item Analysis states, “Item 3, DOK 2, Lesson 3-1, Compute Unit Rates-Complex Fractions, Standard 7.RP.A.1” The Item Analysis and Plus+ Personalized Learning identify specific personalized practice and teacher-led mini-lessons to address prerequisites, reinforce learning, support on-lesson instruction, or provide extensions.
Unit 7: Work with Linear Expressions, Math Probe, Item 1, “3m+4+5m and 12m, Are they equivalent?” A sample of correct student work is included in the teacher guide, “Review the probe prior to assigning it to your students. In this probe, students will determine if each pair of expressions is equivalent. Targeted Concept: Expressions can look different but still be equivalent. Strategies such as combining like terms, factoring, and distribution can be used to determine whether expressions are equivalent. Targeted Misconceptions: Students may fail to recognize the Distributive Property or apply the property incorrectly. Students may factor incorrectly or factor only part of an algebraic expression. Students may lack understanding of “like terms.”
Unit 10: Math Is…Unit Opener, Am I Ready?, Exercise 7 states, “DeShawn bought 5 tickets to a basketball game for himself and his friends. While at the game, he bought a bag of popcorn for $6. If he spent $41 in all, how much did each ticket cost?” The Teacher Guidance states, “Working with Equations and Inequalities (Exercise 7) Check that students can explain each problem. How can you write an equation/inequality to represent the situation? How many steps will you need to solve the equation/inequality? What operation will you perform first to solve the problem?”
Indicator 3K
Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing assessments that include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.
According to the Implementation Guide, “Reveal Math offers a comprehensive set of assessment tools designed to be used in one of three ways: as a diagnostic tool to determine students’ readiness to learn and diagnose gaps in their readiness; as a formative assessment tool to inform instruction, and as a summative assessment tool to evaluate students’ learning of taught concepts and skills.” The assessment system includes but is not limited to: Course Diagnostic, Unit Diagnostic, Lesson Quiz, Exit Ticket, Math Probe, Unit Assessment, Performance Task, Benchmark Assessment, and End of the Year Assessment. These assessments use a variety of question types, such as constructed response, multiple select, multiple choice, single answer, and multi-part. These assessments consistently list grade-level content standards for each item. While Mathematical Practices are not explicitly identified on assessments, they are regularly assessed. Students have opportunities to demonstrate the full intent of the standards using a variety of modalities (e.g., oral responses, writing, modeling, etc.). Examples include:
Unit 4, Solve Problems Involving Percentages, Lesson 4-4: Solve Markup and Markdown Problems, Practice, Question 12, students use proportional relationships to solve multi step problems. The question states, “Error Analysis: A classmate says that if you markdown an item that regularly sells for $56 by 25% the new price is $14. Do you agree? Explain.” (7.RP.3 and MP3)
Unit 5: Sampling and Statistics, Performance Task, Part C, students infer information about a population by examining a sample of the population. “The research group also takes a survey of 400 registered voters in Hillview's school district. They are asked if they support passing the school levy. The 400 registered voters for the survey are randomly generated from a list of library card owners. The results are shown in the table. Based on the results of the survey, what is a possible inference that can be made? Explain.” (7.SP.1 and MP2)
Benchmark 3, Item 13, students are assessed by solving a real-world problem with rational numbers. The problem states, “Kiah cuts feet from a piece of fabric with a length of feet. With the fabric she has left, Kiah makes 11 decorations of equal size. How many inches of fabric does each decoration use?” (7.NS.3 and MP7)
Unit 8: Solve Problems Using Equations and Inequalities, Unit Review, Mathematical Modeling, students solve multi-step problems posed with positive and negative rational numbers through a constructed response. The materials state, “Project Two: You are part of a team that is designing new hiking trails in a regional park. There is a section of the trail that rises 20 feet along a horizontal distance of 80 feet and is too steep for most hikers to safely climb. Your team has to come up with the four possible solutions shown in the table. Propose a design for the section of the trail. Justify your design choice and show that your plan meets the specifications for the solution you propose.” (7.EE.3 and MP4)
Indicator 3L
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
The materials reviewed for Reveal Math 2025 Grade 7 partially provide assessments which offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
While few in nature, some suggestions for accommodations are included within the Grade 6-8 Implementation Guide. Examples include:
Implementation Guide, Equity and Access to High Quality Math for All Learners (page 14) states, “The Reveal Math authors believe that all students must have access to high quality mathematics instruction. They identified six (6) areas that are important for ensuring equity and access to high quality mathematics. These six areas are presented visually in a circle to show that these six areas are interdependent. In each unit, one of the six areas are highlighted and unpacked. Go Deep with the Math, Use Effective Teaching Practices, Build Connections, Partner with Families and Communities, Set and Maintain High Expectations, Foster Strong Math Identity and Agency”
Implementation Guide, Lesson Walk-Through, Assess & Differentiate (page 30) states, “Every session closes with an assessment. The first session ends with an Exit Ticket that can inform instruction for Session 2. The second session ends with a Lesson Quiz that can inform differentiation.”
Implementation Guide, Targeted Intervention (page 66) states, “Reveal Math is committed to supporting all students to achieve high academic results. To that end, Reveal Math offers targeted intervention resources that provide additional instruction for students as needed.” Targeted Intervention at the Unit Level, “based on their performance on all Unit Readiness Diagnostics and Unit Assessments. The Item Analysis table lists the appropriate resource for the identified concept or skill gaps. Intervention resources can be found in the Teacher Center in both the Unit Overview and Unit Review and Assess sections.” Targeted Intervention at the Lesson Level, “Teachers can easily assign a Take Another Look mini-lesson for students to complete during independent work time, or they can be used in a small group to review a skill or concept. Each mini-lesson consists of a three-part, gradual-release activity that reteaches a key skill or concept. One to three Take Another Look lessons are identified for every lesson. These align to the end-of-unit assessment intervention resources.”
All digital pages have the option for the content to be read aloud using a small speaker button located on the right side of the page. On the digital pages the user is able to highlight and annotate the digital page. Students are able to change the font size on all digital pages. Digital assessments lose both of these functionalities.
Criterion 3.3: Student Supports
The program includes materials designed for each student’s regular and active participation in grade-level/grade-band/series content.
The materials reviewed for Reveal Math 2025, Grade 7 partially meet expectations for Student Supports. The materials met expectations for: multiple extensions and/or opportunities for students to engage with grade- level mathematics at higher levels of complexity; providing varied approaches to learning tasks over time and how students demonstrate their learning; opportunities for teachers to use varied grouping strategies; providing strategies and supports for students who read, write, and/or speak in a language other than English to support their regular and active participation in learning grade-level mathematics; and manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods. The materials partially meet expectations for: providing strategies and supports for students in special populations to support their regular and active engagement in learning grade-level mathematics; providing guidance to encourage teachers to draw upon student home language to facilitate learning; and providing supports for different reading levels to ensure accessibility for students.
Indicator 3M
Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.
The materials reviewed for Reveal Math 2025 Grade 7 partially meet expectations for providing strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.
Within the Implementation Guide, Unit Features, Equity and Access to High Quality Math for All Learners (page 14), “The Reveal Math authors believe that all students must have access to high quality mathematics instruction. They identified six (6) areas that are important for ensuring equity and access to high quality mathematics. These six areas are presented visually in a circle to show that these six areas are interdependent. In each unit, one of the six areas is highlighted and unpacked. Go Deep with the Math, Use Effective Teaching Practices, Build Connections, Partner with Families and Communities, Set and Maintain High Expectations, Foster Strong Math Identity and Agency” Lesson Walk-Through, Assess & Differentiate (page 30) states, “Every session closes with an assessment. The first session ends with an Exit Ticket that can inform instruction for Session 2. The second session ends with a Lesson Quiz that can inform differentiation.” Targeted Intervention (page 66) states, “Reveal Math is committed to supporting all students to achieve high academic results. To that end, Reveal Math offers targeted intervention resources that provide additional instruction for students as needed.”
Targeted Intervention at the Unit Level states, “Targeted intervention resources are available to assign students based on their performance on all unit Readiness Diagnostics and Unit Assessments. The Item Analysis table lists the appropriate resource for the identified concept or skill gaps. Intervention resources can be found in the Teacher Center in both the unit Overview and Unit Review and Assess sections.” Targeted Intervention at the Lesson level states, “Teachers can easily assign a Take Another Look mini-lesson for students to complete during independent work time, or they can be used in a small group to review a skill or concept. Each mini-lesson consists of a three-part, gradual-release activity that reteaches a key skill or concept. One to three Take Another Look lessons are identified for every lesson. These align to the end-of-unit assessment intervention resources.”
While suggestions are outlined within the Unit Overview, and individual lessons include Effective Mathematics Teaching practices, the materials lack specific strategies and supports for differentiating instruction to meet the needs of students in special populations during the Explore phase of the lesson. Additionally, within the Activity-Based Exploration and Guided Exploration, there is no information or strategies regarding supports for special populations. Differentiation and targeted intervention opportunities are available after students take the Lesson Quiz, but not during the lessons. Examples of supports for special populations include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-1: Solve Problems Involving Scale Drawings, Session 2, Differentiate, Lesson Quiz Recommendations state, “If students score At least 4 of 5 Then have students do Any B or E activity. If students score 3 of 5 Then have students do any B or E activity. If students score 2 or fewer of 5 Then have students do Any R or B activity. Reinforce Understanding states, “Assign the interactive lessons to reinforce targeted skills. Length and Perimeter in Scale Drawings, Area in Scale Drawings, Compute Length Based on a Scale Model.” Build Proficiency states, “Interactive Additional Practice: Assign students either the print or digital assignment to practice lesson concepts. The digital assignment includes algorithmic exercises. Spiral Review: Assign students either the print or digital version to review these concepts and skills, Dividing Fractions by Fractions.” Extend Thinking states, “STEM Adventures: In this STEM Adventure, students apply knowledge of geometric figures, scale drawings, angles and side lengths of triangles, surface areas, and volumes to design elements of a new urban park.”
Unit 4: Solve Problems Involving Percentages, Readiness Diagnostic, Teacher Guidance states, “Administer the Readiness Diagnostic to determine your student’s readiness for the unit. Targeted Invention: Use the intervention lessons recommended in the table to provide targeted intervention to students who need it. These lessons are available in the Digital Teacher Center and are assignable.” In the Item Analysis table for the Readiness Diagnostic, the Item, DOK, and Skill are listed in a table with a corresponding Guided Support Intervention Lesson and Standard.
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Unit Overview, Effective Mathematics Teaching Practices, Implement Tasks That Promote Reasoning and Problem Solving states, “As students progress through the unit, ask them to explain their reasoning. Discussing tasks and students’ solution methods promotes mathematical reasoning and problem solving. In discussing solutions, students recognize that tasks can have multiple entry points and varied solution methods. As students learn about solving problems involving operations with integers, there are multiple opportunities to engage students in solving and discussing tasks: solution methods for adding and subtracting integers, reasoning for signs of products and quotients of integers, entry points for solving multi-step problems. If you select the Activity-Based Explorations in the units, the digital and non-digital activities provide opportunities for students to participate in tasks that promote reasoning and problem solving. If you select the Guided Explorations, ask frequent questions, especially those that prompt discussion of mathematical reasoning. Provide students with additional tasks that require problem solving and discuss students’ entry points and solution strategies.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-2: Write Two-Step Equations, Session 2, Differentiate, Lesson Quiz Recommendations state, “If students score At least 4 of 5 Then have students do Any B or E activity. If students score 3 of 5 Then have students do any B or E activity. If students score 2 or fewer of 5 Then have students do Any R or B activity. Reinforce Understanding states, “Assign the interactive lessons to reinforce targeted skills. Real-World Two-Step Equations.” Build Proficiency states, “Interactive Additional Practice: Assign students either the print or digital assignment to practice lesson concepts. The digital assignment includes algorithmic exercises. Spiral Review: Assign students either the print or digital version to review these concepts and skills, Converting Rational Numbers to Decimals (1 of 2).” Extend Thinkin states, “STEM Adventures: Are hiking trails in the woods made naturally by hikers, or is there something more going on? In this STEM Adventure, students apply their understanding of equations and inequalities to explore hiking trails.”
Indicator 3N
Materials provide extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.
Advanced students have opportunities to think differently about learning with extension activities and are not required to do more assignments than their classmates. The Implementation Guide, Professional Learning Resources (page 65) states, “Extend Thinking: The STEM Adventures and Websketch activities powered by Geometer’s Sketchpad offer students opportunities to solve non-routine problems in a digital environment. The print-based Extend Thinking activity master offers an enrichment or extension activity.” Specific recommendations are routinely part of the Differentiate and STEM sections of lessons and Units, as noted in the following examples:
Unit 3: Proportional Relationships, Lesson 3-2: Use Tables to Determine Proportionality, Differentiate, Extend Thinking, students extend their thinking of 7.RP.2, recognize and represent proportional relationships between quantities. The materials state, “For exercises 1-8, the number of units and the total cost of the units is given in Column A and Column B. Determine whether the columns are proportional or nonproportional. Question 9: You own a gift shop. You want to stock some coffee mugs. Would you choose to order based on the scenario in problem 7 or problem 8? Explain your answer.”
Unit 5: Sampling and Statistics, Lesson 5-1: Relationships Between Populations, Samples, and Statistics, Differentiate, STEM Adventures, students apply and extend their learning of 7.SPP.1, understand that statistics can be used to gain information about a population by examining a sample of the population. The materials state, ”In this STEM Adventure, students explore the benefits and potential drawbacks of using pesticides to protect our crops. Apply your understanding of statistics to investigate.”
Unit 6: Solve Problems with Operations with Integers and Rational Numbers, Lesson 6-3: Understand Additive Inverses, Differentiate, Extend Thinking, STEM Adventures, students apply and extend their learning of 7.NS.1, apply and extend previous understanding of addition and subtraction to add and subtract rational numbers. The materials state, “In this STEM Adventure, students gather and synthesize data on drought resistant plants. They learn about drought and its effect on food production and how plants adapt to be drought resistant.”
Unit 9: Probability, Lesson 9-4: Compare Probabilities of Simple Events, Differentiate, Extend Thinking, students extend their learning of 7.SP.6, approximate the probability of a chance vent by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. “For exercises 1-3, each cube has six faces and has been rolled 100 times. The outcomes are recorded in the table. Complete each table. What are the possible colors of the unseen faces of the cube? Explain. Remember the theoretical probability of the cube landing on any given face is or approximately 0.167.” Students are given three tables with the colors green, blue, and red listed with the frequency and they are expected to find the experimental probability.”
Indicator 3O
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.
The materials reviewed for Reveal Math 2025 Grade 7 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.
Students engage with problem-solving in a variety of ways within a consistent lesson structure: Day 1: Launch, Explore, Wrap Up, Practice and Day 2: Launch, Develop, Summarize & Apply, Assess, Practice, Differentiate. According to the Implementation Guide, Instructional Model (page 20) states, “Reveal Math’s lesson model keeps sense-making and exploration at the heart of learning. Every lesson provides two instructional options to develop the math content and tailor the lesson to the needs and structure of the classroom.” Launch states, “Be Curious starts every session with the opportunity for students to be curious about math. Students focus on sense-making. Teachers foster students’ ideas through meaningful discussion.” Explore and Develop states, “Explore and Develop unpacks the lesson content through either an activity-based exploration or guided exploration. Students explore the lesson concepts and engage in meaningful discourse. Teachers utilize effective teaching practices to help students make meaningful connections.” Assess, “The Exit Ticket is an assessment that students complete after Session 1. Teachers can use data from the Exit Ticket to inform instruction for Session 2. The Lesson Quiz is an assessment that students complete after Session 2. Teachers can use data from the Lesson Quiz to inform differentiation.” Practice and Reflect, “Practice offers students opportunities to engage with math and reflect on their learning. Students practice lesson concepts by completing the Practice exercises independently. Teachers have students Reflect on the lesson content and their learning.” Differentiate states, “Differentiation helps support every student in their path to understanding. Students work on differentiated tasks to reinforce their understanding, build their proficiency, and/or extend their thinking.”
Examples of varied approaches across the consistent lesson structure include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-3: Analyze Attributes of Geometry Figures, Session 2, Summarize & Apply states, “Elicit Evidence of Student Understanding: How would you explain the difference between a unique triangle given its side lengths and a unique quadrilateral given its side lengths to a friend? How can you show that four side lengths do not form a unique quadrilateral?”
Unit 4: Solve Problems Involving Percentages, Lesson 4-5: Solve Simple Interest Problems, Explore, Session 1, Activity-Based Exploration states, “Digital: Before students begin the activity, have them explore the WebsketchTM tools they will be using. Ensure that they can enter the values and use the tool to calculate. Hands-On: Show students a bank statement that shows a starting amount, an interest rate, interest earned, and the current balance and have them notice and wonder about the relationships among the amounts. When students demonstrate an understanding of the concept of earning interest, have them work in pairs on the Interest Earned Teaching Resource. Challenge students to look for patterns and to use the patterns they observe to perform or double-check their calculations. Have them record their findings in their Activity Exploration Journal and respond to the concluding questions.”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Unit Opener, What Do I Already Know? States, “Place a checkmark (✔) in each row that corresponds with how much you already know about each term and topic before starting this unit. At the end of the unit, place a checkmark in each row that corresponds with how much you know about each term and topic. Terms bar notation; terminating decimal; repeating decimal; additive inverse.” The three possibilities for check marks are “I don’t know; I’ve heard of it; I know it.”
Unit 7: Work with Linear Expressions, Lesson 7-3: Add Linear Expressions, Develop, Session 2, Activity-Based Exploration, Facilitate Meaningful Discourse states, “Facilitate a whole- class discussion regarding the students’ responses to the Concluding Questions. Using the evidence of student thinking that you gathered while students were completing the Math Language Routine, connect students’ approaches to the properties of operations, such as the Commutative and Associative Properties of Addition, to respond to the Concluding Questions. How can you determine whether two pairs of linear equations have the same sum? How can you write the sum of two or more linear expressions in the simplest form?”
Indicator 3P
Materials provide opportunities for teachers to use a variety of grouping strategies.
The materials reviewed for Reveal Math 2025 Grade 7 provide opportunities for teachers to use a variety of grouping strategies.
The materials provide opportunities for teachers to use a variety of grouping strategies. Teacher Guidance includes suggestions for whole group, small group, pairs, and/or individual work. Examples include:
Unit 4: Solve Problems Using Percentages, Lesson 4-1: Connect Percentages and Proportional Reasoning, Develop, Session 2, Activity-Based Exploration, Percent Protected, “Activity Debrief Stronger and Clearer Each Time: Successive Pair Share 1. Think Time: Give students 5-10 minutes to review their responses to the Concluding Questions from the previous session and to think about what they will say to their first partner to explain and justify their responses. Structured Pairing: Using a successive pairing structure, students explain their responses to at least two different partners. Each time, the students speaking focuses on explaining their reasoning clearly and precisely. The student listening asks clarifying questions to help their partner to be clearer and more precise in their communication. 3. Post-Write: Students revisit and revise as needed their responses to the Concluding Questions. Facilitate Mathematical Discourse Facilitate a whole-class discussion of the activity. Using the evidence of student thinking that you gathered while students were completing the Math Language Routine, sequence students’ sharing of findings to highlight different approaches and thinking strategies used to respond to the Concluding Questions.”
Unit 7: Work with Linear Expressions, Unit Opener, Preparing for Explore and Develop, “How Do I Choose? To decide which exploration to implement for the lessons in this unit, consider the following.” Activity-Based Exploration (ABE) states, “This unit focuses on conceptual understandings. Students are often able to build deeper understanding with new concepts when they have opportunities to explore them. While all lessons have Activity-Based Explorations, Lessons 7-1 and 7-3 offer particularly strong opportunities for students to explore working with linear expressions. Consider students' ability to work in groups as you plan for the lessons in this unit. Both students who need practice working in pairs or small groups and students who are engaged doing group work can benefit from the structure of the Activity-Based Explorations.
Unit 8: Solve Problems with Equations and Inequalities, Lesson 8-4: Write and Solve One-Step Addition and Subtraction Inequalities, Session 2, Differentiate, Reinforce Understanding, the teacher guidance suggests grouping students by student need to review and reinforce concepts based on the results of the Lesson Quiz. “Take Another Look Lesson Assign the interactive lesson to reinforce targeted skills. One-Step Inequalities (Add/Subtract).”
Indicator 3Q
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.
The materials reviewed for Reveal Math 2025 Grade 7 meet expectations for providing 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.
Within the Implementation Guide, Support for Multilingual Learners, Unit-Level support (page 50) states, “At the unit level are three features that provide support for teachers as they prepare to teach English Learners. The Designated Language Support feature offers insights into one of the four areas of language competence — reading, writing, listening, and speaking — and strategies to build students’ proficiency with language.” Lesson-level support, Language Objectives, “In addition to a content objective, each lesson has a language objective that identifies a linguistic focus of the lesson for English Learners.” Multilingual Learner Scaffolds: “Multilingual Learner Scaffolds provide teachers with scaffolded supports to help students participate fully in the instruction. The three levels of scaffolding within each lesson — Entering/Emerging, Developing/Expanding, and Bridging/Reaching are based on the 5 proficiency levels of the WIDA English Language Development Standards. With these three levels, teachers can scaffold instruction to the appropriate level of language proficiency of their students.” Support for active participation in grade-level mathematics is consistently included within lessons. Examples include:
Unit 1: Math Is…, Unit Overview, Multilingual Learner Scaffolds, Entering/Emerging states, “Reference the Spanish cognates sujeto, verbo, and objeto as needed. Allow students to "draft" sentences orally and receive feedback before writing them. For the final part of the activity, provide a word bank with math terms.” Developing/Expanding states, “Help students practice the revision stage of the writing process by having them trade sentences with a partner. Tell them to add information to the drafts, or clarify them, in ways that stay true to the original meaning and structure.” Bridging/Reaching states, “Challenge students to explore sentence construction by combining subjects to form compound subjects, verbs to form compound predicates, and simple sentences to form compound sentences. Remind them that they can also invert subject-verb order by writing questions.”
Unit 5: Sampling and Statistics, Lesson 5-1: Relationships Between Populations, Samples, and Statistics, Lesson Overview, Language Objectives states, “Students will understand and use commas in sentences. To optimize output, students will participate in MLR: Collect and Display, MLR: Critique, Correct, and Clarity, and MLR: Discussion Supports: Think Aloud.
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-5: Multiply Integers and Rational Numbers, Explore, Session 1, Activity-Based Exploration, Multilingual Learner Scaffolds states, “Entering/Emerging Review relevant vocabulary, particularly the math term signs, which students may know in other contexts. Consider rephrasing the Concluding Questions to make them less abstract: What can you say about…?; What do you always know about…? Developing/Expanding To support students responding to the Concluding Questions, point out that they are virtually the same in their structure and wording. Explain that is madeans students can use one response as a model or framework for the other. Bridging/Reaching Extend learning, encourage metacognition, and enrich math discourse by having students orally explain their reasoning for their responses to the Concluding Questions. Encourage them to use examples, transition and sequence words, and precise academic language.”
Unit 10: Math Is…, Unit Overview, Math Language Development, Reading Comprehension Strategies, states, As a math educator, you know that content can be accessed by those who “read to learn”--but this does mean that “learning to read” has already been mastered. This is why reviewing comprehension strategies in the context of math, and using the student edition as a model text, can greatly benefit students. Here are some basic approaches with which some students may be familiar. Self-monitoring. Tell students to keep track, and in a sense take ownership, of their level of comprehension regarding any given passage. Sometimes it works simply to keep reading, allowing background knowledge and context clues to work together. Readers also should have a sense of when to stop and apply a formal strategy or ask for help. Previewing the text–Explain that this is a strategy that almost all readers employ. It is partly the reason why text is organized the way it is and why it often features heads, subheads, boldface, and graphics: they provide a quick way to identify the topics in a general way. Using context clues. This is an effective strategy for all kinds of unfamiliar vocabulary including academic and specialized domain terms. Coach students to focus on the part of speech of the unknown words and to look to neighboring sentences for hints to its meanings. Read symbols and graphics. Remind students to examine accompanying figures, illustrations, diagrams, or charts for clarification of the same information conveyed in less detail in the main text.”
Indicator 3R
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
The materials reviewed for Reveal Math 2025 Grade 7 provide a balance of images or information about people, representing various demographic and physical characteristics.
Student materials include images as clip art. These images represent different races and portray people from many ethnicities in a positive, respectful manner, with no demographic bias for who achieves success based on the problem contexts and grade-level mathematics. Examples include:
Unit 1: Math is…, Unit Opener, What do I Already Know?, Math History Minute states“The Incan empire of 15th and 16th century South America used knotted and colored strings called quipus to keep complex records of everything from the empire's population to the amount of food a village had in store for lean seasons.” There is a picture of a piece of cloth made out of colorful knotted strings.
Unit 3: Proportional Relationships, Unit Opener, What Do I Already Know? Math History Minute states, “Erika Tatiana Camacho (1974- ) is a Mexican-American mathematical biologist and Associate Professor at Arizona State University. In 2014, she won the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Her high school teacher and mentor was Jaime Escalante, the subject of the 1988 movie Stand and Deliver.
Unit 5: Sampling and Statistics, Lesson 5-5: Assess Visual Overlap, Launch, Session 1, Be Curious: Notice & Wonder states, “Purpose Students discuss what they notice and wonder about overlapping rugs. What do you notice? What do you wonder?” Pose Purposeful Questions states, “What do you notice about the rugs? Do all of the rugs overlap the same amount? How do you know? Pause & Reflect states, “Students think about ways to display data and how the displays would show overlap in the data sets. How can you show that data sets overlap?” Students are shown a picture of overlapping Persian rugs. There are 8 visible rugs all made from different designs.
Unit 9: Probability, Lesson 9-5: probability of Compound Events, Session 1, Guided Exploration, Heads or Tails states, “Imani's class wants to use the last 10 minutes of class to play a review game. Her teacher tells the class that if the outcome of three coin flips is the outcome shown, they can play the game. What is the theoretical probability of all three coin-flips landing on heads? A tree diagram can be used to determine the sample space.”
Indicator 3S
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
The materials reviewed for Reveal Math 2025 Grade 7 partially provide guidance to encourage teachers to draw upon student home language to facilitate learning.
Reveal Math 2025 provides student materials in Spanish and includes a Multilingual eGlossary in 14 languages. There is some guidance for teachers to draw upon student home language; however it is not consistent. Examples include:
Teacher Edition, Volume 1, Course 1, Glossary states, “The Multicultural eGlossary contains words and definition in the following 14 languages: Arabic, Bengali, Brazilian Portuguese, English, French, Haitian Creole, Hmong, Korean, Mandarin, Russian, Spanish, Tagalog, Urdu, Vietnamese.” For example, “English: center (Lesson 2-8) The point from which all points on a circle are the same distance. Español: El punto desde el cual todos los puntos en una circunferencia están a la misma distancia.”
Unit 1: Math Is…, Spanish Unit Resources, “Carta a la familia Querida familia: En esta unidad, Matemáticas es..., los estudiantes pensarán y hablarán sobre qué significa trabajar con las matemáticas y verse a sí mismos trabajando con ellas. Se los alentará a observar y preguntarse cómo se usan las matemáticas en la vida diaria, a hablar de sus ideas matemáticas y a reflexionar sobre sus experiencias con las matemáticas.” ¿Qué aprenderán los estudiantes en esta unidad?, “Matemáticas es… Todos hacemos matemáticas y usamos las matemáticas en nuestras vidas diarias, a veces sin darnos cuenta. Cuando trabajamos con matemáticas, les damos sentido a los problemas, las cantidades y las soluciones. Para resolver los problemas, desarrollamos un plan y lo vamos adaptando. Los estudiantes visualizarán los problemas usando distintas herramientas y modelos, por ejemplo tablas que muestren las relaciones entre las cantidades. Cuando trabajan con las matemáticas, los estudiantes comunican su razonamiento a sus compañeros con precisión y exactitud. También escuchan y cuestionan los argumentos de sus compañeros y hacen preguntas para determinar si tienen sentido. Identificar patrones y relaciones nos ayuda a resolver problemas. También podemos generalizar a partir de cálculos repetidos. Si, por ejemplo, identificamos un patrón en una tabla de valores, podemos crear una regla para encontrar el valor siguiente. Los estudiantes evaluarán si sus soluciones son razonables y harán los ajustes necesarios. Los estudiantes son una comunidad que piensa y trabaja con las matemáticas. Trabajarán juntos o individualmente y respetarán a sus compañeros y a sí mismos. “[Dear Family, In this unit, Math Is.... students will think and talk about what it means to do math and to see themselves as a "doer of math." They will be encouraged to notice and wonder about how math is used in everyday situations, talk about their mathematical ideas, and reflect on their experiences with mathematics. What Will Students Learn in This Unit? Math Is... All individuals are doers Of math and use math in their daily lives in ways they may not realize. When we do math, we make sense of problems, quantities, and solutions. To solve problems, we develop a plan and adjust the plan as needed. Students will visualize problems using different tool and models. They use different tools, such as tables, to show relationships between quantities. When students do math, they can precisely and accurately communicate their reasoning to their classmates. Similarly, they listen to and question their classmates' arguments and ask questions to determine whether arguments make sense. Identifying patterns and relationships can help us solve problems. We can also make generalizations based on repeated calculations. For example, if we identify a pattern in a table Of values, we can make a rule for finding the next value in the table. Students will evaluate the reasonableness Of their solutions and make any adjustments as needed. Students make up a community Of math thinkers and doers. They will work together Or on their own and show respect for their classmates and themselves.]”
Unit 7: Work with Linear Expressions, Lesson 7-2: Expand Linear Expressions, Explore, Session 1, Activity-Based Explorations, Expand Linear Expressions, Multilingual Learner Scaffolds state, “Entering/Emerging Both the digital and hands-on Exploration Findings provide a space for student to make drawing that support their thinking. Help students explain their drawing, focusing on clarifying the connections between specific visual elements and important information. Developing/Expanding Have students use visual representation to respond to the Concluding Question, and then explain these representations orally rather than in writing. Lead a discussion about the similarities and differences between them,noting any recurring visuals 9e.g., symbols, arrows, labels). Bridging/Reaching Challenge students to use their response to the Concluding Question as the basis for peer teaching the process described. Provide access to the board, and have them use visual representation, both existing and new, to illustrate information and express relationships.”
Unt 10: Math Is…, Lesson 10-6: Math is Mine, Develop, Session 2, Activity-Based Exploration, Multilingual Learner Scaffolds, Entering/Emerging Work with students to create situations that can be resolved with math and are understandable to others. Allow them to use their home language in developing the situation, but when comparing with a partner, have them transition to English. Developing/Expanding Remind students to craft their situations so that others can understand them. Work with students to provide support for grammar and syntax. As partners work to plan their resolution, have them describe their resolution by explaining their thinking. Bridging/Reaching Remind students to use academic language as they explain how to resolve the situations they crafted and also when working with partners to resolve their situations.”
Indicator 3T
Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
The materials reviewed for Reveal Math 2025 Grade 7 provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.
While Spanish materials are accessible within lessons and within the Family Support Materials, there are few specific examples of drawing upon student cultural and social backgrounds. Examples include:
Multilingual eGlossary, French, absolute value, “valeur absolue, La valeur absolue d'un nombre a est sa distance de zéro sur une droite numérique; et celle-ci est représentée par |a|. Exemple: La valeur absolue de -2 est 2, ou |-2| = 2.”
Unit 1: Math Is…, Lesson 1-4: Math Is in Explaining and Sharing, Multilingual Learner Scaffolds state, “Entering/Emerging To prepare for their debrief from the previous session, work with students to write words and phrases they can use when speaking with their partners. Provide sentence frames such as I think about…because…Developing/Expanding As students move from partner to partner, have them recall questions they first had, and then think of different ways to express what they want to say to the next.. When they review their responses, have them focus on clarity. Bridging/Reaching Make sure that students ask their partners clarifying questions per the MLR to better understand their responses. When they revise their responses, remind students to include the questions and feedback from their partners in their revisions.”
Unit 2: Solve Problems Involving Geometry, Lesson 2-1: Solve Problems Involving Scale Drawings, Launch, Session 1, Be Curious: Notice & Wonder states, “Purpose Students compare a photograph showing the Eiffel Tower with a scale model. What do you notice? What do you wonder? Pose Purposeful Questions What are some other models that you have seen like this one? Why might someone builded a model like this one?” There is a picture of the Eiffel Tower and a scale model of the Eiffel Tower.
Unit 9: Probability, Lesson 9-6: Simulate Chance Events, Launch, Session 1, Be Curious: Notice & Wonder, Purpose Students discuss potential questions about a set of coins. What questions can you ask? Teaching Tip Students may be less familiar with United States currency then they are with currencies from other countries. Explain that a penny is the smallest unit of currency within the United States systems and invite students to share what they know about the smallest unit of currency in other countries. Encourage students to express interest in their fellow classmates’ diverse experiences by asking questions.”
Indicator 3U
Materials provide supports for different reading levels to ensure accessibility for students.
The materials reviewed for Reveal Math 2025 Grade 7 partially provides supports for different reading levels to ensure accessibility for students.
In materials reviewed for Reveal Math 2025, there are no specific strategies provided to engage students in reading. There are, however, details about the language of math. In the Grade 6-8 Implementation Guide (page 48) state, “Throughout Reveal Math, teachers will find language supports embedded to help students build a shared language and communicate effectively about math. The Language of Math feature highlights math terms that students will use during the unit. New terms are highlighted in yellow. Terms that have a math meaning different from everyday meaning are also explained.” Math Language Routines state, “Math Language Routines engage students in thinking and talking about mathematics. This feature provides a listing of the Math Language Routines found in the lessons of the unit.” Examples include:
Unit 3: Proportional Relationships, Unit Opener, Building the Language of Mathematics states, “As students work through each lesson, have them complete the graphic organizer to build understanding of and proficiency with key mathematical terms and concepts. Encourage students to come up with their own definitions and descriptions of terms. When students generate their own definitions or descriptions of terms, they are more likely to remember them long term. Word Wall If there is a Math Word Wall in the classroom, ask students to add their words, examples, and counterexamples of proportional relationships to the wall. As they share them, have each student explain their entry.”
Unit 5; Sampling and Statistics, Lesson 5-1: Relationships Between Populations, Samples, and Statistics, Develop, Session 2, Guided Exploration, 1,000 Paper Cranes, the teacher guidance states, “MLR Discussion Supports: Think Aloud 1. After students have had time to consider how to solve the problem, model how to think aloud through solving for the mean. Say: I can use the mean time to represent how long it takes a member of the club to fold a crane because that is the average of their times. 2. Ask students to recall how to find the mean of data. Say: The mean is the ratio of the total time to the number of students. We can divide the total time by 6 to find the unit rate. 3. Ask students to explain what the mean represents. Then say: The mean is 217 seconds to fold a crane. We can expect that it takes one student about 217 seconds to fold a crane.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-5: Write and Solve One-Step Multiplication and Division Inequalities, Explore, Session 1, Guided Exploration, Mini Golf Goals, the teacher guidance states, “MLR Discussion Supports: Numbered Heads Together, 1. Groups: Each student in the group is assigned a number. 2. Assign the Task: Have students answer the Let’s Explore More questions, including formulating justifications or explanations. 3. Heads Together: As students work together to discuss and answer the questions, they make sure that everyone in the group is prepared to provide their answers and explanation to the entire class. 4. Report: Choose a student number at random. The students with this number are the reporters for their group. The reporters share their answers and explanations with the entire class. Reporters either agree or provide their own answers and explanations. Check that students understand why the Division Property of Inequality means the inequality must reverse, and why an inequality with the opposite symbol would not make the statement true.”
Indicator 3V
Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.
The materials reviewed for Reveal Math 2025 Grade7 meet expectations for providing manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.
Each lesson includes a list of materials needed for teachers and students. Examples include:
Unit 2: Solve Problems Involving Geometry, Lesson 2-3: Analyze Attributes of Geometric Figures, Explore, Session 1, Activity-Based Exploration, How Many Quadrilaterals states, “Hands-On: Have students select 4 rods and measure the length of each it may be helpful to use sets of straws or stir-sticks as rods; with 4 whole rods, 4 half-rods, and 4 quarter-rods. This will ensure that students are able to explore both quadrilaterals they are familiar with and irregular quadrilaterals, and that they can encounter segments that do not form a quadrilateral. Students should use the lengths to determine how many quadrilaterals they can take. Have students repeat this process, recording their findings in the Activity Exploration Journal.”
Unit 5: Sampling and Statistics, Lesson 5-1: Relationships Between Populations, Samples, and Statistics, Explore, Session 1, Activity-Based Exploration, Populations and Samples state, “Hands-On: Students work in groups of 3 or 4. Provide each group with a mini building set, and each student with a copy of the Parameters and Statistics Teaching Resource and access to a large tub of building bricks. For the two proportion sections of the Teaching Resources, have each group select an attribute to investigate, such as a certain color or shape, and use their selection to define the parameter.”
Unit 7: Work with Linear Expressions, Lesson 7-3: Add Linear Expressions, Explore, Session 1, Activity-Based Exploration, Add Linear Expressions states, “Hands-On: Give each group a set of algebra tiles. Have them think of two linear expressions that they can represent with the algebra tiles. Then have them write an expression representing the sum of their two expressions. Make sure students understand that by writing each linear expression inside of parentheses, they are showing addition of 2 linear expressions, as opposed to addition of 4 terms, but that the use of parentheses does not affect the sum.”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-5: Write and Solve One-Step Multiplication and Division Inequalities, Explore, Session 1, Activity-Based Exploration, Solve Multiplication and Division Inequalities states,“Digital: Before students begin the activity, have them explore the WebsketchTM tools they will be using. Ensure that they can change the values of the numbers and adjust the markers to change the values.”
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.
The materials reviewed for Reveal Math 2025, Grade 7 integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level standards; include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other; have a visual design that supports students in engaging thoughtfully with the subject that is neither distracting nor chaotic; and provides teacher guidance for the use of embedded technology to support and enhance student learning.
Indicator 3W
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.
The materials reviewed for Reveal Math 2025 Grade 7 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.
Teachers and students have access to a robust digital experience. The 6-8 Implementation Guide, Teacher Digital Experience (page 10) states, “Teachers have access to an intuitive and easy-to-use platform from which they can plan and implement engaging instruction. The teacher experience includes: Daily interactive lesson presentations, Engaging, rich differentiation resources, Auto-scored practice and assessment items, Customizable assessments and item banks, Teacher and administrator data and reporting, Professional development workshops and videos, Unit and lesson files that can be downloaded with one click, Ability to add resources, including presentations, website links, and more…” Student Digital Experience states, “Students have access to a robust set of engaging digital tools and interactive learning aids, including: Interactive Student Edition, Daily interactive practice with embedded learning aids, Online assessments with interactive item types, Digital games designed for purposeful practice, Instructional mini-lessons to reinforce understanding, Rich exploratory STEM Adventures, Videos and eTools.” Examples include:
Program Resources: Digital Game Center, Chip Flip: Solve Problems Involving Percentages, Description states, “This interactive game provides practice with solving problems involving percentages.” Instructions state, “Select a chap to flip it and reveal a mathematical term, image, or definition Match equivalent terms or images with their definitions to complete the circuit board.”
Unit 4: Solve Problems Involving Percentages, Lesson 4-1: Connect Percent and Proportional Reasoning, Session 2, Differentiate, Digital Game Center states that teachers can assign students a variety of enrichment, interventions, and reinforcement. The materials state, “The Digital Game Center offers students anytime access to all the digital games for Reveal Math 6-8. These games are designed to help students build proficiency with key middle school concepts and skills Among the skills practices are operations with rational numbers and integers, ratio and proportional reasoning, and foundational linearity. Teachers may opt to assign games to students through the Digital Teacher Center.”
Unit 6: Solve Problems Involving Operations with Integers and Rational Numbers, Lesson 6-2: Add Integers and Rational Numbers, Session 2, Differentiate, teachers can assign tasks that build proficiency for students, Build Proficiency states,“Interactive Additional Practice Assign students either the print or digital assignment to practice lesson concepts. The digital assignment includes algorithmic exercises. Spiral Review Assign students either the print or digital version to review these concepts and skills. Proportional Relationships (3 of 3)”
Unit 8: Solve Problems Using Equations and Inequalities, Lesson 8-2: Write Two-Step Equations, Number Routines, In my Head?, Go Online states, “In My Head? Empowers students to think flexibly about computing and evaluating on paper or in their head. Students determine which of the given expressions they could mentally and share how they would do so. Students also talk about why certain problems are better done on paper or even with a calculator.” Build Fluency states, “Students decide which tool-mental math, paper and pencil, or calculator-is most appropriate for them to evaluate the expressions given. These prompts encourage students to talk about their tool selection: What made the numbers easy to work with? Why was this a good problem for paper? Why was this a good problem to solve with a calculator? How does your tool selection compare to ___’s?”
Indicator 3X
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
The materials reviewed for Reveal Math 2025 Grade 7 include or reference digital technology, but do not provide opportunities for teachers and/or students to collaborate with each other when applicable.
Although there are a number of interactive tools throughout the teacher and student digital experience, Reveal Math 2025 lacks the opportunities for teachers and/or students to collaborate with each other within the program. Implementation Guide, Digital Experience, Student Center (page 70) and Teacher Center (page 72) state, “The Student Dashboard is designed with our learners in mind—allowing them to access all learning tools with ease. Students can access specific lessons. Students can review previously completed work and their scores on assignments. Students open to their To-Do list and click on assignments. Students can access their Interactive Student Edition, eToolkit, and Glossary” eToolkit is crossed off with a red horizontal bar. Interactive Student Edition states, “The Interactive Student Edition allows students to interact with the Student Edition as they would in print. Embedded tools allow students to type or draw as they work out problems and respond to questions. Students can access the eToolkit at any time and use virtual manipulatives to represent and solve problems.” Digital Practice states, “Assigned Spiral Review provides a dynamic experience, complete with learning aids integrated into items at point-of-use, that support students engaged in independent practice.” Teacher Center states, “Teachers can access digital classroom resources and tools through the Teacher Center. Browse the Course Navigation Menu to go directly to a unit or lesson. Shortcuts to the Interactive Student Edition and eBooks of the Teacher Edition and Spanish Student Edition are available on the dashboard.” Unit and Lesson Resource Pages state, “Unit and lesson resources are organized into landing pages for point-of-use access. Teachers can easily plan and prepare to teach units and lessons using the simple layout organization that aligns with their print Teacher’s Edition. Assign activities or assessments to a group, individual, or whole class.”
Indicator 3Y
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
The materials reviewed for Reveal Math 2025 Grade 7 have a visual design (whether in print or digital) that supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
There is a consistent design across units, topics, and lessons that support student understanding of mathematics. For example:
Every Unit follows a similar layout: Unit Planner, Unit Overview, Unit Routines, Readiness Diagnostic, Unit Opener: Explore Through STEM, Unit Opener: Ignite!, a series of lessons for the Unit, Unit Review, Performance Task, Fluency Practice, and then Unit Assessment. Every Lesson follows a similar layout: Lesson overview that is comprised of: Learning Targets, Standards, Vocabulary, Materials, Focus, Coherence, Rigor, Lesson Highlights and Key takeaways, Math background, Lesson pacing, 2 Number Routines, Orchestrating Rich Mathematical Discourse, Session 1 Launch, Session 1 Activity-Based Exploration, Session 1 Guided Exploration, Exit ticket, Practice, Session 2 Launch, Session 2 Activity-Based Exploration, Session 2 Guided Exploration, Summarize & Apply, Lesson Quiz, Practice, and then a set of 3 Differentiate Activities.
Unit 1: Math Is…, Lesson 1-3: Math Is In My World, Launch, Session 1, Be Curious: Notice and Wonder, the curriculum provides images and graphics that support student learning and engagement without being visually distracting. “Purpose, Students share their thinking about an image of a bobsled racing down a track. What do you notice? What do you wonder?” There is an image of bobsled racing down the track.
Unit 4: Solve Problems Involving Percentages, Lesson 4-6: Solve Percent Error Problems, Summarize & Apply, Apply, the curriculum provides images and graphics that support student learning and engagement without being visually distracting. “Speedometers and Error, Federal law states that speedometers cannon have an error of more than 2.5%. Question 1 Choose a speed you would travel. What is the slowest speed the car could be traveling if the speedometer is in compliance with federal law? Question 2 Choose a speed you would travel. What is the fastest speed the car could be traveling if the speedometer is in compliance with the federal law?” There is a picture of the speedometer of a car.
Unit 7: Work with Linear Expressions, Lesson 7-5: Factor Linear Expressions, Explore, Session 1, Guided Exploration, Water Park Fun, the curriculum provides images and graphics that support student learning and engagement without being visually distracting. “The student council advisors are sponsoring a trip to the water park. A limited number of discount tickets are available for purchase. The remaining tickets will be purchased at regular price. The expression 24x + 18y represents the cost of the tickets, with x being the number of regular tickets and y being the number of discount tickets purchased.” There is a picture of a water slide and a pool of water with a wooden sign that states Regular Price: $24 Discounted Price; $18.
Unit 9: Probability, Lesson 9-1: Understand Probability, Develop, Session 2, Guided Exploration, Ten-Sided Die, the curriculum provides images and graphics that support student learning and engagement without being visually distracting. “A teacher rolls a ten-sided die with sides numbered 1-10 to decide if he will assign the even-numbered problems or the odd-numbered problems for homework. If the die lands on an even number, students must complete the even-numbered exercises.” There is a picture of a 10-sided die.
Indicator 3Z
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials reviewed for Reveal Math 2025 Grade 7 provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials provide technology guidance for teachers, and an additional format for student engagement and enhancement of grade-level mathematics content. Examples include:
Implementation Guide, Fluency (page 58) states, “We know fluency is not developed after one lesson, so Reveal Math provides ample opportunities for students to practice concepts. The Game Station provides opportunities to build on concepts from the lessons, while Spiral Review provides a rotating review of previously learned concepts and skills.” Digital Station states, “The Digital Station includes games that offer an engaging environment to help students build computational fluency. The Digital Station is part of the Differentiated Support for each lesson.” Spiral Review states, “Spiral Review, available as a print-based or digital assignment, provides practice with mixed standard coverage for major clusters within the grade level to build fluency.”
Implementation Guide, Differentiation Resources, Digital (page 64), Reinforce Understanding states, “These teacher-facilitated small group activities are designed to revisit lesson concepts for students who may need additional instruction.” Build Proficiency states, “Students can work in pairs or small groups on the print-based Game Station activities, written by Dr. Nicki Newton, or they can opt to play a game in the Digital Station that helps build fluency.” Extend Thinking states, “The Application Station tasks offer non-routine problems for students to work on in pairs or small groups.” Independent Activities, Reinforce Understanding state, “Students in need of additional instruction on the lesson concepts can complete either the Take Another Look mini-lessons, which are digital activities, or the print-based Reinforce Understanding activity master.” Build Proficiency states, “Additional Practice and Spiral Review assignments can be completed in either a print or digital environment. The digital assignments include learning aids that students can access as they work through the assignment. The digital assignments are also auto-scored to give students immediate feedback on their work.” Extend Thinking states, “The STEM Adventures and Websketch activities powered by Geometer’s Sketchpad offer students opportunities to solve non-routine problems in a digital environment. The print-based Extend Thinking activity master offers an enrichment or extension activity.”
Implementation Guide, Digital Experience (page 70), Student Center states, “The Student Dashboard is designed with our learners in mind—allowing them to access all learning tools with ease.” Interactive Student Edition states, “The Interactive Student Edition allows students to interact with the Student Edition as they would in print.” Digital Practice states, “Assigned Spiral Review provide a dynamic experience, complete with learning aids integrated into items at point-of-use, that support students engaged in independent practice.” Digital Games state, “Digital Games encourage proficiency through a fun and engaging practice environment.”
Implementation Guide, Digital Experience (page 72), TeacherCenter states, “Teachers can access digital classroom resources and tools through the Teacher Center.” Unit and Lesson Resource Pages state, “Unit and lesson resources are organized into landing pages for point-of-use access. Teachers can easily plan and prepare to teach units and lessons using the simple layout organization that aligns with their print Teacher’s Edition.”