Alignment: Overall Summary

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for alignment to the CCSSM. ​The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials meet expectations for Gateway 2, rigor and balance and practice-content connections, by reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor. The materials meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
17
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
31
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for Gateway 1, focus and coherence. The instructional materials meet the expectations for focusing on the major work of the grade, and they also meet expectations for being coherent and consistent with the standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

​The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for not assessing topics before the grade level in which the topic should be introduced. Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations that they assess grade-level content. 

The materials provide three versions of the Module assessment which include a variety of Item types as well as a Performance Task for each Module. In addition, there are quarterly benchmark tests to show growth over the year. 

Examples of assessment items aligned to grade-level standards include:

  • Module 8 Test Form A, Item 6: “The diagram represents the angle at which a bird takes off when there is a strong headwind. When there is not a strong headwind, the angle of ascent is normally 20% less. At what angle does the bird ascend when there is not a strong headwind? Round to the nearest tenth if necessary.” The diagram labels an angle of 145 degrees as a supplementary angle of the birds ascent. The answers are, “A) 7° B) 25.2° C) 28° D) 35° E) 42°.” (7.G.5)
  • Benchmark Test 2, Item 12: “DaShaun is running at a speed of 7.2 miles an hour. He starts at mile marker 12. Let x represent the number of hours DaShaun has been running. Write and solve an equation to find the number of hours DaShaun will run until he reaches mile marker 30. ___ + ___x = ___. DeShaun will run for ___ hour(s) until he reaches mile marker x.” (7.EE.4a)
  • End of Course Test, Item 1A: “Cynthia pays $0.24 per print at a photography store. James is a member of the Print Club and pays a $5 monthly fee, plus $0.15 per print. 
    • Part A) Complete the table to find the total costs for each number of prints. Round to the nearest cent if necessary. 
    • Part B) Determine whether each statement is True or False: James's total cost is proportional to the number of prints. (T/F) Cynthia's total cost has a constant of proportionality. (T/F) James's total cost has a constant of proportionality. (T/F) The graph of the line representing Cynthia's total cost passes through the origin. (T/F)” (7.RP.2)
  • Module 2 Performance Task: “RickRock Productions is trying to put together a concert. They have already spent $20,000 as a non-refundable deposit to reserve the outdoor location, and they are looking over a short list of bands they may hire to perform. The concert location has three different ways they can arrange the space: Seating arrangement #1: 25,000 seats; Seating arrangement #2: 15,000 seats and room for 20,000 on the grass; Seating arrangement #3: 5,000 seats and room for 30,000 on the grass. Regular seat tickets cost $85 and tickets for the grass area cost $65. The location’s owners get the $20,000 deposit, rental fee, and 3.4% of all ticket sales. The owners keep all the parking fees and provide security for the concert. Write your answers on another piece of paper. Show all your work to receive full credit. 
    • Part A) Which seating arrangement would produce the greatest revenue for the RickRock producer? What is the percent of increase from the least revenue to the greatest? Explain what the percent increase represents in this situation. Round to the nearest hundredth if necessary. 
    • Part B) RickRock will also need insurance for the concert. They usually pay a $450,000 bond to the insurance company. If no damages are reported, the money will be refunded less a 1.5% fee. If the insurance has to cover damages, the amount of the damages will be subtracted from the bond before it is refunded. The 1.5% fee still applies to the entire amount of the bond. What percent of the $450,000 insurance bond would be refunded if the concert-goers do $18,592 in damages? Round to the nearest hundredth if necessary.” (7.RP.3, 7.EE.3,4a)

Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials. The materials are digital and download as a word document, making it easy to modify or omit Items. These items include:

  • Module 5 Test Form A, Item 5: “Drag each expression to the appropriate bin to identify it as linear or not linear.” The options to choose are: 7x, 5x + 3, 8xy, 14, and $$3x^2$$. (8.F.3)
  • Module 9 Test Form A, Item 14: “Caroline is using modeling clay to make a model of a pyramid with the dimensions shown. How much modeling clay does she need to complete the model?” Item 20 also involves volume of a pyramid. (8.G.9)
  • Module 8 Test Form A, Item 19: “How many different two-dimensional cross sections are possible when a cylinder is intersected by a plane in more than just one point? Describe the cross sections and the type of plane that would result in each one. Explain your reasoning.” A picture of a cylinder is given. (G-GMD.4)
  • Module 10 Test Form A, Item 11B, Part B: “What is the probability of the complement as a fraction in the simplest form?” (S-CP.1)
  • Module 11 Test Form A, 4 out of 14 Items include vocabulary related to sampling that is not aligned to standards: simple random sample, stratified random sample, systematic random sample, voluntary response sample, convenience sample. (S-IC.3)

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. The instructional materials devote at approximately 84% of instructional time to the major work of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for spending a majority of instructional time on major work of the grade. 

  • The approximate number of modules devoted to major work of the grade (including assessments and supporting work connected to the major work) is 9 out of 11, which is approximately 82%.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 53 out of 63, which is approximately 84%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 124 out of 159, which is approximately 78%. 

A lesson level analysis is most representative of the instructional materials because lessons directly reflect the grade-level concepts identified for each lesson. In addition, teachers have flexibility in the length of time they may spend on different aspects of the lesson. As a result, approximately 84% of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for being coherent and consistent with the standards. The instructional materials have supporting content that engages students in the major work of the grade and content designated for one grade level that is viable for one school year. The instructional materials are also consistent with the progressions in the standards and foster coherence through connections at a single grade.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations that supporting work 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: 

  • In Lesson 8-1, 7.G.5 supports 7.EE.4a as students write and solve equations to find missing angle measures. Practice Question 5 states, “Write and solve an equation to find the value of x.” Given vertical angles with measures 115 degrees and (2x + 5) degrees.
  • In Lesson 8-4, 7.G.1 supports 7.RP.2b as students write and solve proportions to find scale factor and scale measurements. Practice Question 3 states, “Refer to the floor plan. The scale of the floor plan is 1 inch = 6 feet. Find the actual area of the hallway.” In Explore and Develop, Example 1 states, “Use scaling to find the missing value. 1 unit/24 miles = 4 units/d miles. Write the proportion.”
  • In Module 9, 7.G.4 and 7.G.6 support 7.EE.B as students use the volume, surface area, area, and circle formulas to solve real-world and mathematical problems. In Lesson 1, Practice Question 7 states, “Find the approximate radius of a circle with a circumference of 34.4 inches. Use 3.14 for pi. Round to the nearest hundredth.” In Lesson 3, Practice Question 9 states, “Alonza needs to sod his backyard. The figure shows the measurement of the area of his yard which he intends to sod. One pallet of sod covers 400 square feet. How many full pallets of sod will Alonzo need to have enough for his entire yard?”
  • In Lesson 10-3, 7.SP.C supports 7.RP.A as students use proportional reasoning and percentages to extrapolate from random samples and use probability. In Explore and Develop, Learn - Sample Space states, “Suppose you rolled a number cube ten times and recorded the results as shown. The relative frequency ratios of rolling a 1 or rolling a 6 are both 0/6, of 0, because rolling either of those numbers did not happen.” In Lesson 11-2, Practice Question 2 states, “A smart tablet manufacturer tests 1 out of every 25 screens for flaws. Out of 125 tablets tested, 2 had defective screens. How many defective screens should the manufacturer expect out of 45,000 smart tablets?” In Lesson 11-2, Explore and Develop, Example 2 states, “The superintendent of a school district wants to predict next year’s middle school lunch count. The graph shows the results of a survey of randomly selected middle school students. If the district has 5,000 middle school students next year, about how many students plan to buy lunch 1-2 days a week?”

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations that the amount of content designated for one grade-level is viable for one year. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 159 days.

  • The pacing guide is based on daily classes of 45 minutes. 
  • Grade 7 includes 63 lessons which account for 113 instructional days.
  • Each Module includes one review day and one assessment day for 22 days. The assessment could be a performance task or the module test. 
  • Put It All Together are mid-module checkpoints which could be used as an assessment, a review, or homework which are each allocated a half-day of instruction. There are 18 Put It All Togethers for Grade 7, which leads to nine days of instruction.
  • There is one day allocated for Module introduction and pre-assessment, which is 11 days. 
  • Each grade includes four benchmark assessments during the year. 
  • Differentiation activities are not specified in the pacing guide.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations for the materials being consistent with the progressions in the Standards. Off grade-level material is identified and is relevant to grade-level work; it does not interfere with the work of the grade. In addition, the instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. The instructional materials identify prior knowledge at both the Module and Lesson level in the vertical alignment.

In the Teacher Edition and the Vertical Alignment tab online, the introduction for each module includes a progression of concepts and standards across the grades. The beginning of each module states: “The mathematical content in this module connects with what students have previously learned and what they will learn in upcoming modules.” Vertical alignment is provided at both the module and lesson level using the format of previous-now-next. Many of the connections provided are within the current grade. For example:

  • Module 2: “Previous - Students used ratio and rate reasoning to solve problems involving percents. (6.RP.3); Now - Students solve multi-step percent problems. (7.RP.3, 7.EE.2); Next - Students will use percents to find the probability of an event occurring. (7.SP.7)”
  • Lesson 7-1 Solve One-Step Addition and Subtraction Inequalities: “Previous - Students wrote inequalities to represent real-world and mathematical problems. (6.EE.8); Now - Students solve and graph one-step addition and subtraction inequalities. (7.EE.4, MAFS.7.EE.4b); Next - Students will write and solve one-step addition and subtraction inequalities. (7.EE.4b)”

The materials provide all students the opportunity to engage with extensive, grade-level work. For example:

  • The Correlation to Mathematical Standards document delineates the content, indicating that all grade-level standards are represented throughout the course.
  • Each lesson includes grade level practice for all students in the Interactive Presentation, Explore, Apply, and optional Practice pages. Online, each lesson also includes Reflect and Practice which contains an Exit Ticket and Practice pages for student use. 
  • In the Teacher Edition, each Module includes leveled discussion questions and differentiated practice questions to support all students with grade-level concepts.
  • When work is differentiated, the materials continue to develop grade-level concepts. For example, in Lesson 5-5, the corresponding interactive review lesson guides students through applying rational number operations; the extension lesson provides the opportunity to simplify rational expressions with variables.
  • There is opportunity for additional digital practice with every lesson. For each example or application in Explore and Develop, students are prompted to “Go Online” to complete an “Extra Example”.

Examples of grade-level work:

  • Lesson 3-4 Practice: “A submarine descends to a depth of 660 feet below the surface in 11 minutes. At this rate, what integer represents the change, in feet, of the submarine's position after one minute?” (7.NS.1)
  • Lesson 7-6 Practice: “Matilda needs at least $112 to buy a new dress. She has already saved $40. She earns $9 an hour babysitting. Write and solve an inequality to determine how many hours she will need to babysit to buy the dress. Then interpret the solution.” (7.EE.4b)
  • Lesson 9-4: “A rectangular pyramid has a height of 9.5 centimeters and a volume of 494 cubic centimeters. What is the area of the base of the pyramid?” (7.G.6) 

The materials reference prior knowledge at both the Module and Lesson level. Standards are explicitly referenced in Vertical Alignment for several lessons. For example:

  • Each module contains “Are You Ready?” and a Module Pretest which identify prior knowledge and  diagnose student readiness. The materials do not explicitly identify the standards that are below grade level, though it is clear that this is previous learning. For example, in Module 3, the Pretest addresses whole numbers on the number line and adding whole numbers as well as comparing integers and absolute value. 
  • Each Module includes “Be Sure to Cover” for teachers that states, “Students need to have a thorough understanding of the prerequisite skills required for this module.” Then identifies 2-3 skills and provides the prompt, “Use the Module pretest to diagnose students’ readiness for this module. You may wish to spend more time on the Warm Up for each lesson to fully review these concepts.”
  • In the Teacher’s Edition, the Warm Up exercises at the beginning of each Lesson list “prerequisite” topics related to current material. The skills are from previous grade-level lessons as well as previous grades. The materials do not explicitly identify when the skills are below grade level. For example, Lesson 5-2 Warm Up: “5. A baby chick weighed 2.3 ounces. It gained 0.8 ounce. How much does it weigh now?”  This is not identified as previous learning (5.NBT.7), but it is identified as prerequisite knowledge. 
  • Lesson 3-1, Vertical Alignment: Previous - Students used integers to describe situations (6.NS.5); Now - students solve problems adding integers. (7.NS.1a, b, d)

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.

Materials include learning objectives and essential questions that are visibly shaped by CCSSM cluster headings. Examples include:

  • In Module 1, the Goal, “Students will simplify unit rates using complex fractions.” is shaped by 7.RP.A. 
  • In Module 5, the Essential Question, “Why is it beneficial to rewrite expressions in different forms?” is shaped by 7.EE.A.
  • In Lesson 8-2, the Goal, “Students will identify complementary and supplementary angles and use what they know to find missing values.” is shaped by 7.G.A.

Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. 

  • In Module 2, major clusters 7.RP.A and 7.EE.B are connected as students write and solve equations and proportions representing situations involving percents. In Lesson 2-3, Practice Question 4 states, “Last month, the online price of a powered ride-on car was $250. This month, the online price is $330. What is the percent of increase for the price of the car?” In Lesson 2-8, Practice Question 11 states, “A recreational outlet has two trampolines on sale. The table shows the original prices. The SkyeBouncer is discounted 15% and the Ultimate is discounted 13%. If the sales tax is 7.5%, which trampoline has the better sale price? How much will you save by buying that trampoline? Round to the nearest cent.”
  • In Lesson 1-1, 7.RP.A and 7.NS.A are connected as students find unit rates of complex fractions. In Explore and Develop, Example 2 states, “Josiah can jog 1 1/3 miles in 1/4hour. Find his average speed in miles per hour.”
  • 7.NS.A and 7.EE.B are connected in multiple places as students solve multi-step, real-life and mathematical problems posed with positive and negative rational numbers as they apply properties to integer operations. In Lesson 3-5, Explore and Develop, Example 4 states, “The average temperature in January in Helsinki, Finland is about -5 degrees Celsius. Use the expression $$\frac{(9C + 160)}{5}$$ where C is the temperature in degrees Celsius to find the temperature in degrees Fahrenheit. Round to the nearest degree.” In Lesson 6-1, Practice Questions state, “Solve each equation. 12) -0.8n = 2.8; 3) p - 11 = -5; 7) d/-9 = -6; 2) -12 = 4 + c.”

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for Gateway 2, rigor and balance and practice-content connections. The instructional materials meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor, and they meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications. The instructional materials also do not always treat the aspects of rigor separately or together.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. 

The structure of the lessons provide several opportunities that address conceptual understanding, and the materials include problems and questions that develop conceptual understanding throughout the grade-level.

  • In the Teacher’s Edition, both Modules and Lessons begin with The Three Pillars of Rigor where conceptual understanding for the topic is briefly outlined. For example, Module 2 states, “In this module, students draw on their understanding of proportional relationships related to ratio reasoning and properties of operations to solve algebraic equations involving percents.”
  • In Explore & Develop, Explore is “intended to build conceptual understanding through Interactive Presentations that introduce the concept and can be completed by pairs on devices or as a whole class through digital classroom projection.” For example, in Lesson 4-1, Explore, “Students will use an algebra tiles tool. The tool includes an equation mat and algebra tiles that represent x, -x, 1, and -1. Throughout this activity, students will use the algebra tiles to model and solve one-step equations with integers.” (7.EE.4)
  • Some Interactive Presentations (slide format) introduce vocabulary and methods to complete concepts. These Presentations include Teaching Notes with suggestions for student activities. For example, Lesson 7-2, Explore and Develop - Learn, “Ask students to compare and contrast the steps for writing an equation from a real-world problem with the steps for writing an inequality from a real-world situation. Point out the steps are the same, but the symbols used are different. Students should pay close attention to the phrases used in an inequality situation to determine the correct symbol to use.” (7.EE.4b) Teachers can use presentations during instruction. Students may access presentations independently as needed.
  • Some Checks address conceptual understanding. For example, Lesson 10-1 Check, “Classify the likelihood of each event as impossible, unlikely, equally likely, likely, or certain: spinning a number less than 5 on a spinner divided into 4 equal sections labeled 1 through 4; choosing a weekday when randomly selecting dates from a given year; it rains, given the chance of rain is 25%; drawing a red marble from a bag containing only 10 marbles; flipping a coin and it landing on heads.” (7.SP.5)
  • Some Exit Tickets address conceptual understanding. Lesson 5-5 Exit Ticket, “The expression 6x + 17y - (3x + 5y) represents the number of decorations and streamers that would be left over. Find the simplified expression that represents the number of decorations and streamers that were given to each of three neighboring classrooms. Explain how you found this expression.” (7.EE.1) 

Examples of the materials providing opportunities for students to independently demonstrate conceptual understanding include: 

  • Lesson 1-2, Explore and Develop - Example 1, “The recipe for a homemade glass cleaner indicates to use a ratio of 1 part vinegar and 12 tablespoons of water to make the cleaner. Is the relationship between the vinegar and water in the recipe and the vinegar and water in Elyse’s cleaning solution a proportional relationship? Explain. Talk about it! Would this ratio be maintained if she used 1 cup of vinegar and 4 cups of water? Explain.” (7.RP.A)
  • Lesson 5-1, Explore and Develop - Explore, students learn to combine like terms and use the distributive property to simplify algebraic expressions. “How can algebra tiles be used to simplify an expression? Situation: Patrick, Santiago, and Kaya work at a restaurant. Each week, Patrick works three more than twice the number of hours that Santiago works. Kaya works 2 hours less than Santiago. An expression for the amount of time each student worked is shown in the table. Talk about it!: How could you write an expression to represent the total number of hours the three students worked?” (7.EE.4)
  • Lesson 11-1 Exit Ticket, “Suppose you wanted to determine the number of students in your entire school who prefer having a certain type of pet (cat, dog, or other). Design an unbiased sampling method you can use and explain why your sampling method is unbiased.” (7.SP.1)

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for attending to those standards that set an expectation of procedural skill and fluency.

The structure of the lessons includes several opportunities to develop these skills. The instructional materials develop procedural skill and fluency throughout the grade-level.

  • In the Teacher’s Edition, both Modules and Lessons begin with The Three Pillars of Rigor where procedural skill and fluency for the topic is briefly outlined. For example, Module 7, “In this module, students will use their understanding of inequalities and equations to build fluency in solving and graphing one- and two-step inequalities.”
  • In Explore & Develop, Develop gives students multiple examples to practice “different strategies and tools to build procedural fluency.” For example, Lesson 3-5, Explore and Develop - Exercise 1, “ Move through the steps to evaluate the expression -4(3) + 7. Multiply -4(3). Add.” Similar practice throughout: “Find -4(-5)(-2) - (-8).” (7.NS.3)
  • Some Interactive Presentations (slide format) demonstrate procedures to solve problems. For example, in Lesson 2-1, Explore and Develop - Example 1: Procedures are shown to find the percent of increase using equivalent ratios. “Step 1 Identify the part and the whole…. Step 2 Find the percent of increase.” (7.RP.3)
  • Some Checks address procedural skills and fluency. For example, Lesson 6-2 Check, “Solve -2 + 2/3w = 10.” (7.EE.4)

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade-level.

  • Lesson 4-1, Practice Questions 1-12, “Write each fraction as a decimal. Determine if the decimal is a terminating decimal. 4) -5/6.” (7.NS.2d)
  • Lesson 5-5, Explore and Develop - Example 1, “Simplify -2(x+3) + 8x. Write your answer in factored form. Step 1) Write the expression: -2(x+3) + 8x; Step 2) Distributive Property: -2(x+3) + 8x = -2x - 6 + 8x; Step 3) Combine like terms: -2x + 8x - 6 = 6x - 6; Step 4) Write in factored form: = 6(x-1).” (7.EE.1)
  • Lesson 6-4, Practice Questions 1-4, “Solve each equation. Check your solution. 1) 4(x+8) = 44.” (7.EE.4a)
  • Lesson 7-6, Practice Questions 1-3, “Solve each inequality. Graph the solution set on a number line. 1) -3x - 3 > 12.” (7.EE.4b)

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied. 

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade-level.

  • In the Teacher’s Edition, Modules and Lessons begin with The Three Pillars of Rigor where application for the topic is briefly outlined. For example, in Lesson 2-7, “In this lesson, students use their knowledge of proportional relationships and percents to … apply their understanding to percent error to solve real-world problems.”
  • Each Module includes a Performance Task that addresses application. For example, in Module 4, Performance Task, Operations with Rational Numbers, Part E, “When Noah arrives at work on Thursday, he finds out that one of the other employees is unable to work for the next few days. The company asks him to cover the other employee’s properties in addition to his own. This means that Noah will have to mow 1 1/3 times as many acres on Thursday, 2.5 times as many acres on Friday, and 1 5/16 times as many acres on Saturday. Explain how many total acres Noah will now have to mow over the next three days. Noah knows he will not have time to do all the work himself, so he asks his brother to mow half of the total number of acres. How many acres will Noah’s brother mow?” (7.NS.3)
  • In Lesson 7-2, Reflect and Practice, Apply, Practice Question 8, “Open Response. Teddy has two piggy banks. The difference in the amount of money between the two banks is no more than $10. One piggy bank has $7.31 in it. Determine the possible amount of money in the other piggy bank. Then interpret the solution.” (7.EE.4)
  • Some Checks address application. For example, in Lesson 1-2, Apply, Check: ”One type of yarn costs $4 for 100 yards. Another type of yarn costs $5 for 150 yards. Is the relationship between the number of yards and the cost a proportional relationship between the two types of yarn? Explain.” (7.RP.2)
  • Some Exit Tickets address application. For example, in Lesson 2-2, Exit Ticket, “Suppose you purchase school supplies for $20 and lunch meat for $5 at a store. Sales tax of 6% is added to all non-food items in your state. What is the total cost of all the items? Explain how you found the total cost?” (7.RP.3, 7.EE.2)

The instructional materials provide opportunities for students to independently demonstrate the use of mathematics flexibly in a variety of contexts.

  • In Lesson 2-1, Apply, “The first known motion picture was filmed in 1888 and lasted for only 2.11 seconds. Today, we watch movies that last an average of about two hours. What is the percent of change in the times from 1888 to today? Round your answer to the nearest whole percent if necessary.” (7.RP.A, 7.EE.3)
  • In Lesson 4-6, Practice Question 14, “Jake is enclosing his vegetable garden with fencing. The table shows the dimensions of his rectangular garden. Fencing is sold in 2.5-foot sections and costs $25.99 per section. How much will it cost to fence in the entire garden?” (7.NS.3)
  • In Lesson 8-4, Example 2, “The scale of the floor plan is 1 inch = 3 feet. What is the actual area of Bedroom 3?” (drawing shows floor plan with dimensions in fractional parts) (7.G.1)
  • In Lesson 9-3, Practice Question 13, ”Suppose a swimming pool is in the shape of a composite figure that has a curved side that is not a semicircle. Explain how you could estimate the area of the swimming pool.” (7.G.6)
  • In Lesson 10-6, Practice Question 2, “Open Response. Leigh designs and conducts a computer simulation with 30 trials and uses the data from the simulation to create the relative frequency bar graph shown. The graph shows the relative frequency of the number of spins needed for a spinner divided into 6 equal sections labeled A through F to land on each letter at least once. Using the graph, what is the experimental probability that more than 10 spins are need to land on each letter at least once? Write this probability as a percent.” (7.SP.8)

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. Many of the lessons incorporate two aspects of rigor, with an emphasis on application, and practice problems for students address all three aspects of rigor.

All three aspects of rigor are present independently throughout the materials, and examples include:

  • In Lesson 1-3, Explore and Develop, Example 1, students develop an understanding of recognizing proportional relationships between quantities. Students use a table to answer the following, “Is the amount of money she earns proportional to the number of hours she spends babysitting?” Think About It! asks, “Think of a way that Carrie could be paid so the amount she made was not proportional to the number of hours she worked. Explain your reasoning.” (7.RP.2)
  • In Lesson 9-1, Explore and Develop, Example 1, students develop procedural skill in finding the circumference of a circle given a diameter. “Big Ben is a famous clock tower in London, England. The diameter of the clock face is 26 feet. Find the circumference of the clock face. Use 3.14 for $$\pi$$. Round to the nearest hundredth if necessary. Think About it! What formula can you use to find the circumference if you know the diameter?” The next slide includes step-by-step guidance in using $$C=\pi d$$.” Practice Question 2: “A circular fence is being used to surround a doghouse. How much fencing is needed to build the fence? Use 3.14 for $$\pi$$. Round to the nearest hundredth if necessary.” (7.G.4)
  • In Lesson 3-4, Explore and Develop, Apply, students apply properties of operations with rational numbers in a real-world situation. “Natalie had $165 in her bank account at the beginning of the summer. Over the next 10 weeks, she worked at a summer camp and added $160 to her savings each week, while spending only $40 each week. Once she gets back to school, she plans to spend $105 per week. For how many weeks can she make withdrawals until her balance is $0?” (7.NS.3)

Examples of the materials integrating at least two aspects of rigor include:

  • In Lesson 3-3, students develop conceptual understanding of multiplication of integers, and engage in application in Question 14: “Mrs. Rockwell lost money on an investment at a rate of $4 per day. What is the change in her investment, due to the lost money, after 4 weeks?” Question 18 involves conceptual understanding and procedural skill: “The product of two integers is −24. The difference between the two integers is 14. The sum of the two integers is 10. What are the two integers?” (7.NS.2a)
  • In Lesson 7-6, Explore and Develop, Example 5, students develop an understanding of two-step inequalities and procedural skill in writing and solving two-step inequalities and graphing the solution set on a number line. Students write two-step inequalities and interpret the solution based on real-world contexts, for example: “Meredith is given a $50 monthly allowance to buy lunch at school. Any remaining money can be spent on entertainment. Meredith would like to have at least $12 left at the end of the month to go to the movies with her friends. It costs Meredith $2.50 per lunch that she buys at school. Write and solve an inequality to determine the number of lunches Meredith can buy and have at least $12 left. Then interpret the solution.” (7.EE.4)

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
9/10
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs). The MPs are identified and clearly labeled throughout the materials, and the instructional materials support the standards’ emphasis on mathematical reasoning.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade-level.

All 8 MPs are clearly identified throughout the materials, including:

  • The materials contain a Correlation to the Mathematical Practices PDF which includes explanations and descriptions of the MPs and examples of MPs located in specific lessons.
  • Within the digital module opener and lesson, the Standards tab contains a list of the MPs found in that specific module/lesson. The same list is part of the Teacher Edition PDF. Throughout each lesson, the program indicates each opportunity for students to engage in the practices, with an MP symbol and a description of how to connect the MP to the content within the lesson. 
  • In Reflect and Practice, questions intended to engage students in the MPs are specifically noted with an MP symbol. The Teacher Edition states which of the MPs each practice question is intended to align with.
  • Performance Task rubrics list which MPs students are intended to engage in during the task.
  • Each component of the digital materials (Learn, Explore, Examples, Apply) contains an About this Resource narrative explaining how related MPs should specifically be addressed within the activity. The same information is found in the Teacher Edition PDF in the margin labeled MP Teaching the Mathematical Practices.
  • Each lesson includes Launch - Today’s Standards: How can I use these Practices?. The Teacher’s Notes recommend that teachers, “Tell students that they will be addressing these content and practice standards in this lesson. You may wish to have a student volunteer read aloud How Can I meet this standard? and How can I use these practices? and connect these to the standards.”

Examples of the MPs being used to enrich the mathematical content include:

  • MP1: In Lesson 7-5, Explore and Develop, Apply, students use variables to represent quantities when making sense of a real-world situation. “The students at Westlake Middle School are raising money for buses to go on a science field trip. Each bus holds 44 students and costs $150 for the day. If at least 275 students go on the trip, how much money will they need to raise for buses?”
  • MP2: In Lesson 9-1, Explore and Develop, Apply, students reason about finding the circumference of the neighbor’s garden using only radius measurements, rather than finding the diameter. In Practice Question 13, students consider a similar problem: “How would the circumference of a circle change if its radius was doubled? Provide an example to support your reasoning.”
  • MP7: In Lesson 11-4, Launch, Today’s Standards: “I can make use of the structure of a double box plot or double line plot to compare centers and variability.”

There are instances where the labeling of MPs is inconsistent, and examples of this include:

  • In Lesson 5-2, Apply, the digital materials identify MP4 with the Theater problem, but the print materials do not identify the same problem with MP4.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 partially meet expectations for carefully attending to the full meaning of each practice standard. 

The materials do not attend to the full meaning of MP5, and examples include:

  • The materials identify the tool(s) students use. For example, in Lesson 1-4, Explore and Develop, “Students will use Web Sketchpad to explore the graphs of proportional and non-proportional linear relationships.” In Lesson 5-1, Explore, “Explain to students the benefit of using algebra tiles as they can manipulate the tiles to represent and simplify the expressions, visualize the results, and make conjectures about how to use algebra tiles when simplifying expressions.” In Module 1, Performance Task, “Miko’s family is going on a trip from their hometown of Castle City, Montana, to Helena, Montana. They plan to drive the entire distance in one day. Part C) Write an ordered pair (time, distance) to represent each of the following: the starting point, when they stopped for lunch, when they resumed their journey, and when they reached Helena. Graph and label the ordered pairs. Then connect the points.” A graph with labeled and numbered axes is provided for them.
  • In the Teacher’s Edition, teachers are occasionally prompted to encourage students to compare tools, but students do not choose the tools. For example, in Lesson 5-2, “Use Appropriate Tools Strategically. Encourage students to understand how they can use either method: algebra tiles or grouping and combining like terms, to add the expressions. Encourage them to explain how using algebra tiles helps to deepen their understanding of combining like terms.”

Examples of the materials attending to the full meaning of MPs include:

  • MP1: In Lesson 10-5, Practice Question 9, “Kimiko and Miko are playing a game in which each person rolls a number cube. If the sum of the numbers is a prime number, then Miko wins. Otherwise, Kimiko wins. Is this game fair? Write an argument to defend your response.”
  • MP2: In Lesson 1-1, Practice Question 11, “Explain why a student who runs 3/4 mile in 6 minutes is faster than a student who runs 1/2 mile in 5 minutes.” Also, in Lesson 5-1, Practice Question 17, “The side lengths of two quadrilaterals are shown. Represent the perimeter of each quadrilateral with an expression in simplest form. Which quadrilateral has a greater perimeter if x = 3? Will this be true for any positive value of x? Justify your response.”
  • MP4: Students create situations such as in Lesson 7-5, Practice Question 13, “Create. Write, solve, and interpret the solution to a real-world problem that involves a one-step division inequality.” Also, in Apply problems, teachers are prompted, “Instead of instructing students on a particular strategy, encourage them to use their own strategies to solve the problem and to evaluate their progress along the way. They may or may not find that they need to change direction or try out several strategies.”
  • MP7: In Lesson 2-2, Practice Question 13, “Write two different expressions to find the total cost of an item that costs $a if the sales tax is 6%. Explain why the expressions give the same result.”
  • MP8: In Lesson 5-3, Practice Question 18, “Identify the linear expression that does not belong with the other three. Explain your reasoning.” The four linear expressions given are: a. -5x +3 - (-7x - 1); b. (-3x + 3) - (-5x - 2); c. (x - 6) - (-x - 10); d. (-7x + 2) - (-9x - 2).

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

Examples of the materials prompting students to both construct viable arguments and analyze the arguments of others include: 

  • Talk About It! in lesson examples are often opportunities for students to create viable arguments. For example, in Lesson 2-4, Example 2, “Talk About It! The final price had a discount of 20% followed by a discount of 30%. Is this the same thing as finding 20% + 30% or 50% of the original prices? Use the values in the Example to justify your reasoning.” 
  • In Lesson 1-4, Practice  Question 7, “Make an Argument. Determine if a line can have a constant rate and not be proportional. Write an argument to defend your response.”
  • In Lesson 9-1, Practice Question 14, “Justify Conclusions. Use mental math to determine if the circumference of a circle with a radius of 5 inches will be greater than or less than 30 inches. Write an argument that can be used to justify your solution.”
  • Write About It! within lesson examples are often opportunities for students to engage with MP3. In Apply of many lessons, students are prompted to “Write About It! Write an argument that can be used to defend your solution.”
  • In Lesson 10-3, Practice Question 11, “Find the Error. The spinner shown has 8 equal-size sections. A student said that the theoretical probability of spinning a multiple of 3 on the spinner is 5/8. Find the student’s error and correct it.”

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet the expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

There are multiple locations in the materials where teachers are provided with prompts to elicit student thinking.

  • In Resources, there is a Correlation to the Mathematical Practices, Grade 7, which defines the Standards for Mathematical Practice. For example, MP3 is defined, there are examples connected to MP3, and states, “Students are required to justify their reasoning and to find the errors in another’s reasoning or work. Look for the Apply problems and the exercises labeled as Make a Conjecture, Find the Error, Use a Counterexample, Make an Argument, or Justify Conclusions. Many Talk About It! question prompts ask students to justify conclusions and/or critique another student’s reasoning. In the Teacher Edition, look for the Teaching the Mathematical Practices tips labeled as this mathematical practice.”
  • There are Questions for Mathematical Discourse in Develop and Explore of each lesson. For example, in Lesson 7-6, Example 1, the teacher notes suggest, “Guide students through the example using these questions for mathematical discourse: Explain why you need to reverse the inequality symbol when solving this inequality.; If -5x - 12 < 8, what must be true about -5x - 12? Explain without calculating the value of x.”
  • Talk About It! is designed to elicit student justification. For example, in Lesson 7-6, “As the students discuss the Talk About It! question on Slide 4 (Suppose when Jesse solved the inequality, he claimed the solution is x < -4. Find his error and explain how to correct it.), encourage them to use correct mathematical vocabulary when explaining the flaw in Jesse’s work.”
  • The materials also prompt teachers to have students share their responses to Write about it!. Teacher guidance throughout the materials states, “As students respond to the Write About It! prompt, have them make sure their argument uses correct mathematical reasoning. If you choose to have them share their responses with others, encourage the listeners to ask clarifying questions to verify that the reasoning is correct.” The Write About It! prompts typically read, “Write an argument that can be used to defend your solution.”
  • The Teacher Edition includes Teaching the Mathematical Practices tips which involve developing arguments. In Lesson 2-3, “As students discuss the Talk About It! question, encourage them to make a case for when Method 1 might be the more helpful method to use.”
  • Teacher’s Notes often give prompts and suggestions for facilitating arguments. For example, in Lesson 4-5, Learn - Teaching Notes Slide 1 states, “Be sure that students understand and can be able to explain why it is often easier to write all of the numbers as decimals before computing if the fractions or mixed numbers would have decimal forms that terminate (repeat, zeros).”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
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Indicator Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet the expectations for explicitly attending to the specialized language of mathematics.

The materials use precise and accurate mathematical terminology and definitions, and the materials support students in using them. Teacher’s guides, student books, and supplemental materials explicitly attend to the specialized language of mathematics.

  • In Resources, there is a Correlation to the Mathematical Practices, Grade 7, which defines the Standards for Mathematical Practice. For example, MP6 is defined, there are examples where MP6 can be found, and states, “Students are routinely required to communicate precisely to partners, the teacher, or the entire class by using precise definitions and mathematical vocabulary. Look for the exercises labeled as Be Precise. Many Talk About It! prompts ask students to clearly and precisely explain their reasoning. In the Teacher Edition, look for the Teaching the Mathematical Practices tips labeled as this mathematical practice.”
  • In each Module introduction, What Vocabulary Will You Learn? prompts teachers to lead students through a specific routine to learn the vocabulary of the unit.
  • Many Lessons have a “Language Objective.” For example, in Lesson 8-1: “Students will describe angles with precise mathematical vocabulary: acute, obtuse, right, vertical, adjacent, congruent.”
  • In each lesson, Math Background briefly describes key concepts/vocabulary or directs teachers to an online component to learn background. Definitions are not included, but are accessible in the glossary. Glossary definitions are precise and accurate, and there are definitions for math content and math models. In addition, the glossary references the lesson where the vocabulary is introduced.
  • The lesson Launch includes a vocabulary section that introduces new vocabulary for the lesson. During Develop and Explore, the new vocabulary is always bolded and defined. For example, in Lesson 2-5, Learn: “If you borrow money or deposit money, the principal is the amount of money borrowed or deposited.”
  • In Lesson 1-1, What Vocabulary Will You Learn?, “What are some synonyms of the word relationship?” Teacher notes: “Recommended Use: Tell students that they will be using this key vocabulary term in this lesson. Facilitate a class discussion using the question shown on the screen.”
  • When students see vocabulary in successive lessons, What Vocabulary Will You Use? assists teachers in facilitating discussions that help students apply the vocabulary they have previously learned.
  • In Lesson 7-4, Teaching the Mathematical Practices, the teaching notes state, “Attend to Precision. Students should notice how an inequality changes when they multiply or divide each side of the inequality by a certain value. Students should calculate and compare accurately and efficiently, paying careful attention to the symbols of inequalities.”
  • Each Module includes a Vocabulary Test. “This summative assessment asset is designed for students to demonstrate their knowledge, understanding, and proficiency of the vocabulary covered in this module.”

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for being well-designed and taking into account effective lesson structure and pacing. The instructional materials include an underlying design that distinguishes between problems and exercises, assignments that are not haphazard with exercises given in intentional sequences, variety in what students are asked to produce, and manipulatives that are faithful representations of the mathematical objects they represent.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations that there is a clear distinction between problems and exercises in the materials.

In the instructional sections of each lesson, students complete examples and problems to learn new concepts through strategies such as guided instruction, step-by-step procedures, interactive slideshows, and problem solving.

Each lesson ends with independent practice, which include exercises that allow students to independently apply what they have learned. Some of the practice problems parallel the examples presented in the lesson, while others are labeled as Higher-Order Thinking Problems or Test Prep.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations that the design of assignments is intentional and not haphazard.

Modules include a Launch, which provides students an overview of the topics found in the module. A Vertical Alignment tab provides teachers information on Vertical Alignment between and within grade levels. Lessons are presented in a logical order that builds coherence throughout the grade. 

Each Lesson follows a consistent format that develops learning through building conceptual understanding, providing opportunity for practice of procedural skills, and providing application in real-world situations. Exercises intentionally encourage a progression of understanding and skills, and the format includes three main sections, each including multiple parts: 

  • Launch: Warm Up (addresses prerequisite skills); Launch the Lesson (includes class discussions and short videos; Today’s Standards; and What Vocabulary Will You Learn?.
  • Explore and Develop: Explore (provides Inquiry questions for the students to explore); Learn (guided instruction); Examples (scaffolded problems for students to work through); Apply (guided application problems); and Check (one problem follows each example to assess student understanding).
  • Reflect and Practice: Exit Ticket; Practice Problems; Spiral Review Lesson; and Assessments (when applicable).

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for prompting students to show their mathematical thinking in a variety of ways. Examples include:

  • In Lesson 1-5, students record responses using their notebooks, paper, or other note-taking device.
  • In Lesson 4-5, students share responses with another pair/group of students or the entire class and describe the mathematical reasoning used to defend their solution.
  • In Lesson 6-3, “Miranda bought two large postcards and four small postcards at a souvenir shop. Each small postcard costs $0.50. Miranda spent a total of $5.00 on postcards, what is the cost of one large postcard? Be sure to explain your strategy for solving this problem.” “How could you use a bar diagram to find the cost of one large postcard? Draw the bar diagram. Be prepared to explain how your bar diagram represents the situation.” Talk About It! “Share your bar diagram with your partner. Explain how it represents the situation and how you can use it to solve the problem.”
  • In Lesson 9-6, students create a real-world problem to find the volume of a composite figure. 
  • In Module 1, Performance Task, students evaluate data in a table and graph, generate equations, complete tables, and explain their reasoning related to the situation.
  • In all lessons, students use a digital platform to conduct and present their work.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

The series includes a variety of virtual manipulatives, although the materials rarely include physical manipulatives.

  • Manipulatives and other mathematical representations are consistently aligned to the mathematical content in the standards.
  • Virtual manipulatives, such as number lines, double number lines, bar diagrams, pie charts, algebra tiles, x-y tables, coordinate planes, and flashcards, are used for developing conceptual understanding.
  • There are embedded links to programs such as Web Sketchpad and eTools.

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 are not distracting or chaotic and support students in engaging thoughtfully with the subject. 

The page layout in the materials is consistent, user-friendly, clearly labeled, and not overcrowded or hard to read. The graphics within both the Student book and Online Interactive material are colorful, engaging, and represent items that are relevant. Each section of the Lesson is found in separate documents, making it easy to navigate, though only a limited amount of information can be viewed on each page. Student practice problem pages are available in digital, download, and print form and include enough space for students to write their answers and provide explanations.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
5/8
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 partially meet expectations for supporting teacher learning and understanding of the CCSSM. The instructional materials include: quality questions to support teachers in planning and providing effective learning experiences, a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials, a teacher edition that partially contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons. It does not include explanations of the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing teachers with quality questions for students. These questions support teachers in planning and providing effective learning experiences. 

  • Questions are consistently provided throughout each lesson to help guide students’ mathematical development. The questions develop vocabulary of the  lesson, encourage mathematical discourse, develop conceptual understanding, promote justifications of thinking, and include differentiated questions to ask while students engage in the Interactive Presentation. Examples include: “If the triangles are similar, what do you know about the lengths of the sides?” and “What does it mean if your answer is not a whole number?”.
  • The Teacher Edition provides question prompts that are additional to what is in the student materials. 
  • Explore sections include Inquiry Questions such as, “Why is writing an equation a useful way to represent and solve a real world problem?”

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for containing annotations and suggestions on presenting the content and using embedded technology for student learning.

The Teacher’s Edition contains annotations and suggestions in the margin notes at every phase of instruction, including students’ independent practice. In addition, teachers are provided with ample planning information at the Module and Lesson levels.

Annotations and suggestions at the Module level include:

  • Module Goal
  • Focus (standards addressed)
  • Be Sure to Cover (prerequisites required)
  • Coherence (vertical alignment)
  • Rigor (how rigor is specifically addressed in the module)
  • Suggested Pacing
  • Analyze the Probe (what the probe measures, targeted misconceptions, when to assign the probe, actions that should be taken after the probe)
  • Essential Questions (suggestions for students’ graphic organizers)
  • What Will You Learn? (students self ratings before and after)
  • Dinah Zike Foldables (instructions for foldables)
  • Launch the Module (notes on what the Launch video addresses)
  • Pause and Reflect
  • What Vocabulary Will You Learn?
  • Are You Ready? (prerequisite information)
  • Mindset Matters (notes on risk taking, regular reflection, “Not Yet” Doesn’t Mean “Never”, etc.)

Annotations and suggestions at the Lesson level include:

  • Content standards and Mathematical Practices
  • Essential Question
  • Lesson Activities
  • Differentiate (including Resources and Language Development Support)
  • Vertical Alignment (containing Previous, Now, and Next learning)
  • Rigor
  • Mathematical Background
  • What if my students don’t have devices?

 Cues to reference online resources include:

  • Additional teaching notes 
  • Videos on how to teach the Mathematical Practices
  • Assistance with the Talk About It! questions to promote discourse
  • Performance reports of the checks
  • Extra examples

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
1/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 partially meet the expectations for containing adult-level explanations so teachers can improve their own knowledge of the subject.

There are a limited number of “The Why Behind the Math” videos for teachers “that dive into math concepts. Dr. Nevels explores the “what” and “why” behind the math, addresses misconceptions, and gives strategies you can use to help students understand math more deeply.” These provide insight for teachers and could also be used with students. Videos may be added as there are “coming soon” flags. 

In each lesson, Mathematical Background addresses the mathematical content of the lesson, but the descriptions are primarily procedures and definitions rather than designed to improve teacher knowledge, for example:

  • In Lesson 3-3, “Multiplication can be expressed as repeated addition. By doing so, the following rules for multiplying integers can be developed: If the two integers have the same sign, the product is positive; If the two integers have different signs, the product is negative.”

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
0/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 do not meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

  • Vertical alignment is provided, but does not explain the role of the grade-level mathematics in the context of the overall mathematics curriculum for grades K-12. Previous, Now, and Next include connections within the grade level or to the grade levels immediately before and after the current grade.
  • The publisher intends to address this with a resource that is “Coming Soon in 2019”: Content Progressions Resources - “This library contains resources that show the progression of math concepts for elementary through high school math.” Cathy Seeley will discuss what to expect in each course and point out critical areas students will learn. She will “give insight into the progression of math concepts from previous grades to the current grade and beyond.”

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 provide a list of lessons, cross referencing standards, and a pacing guide. Recommended Pacing is provided and includes instructional times for each lesson and module. Major work standards are identified, and a correlations document, found in the front matter of the Teacher’s Edition and in the online resources, shows which standards are addressed in each lesson. Within each online module, there is a tab for pacing and standards addressed.

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 include strategies for parents to support their student’s progress. In each Module, the Launch includes a family letter written in English. Family letters can be added to the student pages, included in the Launch presentation, emailed, or sent home with students. The letter explains what students have previously learned, what they will learn in the current module, vocabulary that will be used, and how parents can provide support including suggested activities for home that might be helpful to support students in the content of the module. There is also an invitation to contact the teacher if more information is needed. The parent letter can be read aloud in the docReader. 

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 contain explanations of the instructional approaches of the program and identification of the research-based strategies. 

In the Teacher Edition, the Guiding Principles of Reveal are based on current mathematics education research: Rigor, Productive struggle, Formative assessment, Rich tasks, Mathematical discourse, and Collaborative learning.

The expert advisors are listed with a short note from each about instruction that aligns with current research. These include sense-making in mathematics, students discussing their thinking and the thinking of others, supporting students with technology as they construct mathematical understanding, sparking student curiosity, promoting productive struggle, creating enjoyable mathematical experiences for students, and using formative assessment to elicit student misconceptions and addressing them through instruction. 

In the online resources, teachers are provided with a short video by Cathy Seeley that discusses the teacher’s role using the Reveal program and how the program aligns with current research in mathematics education.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
7/10
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the CCSSM. The instructional materials provide strategies for gathering information about students’ prior knowledge and strategies for teachers to identify and address common student errors and misconceptions. The assessments do not clearly denote which standards are being emphasized.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core, Grade 7 meet the expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels. There are multiple opportunities to gather information about prior knowledge and prepare for the content addressed in the Module. 

In the beginning of the school year, Diagnostic and Placement Tests can be assigned to determine whether a student has mastered prerequisite concepts for the current course. 

At the beginning of each Module, Be Sure to Cover lists prerequisite skills required for the module. The Module Pretest can be used to diagnose student readiness for the module, and Are You Ready? has a few exercises over necessary prerequisite concepts. The Teacher Edition contains an extensive list of prerequisite concepts.

At the beginning of each Lesson, Warm-Up exercises address prerequisite skills for the lesson.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

  • Formative Assessment Math Probes by Cheryl Tobey provide an analysis of targeted misconceptions. “This formative assessment asset helps the teacher to target common misconceptions students may have about the mathematics covered in this module. The Teacher’s Guide provides a key as well as a description of common misconceptions, and how they might be addressed.” There is one per Module which can be completed more than once to ensure that misconceptions have been addressed.
  • Each lesson notes anticipated misconceptions, and teachers are provided ideas to help students address them.
  • Within Independent Practice, there are Common Misconception pointers related to specific problems such as, “Students may mistakenly order integers based on absolute value rather than numerical value or vice versa.” and “Some students may not identify like terms correctly when one of the coefficients is 1 or -1 since the number 1 is not written explicitly.”

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

  • After each example in a lesson, there is a Check to assess understanding of that component of the lesson. These are done online so teachers can access performance reports. If students do not “pass”, teachers can assign relevant practice.
  • Exit Tickets are provided in every lesson.
  • Put It All Together, mid-module, formative assessments provide opportunities to assess student understanding of multiple lessons.
  • Classroom discourse has students discuss their thinking and provides another formative assessment opportunity for teachers to identify what students have learned and respond with appropriate prompts and clarifications.
  • Test Practice pages are provided at the end of each module to help students review module content and prepare for online assessments. Many of the exercises mirror the questions students will see on the online assessments.
  • Each lesson contains additional digital practice allowing students to complete several problems, getting immediate feedback about what is correct.
  • Some lessons include a digital Spiral Review containing content from multiple lessons. The resource notes specify the exact concepts on the Spiral Review.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 do not meet the expectations for assessments clearly denoting which standards are being emphasized. 

  • Summative assessments are available online; however, standards are not linked to the online assessments or specific items. Standards for the overall Module are identified; assessments align to the Module lessons. 
  • Performance Tasks Rubrics provide a list of standards correlations for the assessment as a whole but not for individual questions. Performance Tasks are optional (not built into the suggested pacing guide), so they may not be utilized.

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
1/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 partially meet the expectations that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

  • In the Checks, completed after each Example in the lessons, teachers can reference the performance results and are guided to assign differentiated practice as needed for remediation. 
  • A chart is provided for teachers on the End of Module Review pages. Related standards and lessons for each question are referenced and can be used to determine areas of strength/weakness.
  • Summative assessments are available and scored online. No answer keys or suggestions for follow-up are available.

Indicator 3q

Materials encourage students to monitor their own progress.
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 provide opportunities for students to monitor their progress. 

  • At the beginning of each Module, students are provided with a Before and After chart that lists each topic of the lesson. Students place a check in three separate columns: don’t know, have heard of it, or know it!. At the end of the Module, students revisit this chart in Rate Yourself to determine how their understanding has grown. 
  • At the end of each Module, students provide a written response to prompts such as explaining one thing they have learned and one question they still have about the module content. 
  • Reflect on the Module has students answer the Essential Question of the Module, often by completing a graphic organizer.
  • Within each lesson, Pause and Reflect provides prompts for students to consider their learning such as, “Did you ask questions about today’s lesson? Why or why not?” “Where in the lesson did you feel the most confident? Why?” “Are you ready to move on to the Example? If yes, what have you learned that you think will help you? If no, what questions do you still have? How can you get those questions answered?”

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
11/12
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Criterion Rating Details

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7 meet expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners and strategies for meeting the needs of a range of learners. The materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations and include extension activities for advanced students, but do not present advanced students with opportunities for problem solving and investigation of mathematics at a deeper level. The instructional materials also suggest support, accommodations, and modifications for English Language Learners and other special populations and provide a balanced portrayal of various demographic and personal characteristics.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

  • Each module introductory page includes Be Sure to Cover which identifies prerequisite skills students need for the module content.
  • Each module and lesson includes tabs for pacing and vertical alignment. Vertical Alignment makes connections to both prior and future knowledge and skills to assist with sequencing instruction.
  • The Warm Up at the beginning of each lesson “helps the teacher determine whether students are proficient in the prerequisite skills needed for this lesson.” 
  • Each Module includes a Pretest that can be used to “diagnose students' understanding of the prerequisite skills required for this module.”
  • Teachers Notes are embedded alongside the lessons and student tasks that provide prompts that scaffold instruction.
  • Discussion questions are embedded in the Examples and Apply tasks.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

  • The opening page to each lesson contains Differentiate that lists learning resources available for use. These are identified and color-coded in the Teacher Edition as Approaching Level (AL), On Level (OL), and Beyond Level (BL). They include collaboration strategies, Remediation and Extension Tasks, and Arrive Math which is an intervention program integrated into Reveal Math.
  • Questions for Mathematical Discourse in the Teacher Edition margin are also identified and color-coded as AL, OL, or BL. 
  • After each problem during the instruction portion of the lesson, there is a computer-based Check to gauge student understanding. The Teacher’s Guide provides direction on using the data to assign practice problems and other exercises.
  • Each lesson has Additional Examples that help students reinforce their understanding of the concept. It includes an extra problem for the teacher to use, as well as questions to help elicit meaningful responses.
  • Supporting All Learners, an online resource, includes a Language Development Handbook which provides graphic organizers, note taking using sentence frames, and vocabulary worksheets. 
  • Digital Differentiate activities include auto-scored Lesson Practice problems, Collaboration Strategy activities related to the math concepts/vocabulary, prerequisite skill Review activities, and a Personal Tutor.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

  • Talk About It! and Write About It! prompts often encourage students to describe their approaches to problems and to think about other possible approaches. 
  • Each lesson presents an Inquiry question for students to explore, often with a digital resource such as Web Sketchpad. 
  • Apply tasks include a variety of entry-points and a variety of solution strategies. 
  • Common prompts for Apply problems involve different approaches to the tasks or strategies that students could use.

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations.

In the Teacher’s Edition, ELL icons introduce various supports specifically related to students’ native languages such as a Spanish Interactive Student Edition, Digital Spanish Personal Tutors, or a Multilingual eGlossary. Additional supports for ELLs and other special populations include:

  • Math-Language Building Activities
  • Language Scaffolds
  • Think About It! and Talk About It! prompts that assist in deepening understanding 
  • Audio options
  • Graphic organizers
  • Web Sketchpad, Desmos, eTools
  • A Language Development handbook found online in Program Resources. 
  • Language Objectives for almost every lesson
  • What Vocabulary Will You Learn? at the beginning of each lesson. The Teacher Edition provides a prompt for ELL students: “As you proceed through the chapter, introduce each vocabulary term using the following routine. Ask the students to say each term aloud after you say it. Define...Example…Ask…” 
  • Each module has a Foldable Study Organizer containing key concepts/vocabulary which students create.

The Arrive Math Booster is a Tier 2 intervention program which provides digital mini-lessons for students who need a different presentation of the content addressed in the lesson.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
1/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 partially meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth. There are multiple attempts to address the needs of advanced learners, but they do not always provide students with opportunities to explore or experience enrichment in their learning.

Extensions are included but often do not present students with opportunities for problem solving and investigation of mathematics at a deeper level. Tasks are guided or modeled rather than students investigating on their own.

For example, Extension about Powers and Negatives in an interactive slideshow,  Lesson 3-3:

  • Slide 1 provides definitions of power, base, and exponent and shows the difference of being in parenthesis or not: $$(-3)^4$$ vs. $$-3^4$$.
  • Slide 2 states and shows the difference between even and odd exponents: $$(-3)^4$$  vs. $$(-3)^5$$.
  • Slide 3 has an example with steps for solving $$(-4)^3$$. Then students complete three practice problems. 

Other activities provide more opportunities for students to investigate and discover such as:

  • Enrichment Activity: “To challenge students’ understanding of surface area, have them identify whether or not the surface area of the rectangular prisms described below can be found using the information given. Have students explain their reasoning.” Given: Three of the faces of a rectangular prism have areas 10 square meters, 20 square meters and 12 square meters.

Differentiated teacher prompts also address levels of learners, including Beyond Level (BL), which attempts to investigate concepts at a greater depth such as:

  • Beyond Learning: “Suppose two angles are complementary. The measure of one angle is represented by the expression 15 + y. Write and simplify the expression that represents the measure of the angle complementary to this angle.”

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

  • Multinational names are used in the examples and practice. Cartoon characters presented in the textbook represent students of both genders and various ethnicities.
  • The diversity of names throughout the problems are used in ways that do not stereotype characters by gender, race, or ethnicity.
  • When multiple characters are involved in a scenario, they are often doing similar tasks or jobs in ways not expressing gender, race, or ethnic bias, and there is no pattern in one character using more/fewer sophisticated strategies. 
  • When people are shown, there is a balance of demographic and personal characteristics.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 provide opportunities for teachers to use a variety of grouping strategies. Throughout the lessons, the materials use an identifiable symbol for whole groups, small groups, and individual instruction. These icons are posted at the top of the teacher’s edition pages and within the materials. Pairs/Small Groups is a common structure to allow students to process and explain verbally.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 encourage teachers to draw upon home language and culture to facilitate learning.

  • The student glossary is printed in both English and Spanish.
  • Personal tutor videos are in both English and Spanish.
  • Interactive Student Edition eBook, Spanish Sampler - currently available for only one Module at each grade. 
  • Each Module includes a Family Letter in English that describes the program and resources that are available to students.

Criterion 3z - 3ad

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

The instructional materials reviewed for Reveal Math, Common Core Edition, Grade 7: integrate technology in ways that engage students in the mathematics; are web-­based and compatible with multiple internet browsers; include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology; are intended to be easily customized for individual learners; and do not include technology that provides opportunities for teachers and/or students to collaborate with each other.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software.

  • Each module begins with Launch, a video about the topics in the Module and how they are applied in real world.
  • Personal Tutor videos are in Review and Assess for students to watch independently if they need examples explained.
  • There are interactive tools and virtual manipulatives such as Web Sketchpad, eTools, Desmos, Virtual Manipulatives, flashcards, etc. Students are routinely directed to the tools, but they are not able to access these tools on their own.
  • Interactive slideshows and assessments allow students to use features such as drag and drop, multi-select, swipe, type, and expand features.
  • Interactive slideshows encourage students to watch videos and animations within the presentations, reviewing prerequisite concepts and seeing mathematical processes for current skills. Note-taking and problem-solving are included in presentations.

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 are web-based and compatible with multiple internet browsers. The teacher resources and student books are platform neutral and can be accessed on mobile devices.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

  • Check and Apply problems within the lessons are designed to be completed and scored online.
  • Each lesson has an optional Practice set of content questions designed to be completed and scored online, with instant feedback for responses as correct or incorrect. 
  • Some lessons have a Spiral Review designed to be completed and scored online, with instant feedback for responses as correct or incorrect. 
  • Each module has one or two Put It All Together reviews over multiple lessons which can be completed and scored online, with instant feedback for responses as correct or incorrect. 
  • Each module has a Formative Assessment Probe that can be completed via technology, but not auto-scored.
  • All module and benchmark assessments are designed to be completed and scored online, with instant feedback for responses as correct or incorrect. 
  • Assessments can be created using various item banks organized by module, practice, or test questions. Questions contain tech-enhanced capabilities and can be edited and saved in the My Questions folder.
  • The Reveal Math Reporting Dashboard provides data on completed assignments and assessments. An Item Analysis Report and a Standards report are available for a specific class or individual students.

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 include opportunities for teachers to personalize learning for all students.

  • Teachers have the option to assign approaching level, on-level, or beyond level practice problems and assessments.
  • Teachers can select and assign individual practice items for student remediation based on the Check formative assessment data.
  • Teachers can create and assign classes online.
  • Arrive Math Booster Mini-lessons and LearnSmart are often referenced in the materials as options to provide more support; however, currently, there is nothing available to review.

The instructional materials for Reveal Math, Common Core Edition, Grade 7 are not easily customized for local use.

  • The materials provide differentiated intervention, but Modules and Lesson components are sequenced in a particular order for students to develop understanding and complete the independent practice.
  • There is some flexibility in presentation because teachers can “pick and choose” how many examples to use based on the needs of their students or allow independence in working through the interactive slideshows rather than providing guidance.
  • Teachers can create and upload files, attach links, and attach docs which can be assigned to students.
  • Teachers can create assessments using a bank of items or using self-written questions and assign to students.
  • There are additional Examples and Apply problems that could be assigned as needed.

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
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Indicator Rating Details

The instructional materials for Reveal Math, Common Core Edition, Grade 7 do not provide opportunities for teachers to collaborate with other teachers or students to collaborate with other students via technology.

Additional Publication Details

Report Published Date: 09/03/2019

Report Edition: 2020

Title ISBN Edition Publisher Year
Reveal Math, Common Core Edition 9780077035754 Common Core Edition McGraw-Hill Education 2020

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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