## Core Curriculum by MidSchoolMath

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

Showing:

### Overall Summary

The materials reviewed for Core Curriculum by MidSchoolMath Grade math 6 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence, and in Gateway 2, the materials meet expectations for rigor and practice-content connections.

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

### Focus & Coherence

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for focus and coherence. For focus, the materials assess grade-level content, and partially give all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, each grade’s materials are coherent and consistent with the CCSSM.

##### Gateway 1
Meets Expectations

#### Criterion 1.1: Focus

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for focus as they assess grade-level content and provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for assessing grade-level content.

The materials are organized by the Domains and Clusters delineated by CCSS. Each Cluster has a Milestone Assessment, and all assessments include multiple choice and/or multiple select. The assessments are aligned to grade-level standards, and examples include:

• In Milestone Assessment 6.NS.C, Question 11, “Which number sentence is true? a) $$-16 > -13$$ ; b) $$3< -3$$ ; c) $$-(-7) > 9$$ ; d) $$-18 < -14$$.”

• In Milestone Assessment 6.EE.A, Question 16, “$$b + b + b + b$$ and $$4b$$ are equivalent expressions because:  a) they both have b as a variable; b) they both have four terms; c) they both produce the same value no matter what number $$b$$ represents ; d) they both equal 4 when $$b = 1$$.”

• In Milestone Assessment 6.SP.B, Question 3, “Histograms, dot plots and box plots can all be used to display data. Which statement is true? a) Histograms show the distribution and the actual values of the data set; b) Dot plots show the distribution and the actual values of the data set; c) Box plots show the distribution and the actual values of the data set; d) Not enough information.”

• In Milestone Assessment 6.RP.A, Question 1, “Which statement correctly describes the image of clouds and suns? Select all the apply. a) For every three clouds, there are two suns; b) For every six clouds, there are nine suns; c) For every three suns, there are two clouds; d) For every two clouds, there are one sun.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Materials present opportunities for all students to meet the full intent of grade-level standards through extensive work with grade-level problems. Each lesson addresses one grade-level standard with all standards addressed over the course of the year. Lessons are three to four days long. There are opportunities within each lesson to practice the content of the standards including: Math Simulator, one to four questions; Practice Printable typically has six to ten questions;  Additional Practice has four to ten questions; Clicker Quizzes include six questions; and the teacher can assign a specific domain in Test Trainer Pro. Examples where the full intent is attended to include:

• In 6.RP.A.3 Clone Wars, students make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. For example, Practice Printable Question 2, “Frankie is looking to add fish to his tank. He has done some research and found that different fish require a certain amount of space to thrive. Fill in the missing information in the ratio tables and then plot the ordered pairs on the coordinate plane. (Be sure to clearly label which line represents which fish.)”

• In 6.NS.A.1 Mr. Mung’s Ice Cream, students solve real-world problems with division of fractions by fractions. For example, Practice Printable Question 2, “Create a story context for 6¼ ÷ 1¼. Draw a visual fraction model to show the quotient.”

• In 6.EE.A.4 ...And a Tin of Rice, students identify when two expressions are equivalent. For example, Practice Printable Questions 1-4, “Decide whether each pair of equations are equivalent. Explain how you know. Question 3: “2x + 3y and 5xy.”

The Test Trainer Pro and Simulation Trainer are also designed to provide additional, grade-level work.

• In Test Trainer Pro, primarily used as a daily warm-up, teachers can assign a specific domain, but not standards. Teachers have access to the question bank in order to see what the questions are, but cannot edit them.

• In Simulation Trainer, the content matches the lesson, but students can provide any number as an answer, then watch the steps worked out (no words) in a solution video. They’re presented with the same question again and can put in the correct answer, then watch the same solution again. If they get it correct the first time, they also watch the solution video. The next questions are not novel, but the same situation with new numbers. If students miss one, it resets them to the beginning, no matter where they were in the assignment. It is possible that some students would never complete a Simulation Trainer.

#### Criterion 1.2: Coherence

Each grade’s materials are coherent and consistent with the Standards.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for coherence. The majority of the materials: address the major clusters of the grade, have supporting content connected to major work, make connections between clusters and domains, and have content from prior and future grades connected to grade-level work.

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

When implemented as designed, the majority of the materials address the major clusters of each grade.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

• The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 125 out of 183, which is approximately 68%.

• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 26 out of 37 lessons, which is approximately 70%.

• The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 26 out of 36, which is approximately 72%.

A day-level analysis is most representative of the materials because this represents the class time that is devoted to major work of the grade including reviews, domain intensives, and assessments. As a result, approximately 68% of the materials focus on major work of the grade.

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

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of connections between supporting content and major work of the grade include:

• 6.NS.B.2 Which Way connects to 6.RP.3b as students divide multi-digit numbers to find unit rates. In the Practice Printable, Question 4, “Carlos and Doug went on a road trip. They recorded how far they traveled each day in a travel journal. If they drove for a total of 30 hours, what was their average speed?” The journal provides the data: Day 1, 450 miles; Day 2, 300 miles; Day 3, 350 miles, Day 4, 400 miles. Additionally, the Immersion & Data and Computation portions of the lesson require students to use ratio reasoning to determine which route is fastest.

• 6.G.A.2 River Rescue connects to 6.NS.A as students divide fractions by fractions to solve volume problems. In the Practice Printable, Question 6, “A right rectangular prism has a volume of $$20\frac{1}{4}$$ cubic units. The width is $$1\frac{1}{2}$$ cubic units, and the height is $$4\frac{1}{2}$$ cubic units. What is the length?”

• 6.NS.B.4 The Castle Guard connects to 6.EE.3 as students use the Greatest Common Factor to produce equivalent expressions. In the Practice Printable, Question 3, “For each sum or difference, factor out the GCF, and rewrite the sum or difference.”

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

Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. Examples include:

• 6.RP.A.3a Clone Wars “connects 6.RP.A to 6.EE.C as students can use ratio reasoning as a means to analyze the graph of the relationship between independent and dependent variables.” In the Practice Printable, Question 2 shows two types of fish and the space required based on the number of fish. Question 3 states, “Using the tables and graph from Question 2 , write a few sentences comparing the ratios of the amount of space needed for each fish. How is this shown in the graph?”

• 6.SP.A.3 Periodontal Pockets connects 6.SP.A and 6.NS.B as students compute with multi-digit numbers to “calculate and analyze the mean and the mean absolute deviation of a data set.” In Practice Printable, Question 2 states, “Tyrell is looking for a new place to keep his sailboat. He loves to sail and is looking for a location that will provide great sailing conditions year round. Tyrell’s ideal wind speed for optimal sailing conditions is around 10 knots. Below is some data he has gathered to help him make his final decision. (provided: a table with two different rivers and the average wind speed for each month) a) What is the mean wind speed of each location? b) What is the median wind speed of each location? c) Calculate the MAD for each set of data.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for clearly identifying content from future grades and relating it to grade-level work and explicitly relating grade-level concepts to prior knowledge from earlier grades.

Examples of clearly identifying content from future grades and relating it to grade-level work include:

• 6.RP.A.1 For Every Day states “This activity connects 6.RP to 7.RP.A and 8.EE.B, as unit rate is the basis for work involving constant of proportionality and slope of linear equations.”

• The game “Ko’s Journey” addresses several standards across grade levels. The Grade 6 standards include 6.RP.A.3a-c; 6.NS.B.3; 6.NS.C.6 and 8; and 6.G.A.2, though some of these have only one question. The game also addresses the Grade 4 concept of using a protractor and Grade 5 concepts including fractions, coordinate plane, and converting measurement units. The game introduces the Grade 8 concept of slope, though students are given formulas and directed through each equation.

Examples of explicitly relating grade-level concepts to prior knowledge from earlier grades include:

• 6.EE.B.7 The Sign of Zero states, “This activity connects 6.EE to 5.NF as students write and solve real-world problems involving multiplication of fractions and mixed numbers.”

• 6.G.A.4 Build a Better Box states, “This activity connects 6.G.A to 5.G.B in that students will draw nets and apply area formulas using their knowledge of classifying two-dimensional figures.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6, in order to foster coherence between grades, can be completed within a regular school year with little to no modification. As designed, the materials, with assessments, can be completed in 146-183 days.

• There are five domains which contain a total of 37 lessons. Lessons are designed to take three to four days each, leading to a total of 111-148 lesson days.

• There are five days for Major Cluster Intensives.

• There are 30 assessment days including 10 days for review, 10 spiral review days in the Distributed Practice Modules, and 10 milestone assessments.

The Scope and Sequence Chart in the Teacher Edition provides pacing information. A lesson is designed for 60 minutes.

### Rigor & the Mathematical Practices

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for rigor and balance and practice-content connections. The materials reflect the balances in the Standards and help students develop conceptual understanding, procedural skill and fluency, and application. The materials make meaningful connections between the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

##### Gateway 2
Meets Expectations

#### Criterion 2.1: Rigor and Balance

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for rigor. The materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications of mathematics, and do not always treat the three aspects of rigor together or separately.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Examples of problems and questions that develop conceptual understanding across the grade level include:

• In 6.EE.A.3 Provision Problem states, “How many equivalent expressions can we create from this expression? $$24n-16n+12$$.” Suggested answers include: “Combine like terms. $$8n +12$$; Factor out GCF. $$4(6n-4n+3)$$; Factor out GCF & combine like terms $$4(2n + 3)$$; Factor out common factor (not GCF) $$2(12n-8n+6)$$; Factor out common factor (not GCF) & combine terms $$2(4n + 6)$$”.

• In 6.G.A.3 Fuel Factor, the teacher is prompted to ask students questions to further their thinking such as, “What is the direction for the course? What do you notice about the coordinates of the endpoints of horizontal line segments? What do you notice about the coordinates of the endpoints of vertical line segments? Imagine the coordinates on a grid. How might you find the length of a line segment connecting them? Since there is no grid, how might you find the length of the line segment anyway?”

• In 6.NS.A.1 Mr. Mung’s Ice Cream, the teacher is prompted to complete this example using a bar diagram. “$$3\frac{1}{2}$$ is divided by $$1\frac{3}{4}$$. What is the quotient? We could draw a visual fraction model. We start by drawing a representation of $$3\frac{1}{2}$$. Then we separate the diagram into fourths because of the denominator of the divisor. We then ask ourselves how many groups of $$1\frac{3}{4}$$ are in $$3\frac{1}{2}$$? Then separate the diagram into groups of $$1\frac{3}{4}$$. We can see two groups of $$1\frac{3}{4}$$, so the quotient is 2.”

Examples where students independently demonstrate conceptual understanding throughout the grade include:

#### Criterion 2.2: Math Practices

Materials meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice (MPs).

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for practice-content connections. The materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

Each Detailed Lesson Plan, Lesson Plan Overview, includes one to three MPs and describes how the lesson connects to the MPs. In addition, each Detailed Lesson Plan includes a specific tip from Jo Boaler that provides guidance about how to connect the MPs with the lesson. In the Teacher’s Guide, Protocols to Support Standards for Mathematical Practice includes, “To support the Standards for Mathematical Practice, MidSchoolMath has compiled a ‘Top 10’ bank to include protocols (or instructional moves) that teachers use to structure learning experiences to deepen the understanding of the SMP. Recommended protocols for each lesson are found in the Detailed Lesson Plans with teacher instructions to implement.” The protocols are directly related to the MPs they best support.

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

Materials support the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting the intentional development of MP1 and MP2 for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

Examples of the intentional development of MP1 to meet its full intent in connection to grade-level content include:

• In 6.NS.C.8 The Mark of Zero, Detailed Lesson Plan, “During Immersion and Data & Computation, students receive information that initially seems vague. As they explore the statements provided to them in conjunction with the ‘map’ (coordinate plane), they begin to see more value in the statements, can infer more specific details, and consequently change course as needed. The ‘Think-Pair-Share’ protocol aids students in making sense of the problem, as they look for entry points to its solution.”

• In 6.RP.A.3b Vacation Day, Lesson Plan Overview, Applying Standards for Mathematical Practice, “During Immersion, students use a ‘Think-Pair-Share’ protocol to determine what they need to know and begin a solution pathway. In Data & Computation, students recognize that equivalent ratios and the unit rate can give them important information about the guard’s wages. Students can use ratio tables, double number lines, and other strategies to solve the problem, and have the opportunity to share their strategies.”

Examples of the intentional development of MP2 to meet its full intent in connection to grade-level content include:

• In 6.NS.C.5 Weather Bear, Detailed Lesson Plan states, “During Immersion and Data & Computation, students will recognize that a positive number, a negative number, and zero have specific meanings within a context. Students will make sense of real-world quantities and their relationships when looking at altitudes. Students will also recognize that numbers, such as 7 and -7, are opposite values and are in opposite direction from zero on a number line.”

• In 6.RP.A.1 For Every Day, Lesson Plan Overview, Applying Standards for Mathematical Practice, “During Data & Computation, students compute the quantitative ratio of two quantities, contextualize it to make meaning of a ‘real-world’ situation, then express it using ratio language.”

• In 6.EE.B.7 The Sign Of Zero, Lesson Plan Overview, Applying Standards for Mathematical Practice, “During Immersion, students have the opportunity to make initial sense of what is being asked, by talking with a partner about what was presented in the video, specifically a diagram that is shown a second time. The ‘Think-Pair-Share’ protocol allows students to gain a perspective other than their own. During Data & Computation, students receive additional quantitative information whose meaning must be attended to when building symbolic equations of the mathematical relationship. After solving the equation, students must attend fully to its meaning in the situation, as it's not the final answer; an additional operation must be performed to get the intended value.”

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

Materials support the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting the intentional development of MP3 for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials include 10 protocols to support Mathematical Practices. Several of these protocols engage students in constructing arguments and analyzing the arguments of others. When they are included in a lesson, the materials provide directions or prompts for the teacher to support engaging students in MP3. Examples include:

• “Lawyer Up! (12-17 min): When a task has the classroom divided between two answers or ideas, divide students into groups of four with two attorneys on each side. Tell each attorney team to prepare a defense for their ‘case’ (≈ 4 min). Instruct students to present their argument. Each attorney is given one minute to present their view, alternating sides (≈ 4 min). Together, the attorneys must decide which case is more defendable (≈ 1 min). Tally results of each group to determine which case wins (≈ 1-2 min). Complete the protocol with a ‘popcorn-style’ case summary (≈ 2-3 min).”

• “Math Circles (15-28 min): Prior to class, create 5 to 7 engaging questions at grade level, place on different table-tops. For example, Why does a circle have 360 degrees and a triangle 180 degrees? Assign groups to take turns at each table to discuss concepts (≈ 3-4 min each table).”

• “Quick Write (8-10 min): After showing an Immersion video, provide students with a unique prompt, such as: ‘I believe that the store owner should…’, or ‘The person on Mars should make the decision to…’ and include the prompt, ‘because…’ with blank space above and below. Quick writes are excellent for new concepts (≈ 8-10 min).”

• “Sketch It! (11-13 min): Tell students to draw a picture that includes both the story and math components that create a visual representation of the math concept (≈ 5-7 min). Choose two students with varying approaches to present their work (≈ 1 min each) to the class (via MidSchoolMath software platform or other method) and prepare the entire class to discuss the advantages of each model (≈ 5 min).”

The materials include examples of prompting students to construct viable arguments and critique the arguments of others.

• In 6.EE.A.2c Real Stories of the AIF, Practice Printable, Question 3c, “The cost of a pass to the amusement park for 5 days or less is $$50 + 10n$$, where n is the number of days you are visiting. The cost for a pass to the amusement park for more than 5 days is $$45+10(n-1)$$, where n is the number of days you are visiting. Is it a better deal to visit for 5 or 6 days? Explain.”

• In 6.SP.B.4 & 5 Shoot for the Moon!, Practice Printable, Introduction Problem, “What could the newspaper article look like? Be sure to include a headline, graphical display, the number of observations, a description of how the survey was conducted, the measures of center including mean, median and mode. Report all measures of variability and striking deviations. Choose the most appropriate measure of center and measure of variability and defend your choices; include a closing comment.” In the Simulator question, “Choose the most appropriate measure of center and measure of variability and defend your choices.”, and in Practice Printable, Questions 2c-d states, “What is the better measure of center for this data set? Why? Which is the better measure of variation of this data set? Why?”

• In 6.RP.A.3c Stealing Home, Practice Printable, Question 3, “Tyrell took a history test. He answered 21 of the 25 questions correctly. In order to get an ‘A’ on the test he needs to get at least a 90%. Did Tyrell get an ‘A’ on his history test? Explain your reasoning.”

• In 6.SP.A.3 Periodontal Pockets, Practice Printable, Question 1, “All sixth graders at Madison Middle School were given a math and reading placement test at the beginning of the year. a) If you wanted to know on average if sixth grade students scored better on the math test or reading test, would you consider the measure of center of the data or the measure of variability of the data? Explain your reasoning. b) If you wanted to see how consistent (or similar to each other) the scores on the respective tests were, would you focus on the measure of center of the data or the measure of variability of the data? Explain your reasoning.”

• In 6.NS.C.7c Day by Day, Practice Printable, Introduction Problem, “Use Mary Smithson’s evaluation to explain what Miss Brooks is talking about and to determine whether Mary has a good evaluation or a poor evaluation.”

The materials provide guidance for teachers on how to engage students with MP3. In several lessons, the Detailed Lesson Plan identifies MP3 and provides prompts that support teachers in engaging students with MP3. Examples include:

• In 6.NS.C.7d Coffee Accounting, “In Data & Computation, students take the practice test by themselves, then work with another student to justify their conclusions in the ‘Study Hall’ protocol. Because the order of the wording impacts the meaning of the statements, students practice a logical progression of statements. Paired students explore the truth of their partner’s conjectures, and ask rich questions and critique the reasoning of other students. The following Teacher Prompts encourage students to explain their reasoning and examine their partner’s reasoning and logic. Did your study hall partners present a logical argument? Can you repeat what another student’s logic is? Did you notice any flaws in their logic? Can you draw a picture to explain your reasoning? Is there another way to explain your own logic?”

• In 6.NS.C.7c Day by Day, Data & Computation “includes prompts that support students in developing their own arguments and critiquing those of others: 2. Use the ‘Quick Write’ protocol, where students are prompted to write down ideas about whether Rob is having good days or bad days, and prompted to make a conclusion with supporting evidence. It is important that students are not given too much information, or prompted with guiding questions at this stage. 3. Have students join with two other students. Each student has 2 minutes to present their ‘Quick Write.’ During which the other two students act as supervisors, and are there to provide feedback they feel would be helpful in strengthening the conclusion. Use the following  prompts with students to encourage the critique process: ‘I was confused when you ____‘It might be more clear if you said ________. ‘Can you re-state that in a different way?’"

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

Materials support the intentional development of MP4: Model with mathematics; and MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting the intentional development of MP4 and MP5 for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

Examples of the intentional development of MP4 to meet its full intent in connection to grade-level content include:

• In 6.EE.A.2c Real Stories of the AIF, Lesson Plan Overview, “MP4: Model with mathematics. On Day 1, during the Data & Computation phase, the students will decide how fast the driver was driving using the ‘$$30df$$’ formula. The students will use the formula to identify the rate of speed on a specific road surface.”

• In 6.EE.B.6 Land in Lama, the Detailed Lesson Plan states, “MP4: Model with mathematics. In Land in Lama, students are tasked with representing the cost of the land through an expression, which is, in essence, a modeling task. Further supporting the practice, during Immersion, the problem is relatively unstructured, requiring students to determine what they need to know, and analyzing how the problem might be solved while making assumptions about the relationships between unknown quantities. Visual representation the students develop supports clarity of thinking about their model and assumptions. Students refine their model as more information is given during Data & Computation. The full intent of the practice occurs as students create their own variables and include them as part of the expression.”

• In 6.G.A.2 River Rescue, the Detailed Lesson Plan states, “MP4: Model with mathematics. River Rescue opens with a unique protocol that leads students to begin modeling with mathematics right away in Immersion. Students imagine a flowing river and must try to think of a way to determine the amount of water that is flowing per second. They team in small groups, using their intuition to guide them in an early attempt to model the situation. They draw pictures and discuss ideas in an attempt to find an entry point into the upcoming task. In Data & Computation, students calculate the flow rate of the river (modeled as volume of a rectangular prism with fractional side lengths). In Resolution, students revise their thinking, comparing not only their answer, but their original conceptual ideas of how to calculate flow rate.”

Examples of the intentional development of MP5 to meet its full intent in connection to grade-level content include:

• In 6.RP.A.3c Stealing Home, the Detailed Lesson Plan states, “MP5: Use appropriate tools strategically. During Data & Computation and Practice Printable, students discover that two parts of a percent problem are given (whole, part, or percent) and a third unknown part must be determined. Students can use different tools that help them see that 100% splits up into parts (double number lines, tape diagrams, ratio tables, etc.).” In the Practice Printable, Question 5 states, “Solve each problem below by using a table of equivalent ratios, a tape diagram, a double number line or an equation. a) 75 is 15% of what number? b) What is 60% of 210? c) 120 is 30% of what number? d) 160 is 20% of what number?”

• In 6.SP.B.4&5 Shoot for the Moon!, the Detailed Lesson Plan states, “MP5: Use appropriate tools strategically. In Data & Computation, students are asked "What could the newspaper article look like?" This general question requires students to consider the tools available to them and to make personal choices as to how to use them. These include mathematical tools (graphs, tables, mathematical graphics, etc.) and also physical tools ( rulers, graph paper, pencils, etc.). Technology tools (computers, tablets, calculators, spreadsheets, and graphical display software) may also be considered.”

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

Materials attend to the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting the intentional development of MP6 for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

The materials use precise and accurate terminology and definitions when describing mathematics, and the materials provide instruction in how to communicate mathematical thinking using words, diagrams, and symbols. Examples include:

• Each Detailed Lesson Plan provides teachers with a list of vocabulary words and definitions that correspond to the language of the standard that is attached to the lesson; usually specific to content, but sometimes more general. For example, 6.NS.3 states “Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.” The vocabulary provided to the teacher in 6.NS.B.3, Enter the Dragon is, “Decimal number: A number that can show place value less than 1; represents values such as tenths, hundredths, thousandths, etc.”

• The vocabulary provided for the teacher is highlighted in red in the student materials on the Practice Printable.

• Each Detailed Lesson Plan prompts teachers to “Look for opportunities to clarify vocabulary” while students work on the Immersion problem which includes, “As students explain their reasoning to you and to classmates, look for opportunities to clarify their vocabulary. Allow students to ‘get their idea out’ using their own language but when possible, make clarifying statements using precise vocabulary to say the same thing. This allows students to hear the vocabulary in context, which is among the strongest methods for learning vocabulary.”

• Each Detailed Lesson Plan includes this reminder, “Vocabulary Protocols: In your math classroom, make a Word Wall to hang and refer to vocabulary words throughout the lesson. As a whole-class exercise, create a visual representation and definition once students have had time to use their new words throughout a lesson. In the Practice Printable, remind students that key vocabulary words are highlighted. Definitions are available at the upper right in their student account. In the Student Reflection, the rubric lists the key vocabulary words for the lesson. Students are required to use these vocabulary words to explain, in narrative form, the math experienced in this lesson. During ‘Gallery Walks,’ vocabulary can be a focus of the ‘I Wonder..., I Notice…’ protocol.”

• Each lesson includes student reflection. Students are provided with a list of vocabulary words from the lesson to help them include appropriate math vocabulary in the reflection. The rubric for the reflection includes, “I clearly described how the math is used in the story and used appropriate math vocabulary.”

• Vocabulary for students is provided in the Glossary in the student workbook. “This glossary contains terms and definitions used in MidSchoolMath Comprehensive Curriculum, including 5th to 8th grades.”

• The Teacher Instruction portion of each detailed lesson plan begins with, “Here are examples of statements you might make to the class:” which often, though not always, includes the vocabulary with a brief definition or used in context. For example, the vocabulary provided for 6.RP.A.3c, Stealing Home is “Part”, “Whole”, and “Percent.” The sample statements provided are, “Remember there are always two parts of the percent problem given from the part, whole, or percent; Remember that the percent of a quantity is per 100; In Stealing Home, we had to help find the number of runs Jackie Robinson would score during the 1948 season; We can convert the percent to a rate per 100, so 52% is $$\frac{52}{100}$$; A ratio table can be created using the percent as a rate of 100, and then other helpful equivalent ratios can be identified.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for supporting the intentional development of MP7 and MP8 for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

Examples of the intentional development of MP7 to meet its full intent in connection to grade-level content include:

• In 6.NS.B.4 The Castle Guard, the materials state, “MP7: Look for and make use of structure. On Day 1, during both the Immersion and Data & Computation phases, students will understand the differences on how to calculate the greatest common factor and least common multiple between two numbers.” Optional teacher prompts include, “What do we know about the number of days that each guard works? How can we use a number line as a tool to show when the guards work? Does the LCM or GCF need to be found when the guards work together again? How do we find the LCM? What are the multiples of 2? What are the multiples of 4? What are the multiples of 5? What is the LCM of 2, 4, and 5? When will the guards work together again?”

• In 6.RP.A.3d Saffron Shuffle, Lesson Plan Overview, “MP7: Look for and make use of structure. During Data & Computation, students work together to notice that ratios can be used to convert a measurement from one unit to another. By using ratios written in fraction form as conversion factors, students recognize the structure of the fraction, where a common numerator and denominator make 1 (cancel each other out).Students use this structure repeatedly to keep track of units during conversion and to cancel them out as needed to end with the appropriate unit.”

• In 6.G.A.3 Fuel Factor, the Detailed Lesson Plan states, “MP7: Look for and make use of structure. During Immersion and Data & Computation, students will recognize that endpoints for horizontal line segments have the same y-coordinate, and the length of such segments can be found by subtracting the x-coordinates because the grid structure shows the lengths to be the distance between x-coordinates. Similarly, endpoints for vertical line segments have the same x-coordinate, and the length of such segments can be found by subtracting the y-coordinates because the grid structure shows the lengths to be the distance between y-coordinates. Students are able to make use of these structures for the practical purpose of determining the length of the race course.” The prompts provided for teachers include: “What is the direction for the course? What do you notice about the coordinates of the endpoints of horizontal line segments? What do you notice about the coordinates of the endpoints of vertical line segments? Imagine the coordinates on a grid. How might you find the length of a line segment connecting them? Since there is no grid, how might you find the length of the line segment anyway? What is the total distance of the course? For how many megaspans do the sisters think the ship will last?”

Examples of the intentional development of MP8 to meet its full intent in connection to grade-level content include:

• In 6.NS.C.6b Treasure Trail, the Detailed Lesson Plan states, “MP8: Look for and make use of structure. During Data & Computation, students have opportunity to recognize the coordinate plane as a structure that aids them in seeing a repeated pattern for coordinates that are reflected. During Resolution, teacher prompts during the ‘Number Talk’ ask students to identify the constant pattern of how coordinates are affected by reflection and to explain how the grid lines in the coordinate plane aided them in realizing the general rule.”

• In 6.EE.A.1 I Dream of Djinni, the Detailed Lesson Plan states, “MP8: Look for and express regularity in repeated reasoning. On Day 1, during the Data & Computation phase, students will try to determine which prize (option 1 or 2) will have the greatest number value. The students will create a chart to write down the information they already know about options 1 & 2 and then move towards using repeated multiplication to trigger other tools or strategies that will produce the correct solution.”

• In 6.G.A.1 The Lilliput Regatta, Lesson Plan Overview, “MP8: Look for and express regularity in repeated reasoning. During Data & Computation and Practice Printable, as students repeatedly calculate the area for each geometrical shape, they are able to see that they can manipulate the shape to find faster and easier ways to determine the area. They can repeatedly cut and re-form the shape into parts, or can double its size and divide by two, or use other methods to determine the area. The regularity in the repeated reasoning is that the area is always the same, no matter how they manipulate the shape so long as its size is not changed.”

### Usability

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for Usability. The materials meet expectations for Criterion 1, Teacher Supports, for Criterion 2, Assessment, and for Criterion 3, Student Supports.

##### Gateway 3
Meets Expectations

#### Criterion 3.1: Teacher Supports

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for Teacher Supports. The materials: provide teacher guidance with useful annotations and suggestions for enacting the materials, contain adult-level explanations and examples of the more complex grade-level concepts and concepts beyond the current grade so that teachers can improve their own knowledge of the subject, include standards correlation information that explains the role of the standards in the context of the overall series, provide explanations of the instructional approaches of the program and identification of the research-based strategies, and provide a comprehensive list of supplies needed to support instructional activities.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials.

• A Curriculum Overview provides a chart of the components and description for the lessons, assessments, and Domain Review. The curriculum components are described briefly in the Overview section.

• A Practical Approach to Using Assessments, Rubrics & Scoring Guidelines helps the teacher understand rubrics for the assessments.

• In the Teacher Guide, there is instruction on planning a lesson with a sample sequence for lessons and assessments. The materials provide pacing for the year.

• In the Teacher Guide, the instructional protocols used throughout the series are described and connected to the Mathematical Practices they support.

• In the Detailed Lesson Plan, there is a section to help support Diverse Learners with a chart of Accommodations, Modifications, and Extensions, as well as Language Routines.

• Common Misconceptions are listed in each Detailed Lesson Plan.

• Teachers are given suggestions for vocabulary incorporation such as, “In your math classroom, make a Word Wall to hang and refer to vocabulary words throughout the lesson. As a whole-class exercise, create a visual representation and definition once students have had time to use their new words throughout a lesson.”

• Guidance is given to teachers for applying and reinforcing math practices in the Teacher Guide and in Detailed Lesson Plans. For example, MP8: “This practice is reinforced by having the students watch a complimentary video in which Jo Boaler has students modeling how to look for and identify patterns in real-life scenarios.” Guidance shared directly from Jo Boaler states, “Students need time and space to develop their capacity to ‘look for and express regularity in repeated reasoning.’ When you provide tasks that are specific to supporting MP8, explicitly tell students that it’s ok to slow down, and to think deeply.” Several “tips” to address the MP are also shared.

• “Detailed Lesson Plans provide a step-by-step guide with specific learning objectives for the math standard, lesson summary, prerequisite standards, vocabulary and vocabulary protocols, applying Standards for Mathematical Practice, Jo Boaler's SMP Tips, cluster connection, common misconceptions, instruction at a glance, and day-by-day teaching instructions with time allotments. Also included are suggestions for differentiation, and instructional moves as well as tips for the English Language Learner student.”

Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. Throughout each lesson’s Detailed Lesson Plan, there is narrative information to assist the teacher in presenting student material throughout all phases. Examples include:

• 6.RP.A.2 Road Trip Ratios, Common Misconceptions: “Students may use additive reasoning versus multiplicative reasoning to scale or simplify ratios. Encourage students to draw visuals to represent the ratios to concretely see the multiplicative reasoning.”

• 6.SP.A.2 Build a Better Forest, Cluster Connection: “This activity connects 6.SP.A and 6.SP.B as students calculate simple variation calculations, such as range (referred to here as ‘spread’).”

• 6.NS.C.6c Special Intelligence, Teacher Instruction: “Here are some examples you might make to the class. Before plotting any points on the coordinate plane, review the scale for each axis. The interval may or may not be one and may or may not be the same for each axis; Remember that when plotting on a coordinate plane, we first move horizontally and then vertically; In Special Intelligence, we plotted points on a coordinate plane that had a scale of 6 rather than 1. The larger scale allowed for the larger coordinate values to fit on the image of the map.”

• 6.EE.C.9 Sister Act, Part 3 Resolution: “1. Play Resolution video to the whole class, and have the students compare their solutions as they watch. 2. After the video, prompt students with the following questions: What did you do that was the same? What was different? What strategy do you think was more efficient to find the equation? Why? Students may respond aloud or in a journal.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for containing adult-level explanations and examples of the more complex grade/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

Under the Resources Tab, there is a section dedicated to Adult-Level Resources. These contain adult-level explanations including examples of the more complex grade/course-level concepts so that teachers can improve their own knowledge of the subject. There are also professional articles provided on topics such as mathematical growth mindset, cultural diversity in math, and mathematical language routines.

The Teacher Guide contains a page at the beginning of each cluster section titled, “Cluster Refresher for the Teacher - Adult Level Explanation”. This provides a page of basic background information for the teacher including strategies to develop understanding. For example,

• “6.EE.B develops an understanding of the relationship between an equation and the arithmetic process. The algebraic approach becomes a more efficient path to the solution for more complex problems. By seeing the relationship of inverse operations, we can use an algebraic approach to solving problems rather than work backward arithmetically. We build an understanding of solving real-world and mathematical problems by writing and solving equations. ... These number line diagrams provide information such as which numbers are part of the solution through the inclusive closed dot and the exclusive open circle. This visual reinforces an understanding of the number line and the possible infinite answers that make the inequality true.”

The Adult-Level Explanations booklet under the Resources tab includes a progression through each domain from Grade 5 through High School. The last section is Beyond Grade 8, which explains how the middle grades learning connects to high school standards. For example: Beyond Grade 8: Expressions & Equations:

• “Beginning in the early years of school, expressions are an integral part of the math curriculum. An expression is a statement that can include numbers, variables, operations, exponents and radicals, or a multitude of combinations of such. In the early years, arithmetic expressions were explored and mastered. In the middle grades, algebraic expressions are introduced, first with whole numbers, then whole numbers with exponents, and then integers with exponents. Following the practice with these, radical and trigonometric expressions are introduced and explored. ... The concepts of functions are vast and will be studied throughout high school and beyond. Having a strong foundation in properties of operations, writing and manipulating expressions, solving for equations with one or more variables, and understanding what answers are part of the solution(s) will allow for deeper understanding of functions and math beyond middle school.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for including standards correlation information that explains the role of the standards in the context of the overall series.

Correlation information is present for the mathematics standards addressed throughout the grade level/series.

• Each course in this series includes a document called Planning the Year that provides the standards and pacing for each lesson.

• There are standards correlations in the Scope and Sequence Chart that lists each Lesson, Domain Review, and Major Cluster Lessons throughout a year.

• Each lesson is designed to address a single standard.

Explanations of the role of the specific grade-level/course-level mathematics are present in the context of the series.

• The Teacher Guide contains a page at the beginning of each cluster section titled “Role of Mathematics” which clearly identifies the grade-level clusters and standards within a domain and describes the intent of the cluster. The Cluster Role Across Grade Levels describes the grade-level content in context of the domain progression from when the initial related skills were introduced to how the skills progress through high school. For example, “The 6.EE.A cluster involves applying and extending previous understandings of arithmetic to algebraic expressions. Students write and evaluate numerical and algebraic expressions, some of which involve whole-number exponents. The basic skills for this understanding begin in Grade 3, where students fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (3.OA.C.7). In Grade 4, students gain familiarity with factors and multiples, recognizing that a whole number is a multiple of each of its factors (4.OA.B.4). In Grade 5, students explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10 (5.NBT.A.2). In Grade 6, students further apply skills in this cluster as they transition to working with equations and inequalities in 6.EE.B. In Grade 8, students extend their knowledge of exponents in numerical expressions when they create equivalent expressions when working with integer exponents (8.EE.A.1) and while performing operations with numbers expressed in scientific notation (8.EE.A.4). In Algebra these will prove to be essential when students work with polynomials, understanding that they form a system analogous to the integers (HSA.APR.A.1), and when they begin work with logarithms (HSF.BF.B.5).”

• The Detailed Lesson Plan for each lesson lists the Prerequisite Standards required for students to be successful in the lesson. For example, in 6.NS.A.1 Mr. Mung’s Ice Cream, the Prerequisite Standards listed are 3.OA.B.6 and 5.NF.B.7.

• The Detailed Lesson Plan for each lesson includes Cluster Connections that identify connections between clusters and coherence across grade levels. For example, in 6.RP.A.1 For Every Day, Cross-Cluster Connection, “This activity connects 6.RP to 7.RP.A and 8.EE.B, as unit rate is the basis for work involving constant of proportionality and slope of linear equations.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide some strategies for informing all stakeholders, including students, parents, or caregivers about the program, and the materials provide minimal suggestions for how they can help support student progress and achievement.

In the Resources, the Letter to Parents addresses the structure and philosophy of the series as a whole but does not provide specific curricular support. Suggestions for how parents or caregivers can help support student progress and achievement are included in the Parent Letter: “We invite you to contribute to your student’s learning by facilitating discussions at home about what they are learning in math class. Ask your student to log in to their MidSchoolMath account and show you their math work. Try your best to listen and not be critique. Expect that math problems and solutions may be presented differently than how you were taught.” The program does not provide any other suggestions for how stakeholders can help support student progress and achievement throughout the remainder of the materials.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing explanations of the instructional approaches of the program and identification of the research-based strategies.

Materials explain the instructional approaches of the program.

• The Curriculum Overview in the Teacher's Guide states that the curriculum is designed to “STOP THE DROP.” The materials state, “Core Curriculum by MidSchoolMath is developed to fix this problem through a fundamentally different approach... MidSchoolMath emphasizes structured, conceptual learning to prepare students for Algebra I... MidSchoolMath is specifically designed to address the ‘The Mid School Math Cliff’.”

• In the Teacher Guide, the overview on Scoring Guidelines states, “In coordination with Dr. Jo Boaler, MidSchoolMath has developed an approach to using rubrics and scoring with an emphasis on making them useful and practical for helping teachers support student learning. This is in contrast to the use of scoring guidelines for the primary purpose of giving grades.”

• In the Letter to the Parent, the instructional approaches are summarized, “MidSchoolMath strives to help students see that math is relevant and holds value and meaning in the world. The curriculum is designed not only to enhance student engagement, but also to provide stronger visual representation of concepts with focus on logic structures and mathematical thinking for long-term comprehension. ... Peer Teaching: Students learning from other students is a powerful mechanism, wherein both the ‘teachers’ and the ‘learners’' receive learning benefits.”

Materials reference relevant research sources:

• “Hattie, J. (2017) Visible Learning

• Cooney, J.B., Laidlaw, J. (2019) A curriculum structure with potential for higher than average gains in middle school math

• Tomlinson (2003) Differentiated Instruction

• Dweck (2016) Growth Mindset

• Carrier & Pashler (1992) The influence of retrieval on retention: the testing effect

• Boaler, J. (2016) Mathematical MindSets

• Rohrer, D., & Pashler, H. (2007) Increasing retention without increasing study time

• Kibble, J (2017) Best practices in summative assessment

• Laidlaw, J. (2019) Ongoing research in simulators and contextualized math

• Lave, J. (1988) Cognition in practice: Mind, mathematics and culture in everyday life

• Schmidt and Houang (2005) Lack of focus in mathematics curriculum: symptom or cause.”

Materials include research-based strategies. Examples include:

• “Detailed Lesson Plans (Research Indicator: Teacher pedagogy and efficacy remains the highest overall factor impacting student achievement. Multiple instructional models show greater gains than ‘stand and deliver’.)

• The Math Simulator (Research Indicator: On randomized controlled trials, The Math SimulatorTM elicited high effect sizes for achievement gains across educational interventions. Contextual learning and Productive Failure are likely influences contributing to the large achievement gains.)

• Teacher Instruction (Research Indicator: Clarity of teacher instruction shows a large effect on student achievement.)

• Practice Printable (Research Indicator: Differentiation of instruction leads to higher effect sizes compared to full-time ‘whole-group’ instruction. Varied instructional approaches support a growth mindset, an indicator for student success.)”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing a comprehensive list of supplies needed to support instructional activities.

The Teacher Guide includes Planning the Year, Comprehensive Supply List which provides a supply list of both required and recommended supplies for the grade. For example: “Required: Markers, Chart, Paper, Colored Pencils, Dry-erase Markers, Graph Paper, Ruler, Protractor; Recommended: Individual white boards/laminated alternative, Calculator, Algebra tiles.”

Each Detailed Lesson Plan includes a Materials List for each component of the lesson. For example in 6.NS.B.3 Enter the Dragon:

• “Immersion: Materials -  Enter the Dragon Immersion video; Poster paper/butcher paper; Markers/colored pencils

• Data & Computation: Materials - Copies of Enter the Dragon Data Artifact, one per pair

• Resolution: Materials - Enter the Dragon Resolution video

• Math Simulator: Materials - Enter the Dragon Simulation Trainer; Student Devices; Paper and Pencil; Student Headphones

• Practice Printable: Materials - Copies of Enter the Dragon Practice Printable, 1 per student

• Student Reflection: Materials - Copies of Student Reflection rubric, 1 per student; White Paper; Colored Pencils; Sticky Notes

• Clicker Quiz: Materials - Enter the Dragon Clicker Quiz; Student Devices; Paper and Pencil”

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

This is not an assessed indicator in Mathematics.

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

This is not an assessed indicator in Mathematics.

#### Criterion 3.2: Assessment

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for Assessment. The materials: have assessment information included in the materials to indicate which standards are assessed, include an assessment system that provides multiple opportunities throughout the grade to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up, and provide assessments that include opportunities for students to demonstrate the full intent of grade-level standards and practices.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for having assessment information included in the materials to indicate which standards are assessed. The materials consistently identify the standards and Mathematical Practices addressed by formal assessments.

• In the Teacher Guide, Curriculum Components lists several assessments: Clicker Quiz, Test Trainer Pro, and the summative Milestone Assessment. Each cluster has a Pre-assessment and a Post-assessment (Milestone Assessment) which clearly identifies the standard(s) being assessed. The standard is part of the title, for example, “Milestone Post-Assessment 6.NS.A.”; individual tasks and items are not identified on the actual assessment. However, each problem is identified with the standard being assessed in the teacher answer key.

• Standards are identified accurately and are from the appropriate grade level.

• Assessment problems are presented in the same order as the lessons. They are sequential according to Domain and Cluster headings.

• The Milestone Assessments include a chart that aligns Mathematical Practices to each question on the assessment, including identifying if the assessment is online, print, or both.

• The end of each lesson includes a student self-assessment rubric that has students evaluate their understanding of the content standard and the mathematical practices that align with the lesson.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for including an assessment system that provides multiple opportunities throughout the grade to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. There is guidance provided to help interpret student performance and specific suggestions for following-up.

The assessment system provides multiple opportunities to determine students' learning and sufficient guidance to teachers for interpreting student performance.

• In the Teacher Guide, the Domain Curriculum Components lists two assessments: Test Trainer Pro (formative) and Milestone Assessment (summative).

• “Milestone Assessment is a summative evaluation following each cluster per grade. They are automatically graded, yielding the percentage of items answered correctly. The math items are crafted to include items of varying difficulty.” “Please note: Milestone Assessments should not be used to determine student growth. As summative assessments, they are not as sensitive nor as accurate as the adaptive tool, Test Trainer Pro, for providing individual student data for achievement gains over time.”

• “Test Trainer Pro acts as a low-stakes, formative learning tool for students to practice testing under more relaxed and stress-free conditions. It is an adaptive tool and is designed to elicit the largest gains in student achievement possible in the shortest period of time.”

• The Teacher Guide contains a section titled “A Practical Approach to Using Assessments, Rubrics & Scoring Guidelines.” This section provides several assessment rubrics:

• The MidSchoolMath Rubric and Scoring Framework aligns a percentage “raw score” with a 4-point rubric and proficiency levels.

• The Milestone Assessment Rubric aligns a percentage “raw score” with a 4-point rubric and has suggestions for follow-up.

• The Student Self Assessment has students reflect and identify understanding for each lesson component.

• An article by Jo Boaler, “Assessing Students in a Growth Mindset Paradigm with Jo Boaler” provides “recommendations for assessment and grading practices to encourage growth mindsets.”

• Each Curricular cluster contains a tab for Assessments which has a Milestone Assessment Overview & Rubric. There is a rubric from 0 to 3 provided for the open response section of the assessment. To earn all 3 points, students must demonstrate accuracy, show work, and may only have minor mistakes.

• “Recommended Scoring for Milestone Assessments: A 3-point response includes the correct solution(s) to the question and demonstrates a thorough understanding of the mathematical concepts and/or procedures in the task. This response: Indicates that the student has completed the task correctly, using mathematically sound procedures; Contains sufficient work to demonstrate a thorough understanding of the mathematical concepts and/or procedures; May contain inconsequential errors that to not detract from the correct solution(s) and the demonstration of a thorough understanding.”

• The Overview states, “All items in Milestone Assessments are at grade level and evaluate student understanding of the content at the ‘cluster’ level. Milestone Assessments should only be administered to students after all lessons are completed within the cluster, following recommended sequence and pacing.”

• The answer key for each Milestone Assessment provides examples of correct responses for each problem. There is a sample response for the open-ended questions.

• Several of the other lesson components could be used as formative assessments or for progress monitoring such as the Clicker Quiz.

The assessment system provides task-specific suggestions for following-up with students. There are suggestions for follow-up that are generic strategies, and there are some that direct students to review specific content.

• The Milestone Assessment Rubric includes Recommendations for Follow Up. These are found in the front matter of the Teacher Guide. They are generic to all assessments and align with the 4 points of the rubric:

• “Review and correct any mistakes that were made. Participate in reteaching session led by teacher.

• Review and correct any mistakes that were made. Identify common mistakes and create a ‘Top-3 Tips’ sheet for classmates.

• Review and correct any mistakes that were made. Participate in the tutorial session.

• Review and correct any mistakes that were made. Plan and host a tutorial session for the Nearing Proficient group.”

• The Milestone Assessment also includes suggestions based on which problems are missed. The guidance directs students to review the worked example and Clicker Quiz in the lessons that align to the missed problems and then revise the problems they missed in the assessment. This provides specific feedback to review the content of the lesson.

• The Student Self-Assessment provides a generic strategy for follow-up: “Recommended follow-up: When students self-identify as ‘Don’t get it!’ Or ‘Getting there!’ on an assignment, is it essential for teachers to attempt to provide support for these students as soon as possible. Additionally, it is helpful for teachers to use scoring on Practice Printables and Clicker Quizzes to gauge student comprehension. Use the general scoring guidelines to determine approximate proficiency. It is highly recommended that all assignments may be revised by students, even those which are scored.”

• The Student Self-Assessment provides suggestions based on where the students rate themselves. Students are directed to review specific parts of the lesson to reinforce the parts they do not feel successful with. There are also more generic strategies suggested that go across lessons and grade levels.

• The materials state that “Test Trainer Pro automates assessment and recommendations for follow-up under the score. As an assessment, Test Trainer Pro is the most specific, and most accurate measure available in MidSchoolMath to determine how students are performing in terms of grade and domain level performance.” A teacher can view the Test Trainer Pro question bank; however, there is no way to review the specific follow-up recommendations provided since they are adapted to each student.

• Exit Ticket results are sometimes used to suggest grouping for instructional activities the following day.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing assessments that include opportunities for students to demonstrate the full intent of grade-level standards and practices across the series. Assessments include opportunities for students to demonstrate the full intent of grade-level standards and the mathematical practices across the series.

• Assessments are specific to each standard, so there is opportunity for students to demonstrate to the full intent of grade-level standards.

• Considering both formative and summative assessments, there are a variety of item types offered including Exit Tickets, Clicker Quizzes, Test Trainer Pro, Lesson Reflection, Self-Reflection, and Milestone Assessments.

• Most assessments are online and multiple choice in format, though there is a print option for milestone assessments that includes open response.

• Students have the opportunity to demonstrate the full intent of the practices in assessments; practices are aligned in Milestone assessments and addressed in the student self-assessments for each lesson.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide few accommodations for assessments that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

• For Milestone Post Assessments, the materials state, “Guidance for follow-up is provided in the milestone rubric. It is highly recommended that even Milestone Post Assessments may be revised by students to achieve a higher score.”

• The Clicker Quizzes sometimes provide specific suggestions such as, “Provide students with a laminated number line, and fraction tiles.” or “Allow students to use vocabulary cards.”

• In the Teacher Guide, “Assessing Students in a Growth Mindset Paradigm with Jo Boaler” suggests, “If a grade is required and there is no additional time available due to school schedule constraints, I recommend having a conversation with that student to negotiate the grade, with the student indicating what they have learned, while collaborating on next steps to make progress on unfinished learning.” The article also states, “Current assessment practices can undermine the growth mindset messages students receive in other areas of the teaching and learning process. For example, a teacher may allow students to revise work to encourage a growth mindset during a low-stakes assignment, yet when it comes to a test, no revision is allowed.”

• Test Trainer Pro is used for Progress Monitoring. “Test Trainer Pro automatically adapts to student ability level as students move through questions. Instruct students to work in a lower grade level or Core Skills (Grades 1-4) as needed or in a higher grade level or Algebra I as needed.” “Test Trainer Pro meets students where they are and works alongside challenging grade level content. Students have the opportunity to practice items needed to complete learning, while the emphasis remains focused on mastering the current grade level.”

#### Criterion 3.3: Student Supports

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for Student Supports. The materials provide: strategies and supports for students in special populations to support their regular and active participation in learning grade-level mathematics, extensions and/or opportunities for students to engage with grade-level mathematics at higher levels of complexity, strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics, and manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.

Materials regularly provide strategies, supports, and resources for students in special populations to help them access grade-level mathematics. In each Detailed Lesson Plan, Supporting Diverse Learners, there is a chart titled Accommodations, Modifications, and Extensions for English Learners (EL) and Special Populations that provides accommodations for each component of the lesson. Many of these are generic, but some are specific to the content of the lesson. For example, the components of 6.EE.A.3, Provision Problem, include:

• The Math Simulator Immersion: “Reinforce lesson vocabulary  and ensure students understand the meaning and function of each word.”

• The Math Simulator Data & Computation: “Create vocabulary flash cards with each measure of center or variability with its definition, how to find it, and an example..”

• Simulation Trainer: “Pair students to allow for peer teaching and support. Allow students to use vocabulary flash cards.”

• Practice Printable: “Upon completion of the first page (Procedure #1), consider following the Exit Ticket Differentiation Plan. Allow students to use vocabulary flash cards and calculators. Consider decoding the word problems together, circling the important numbers, and identifying important words.” The Practice Printable also has interactive buttons that allow students to complete work online through draw and text tools as well as a work pad that includes an opportunity to chat with the teacher.

• Student Reflection: “Pair students to allow for peer teaching and support.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing extensions and/or opportunities for students to engage with grade-level mathematics at higher levels of complexity.

Materials provide multiple opportunities for advanced students to investigate the grade-level content at a higher level of complexity. The Exit Ticket in each lesson provides a differentiation plan that includes extension. While some strategies are the same across lessons, there are a variety of tasks offered. Examples include:

• 6.RP.A.3 Vacation Day Trails, “Bring in and distribute multiple local grocery store ads, and give students a shopping list of common items likely to be found in those ads. Tell students they each have \$200 to spend on groceries. The goal is to pay the least for the most groceries. (They will justify their spending by calculating unit prices.)”

• 6.RP.A.2 Road Trip Ratios, “Research the distance to travel from your cities to other cities. Estimate the number of hours that the trip would take. Then find the unit rate to get to each city.”

• 6.G.A.2 River Rescue, “Have students create their own shipping boxes that are right rectangular prisms. Find the volume of each box.”

In each Detailed Lesson Plan under Supporting Diverse Learners, there is a chart titled Accommodations, Modifications and Extensions for English Learners (EL) and Special Populations that provides extensions for each component of the lesson. Many of these are generic, but some are specific to the content of the lesson. For example, the components of 6.SP.A.3 Periodontal Pockets include:

• The Math Simulator Data & Computation: “Task the students with answering this follow up question: ‘The mean of Mr. Novak’s pockets is 3.2. If they measure them again after a month, and the mean is now 3.5, describe what happened with the data. What could be a possible data set now to have a mean of 3.4?’”

• Practice Printable: “Upon completion of the first page (Procedure #1), consider following the Exit Ticket Differentiation Plan. Task the students with comparing measures of center and variability of 2 similar data sets. They must explain the similarities and differences in each of the measures of center and variability.”

• Clicker Quiz: “Task students with writing and solving their own ‘clicker quiz’ question.”

• Extensions are optional; there are no instances of advanced students doing more assignments than their classmates.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide opportunities for varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

Many of the protocols used throughout the materials provide multi-modal opportunities for students to share their thinking such as Sketch It, I Wonder I Notice, Gallery Walk, Lawyer Up!, and Make Up Your Own. The Math Simulator Immersion Video that introduces each lesson provides a large variety of situations and “artifacts” for students to investigate. Within the components of the lesson, students have the opportunity to work online using Clicker Quizzes and the Simulation Trainer. They also have the option to work online or use paper/pencil with the artifacts during Data & Computation and Practice Printables.

The Math Simulator process engages students with problem solving and interacting with each other to start each lesson. Examples include:

• 6.RP.A.1 For Every Day, “What are the rest of the lyrics? During For Every Day, Delta Team Geologist Kim O’Hara is on Mars at the home base, and she is rationing her food supply until her team returns from their supply mission. Aside from determining how much of each item she can have per day, she decides to write a rap song, to help her remember the quantities so she doesn’t overeat. The data provided is O’Hara’s notes: a reminder that she has to ration for 80 days, her food inventory, and the first few lyrics of the song which begins with the phrase: For Every Day.” In the Detailed Lesson Plan, Day 1 Immersion, students use the QuickWrite protocol to brainstorm, “What do we need to know?”

• 6.SP.A.1 Statistical Friends, “Which questions are statistical questions? During Statistical Friends, Ayla has an upcoming quiz and is having trouble understanding what types of questions are statistical. Her friend David steps in to help and creates a list of questions to help Ayla learn the difference between statistical and non-statistical questions. The data provided is the page from David’s notebook with ten sample questions.” In the Detailed Lesson Plan in Day 1 in Immersion and Data & Computation, “students analyze the questions given and make plausible arguments as to why they are either statistical or non-statistical. Students will justify their conclusions with a supporting logical statement while other students have the opportunity to present opposing arguments.”

In the Teacher Guide, under Curriculum Components & Research Indicators, the student reflection at the end of each lesson is described, “Student Reflection warrants special attention as the culminating assignment designed to trigger a ‘memory cascade’ of the math concept. Students create a visual representation and supporting narrative to demonstrate their mastery of the standard.”

In the Teacher Guide, under a Practical Approach to Using Assessments, Rubrics & Scoring Guidelines, materials state, “Self-assessments are an excellent, and very quick way, for teachers to gauge student learning.” Students have the opportunity to self-assess throughout the lesson using a rating scale and also on many of the exit tickets.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide opportunities for teachers to use a variety of grouping strategies.

• There are grouping strategies included for many of the protocols used throughout the materials such as Think-Pair-Share, Lawyer Up!, and Gallery Walk.

• In each lesson, students complete an Exit Ticket “with the option of using the results to group the students for work the next day.”

• The materials refer to grouping or regrouping students, but they don’t provide specific guidance to teachers on how to group the students. For example, “Gather necessary materials, make any necessary student groupings, and plan any protocols that you deem helpful.”

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

Materials consistently provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards through regular and active participation in grade-level mathematics. Examples include:

• In the Detailed Lesson Plan for every lesson, the same two strategies are suggested: “Access Closed Caption and Spanish Subtitles within the video.” and “Pair students to allow for peer teaching and support. Consider allowing EL students to write the narrative in their native language, then use a digital translator to help them transcribe it into English.”

• Each Detailed Lesson Plan makes a connection with one of the eight identified Math Language Routines (MLR), listed and described in the Teacher Guide. The MLRs include: Stronger and Clearer Each Time, Collect and Display, Critique, Correct, and Clarify, Information Gap, Co-Craft Questions and Problems, Three Reads, Compare and Connect, Discussion Supports.

• All materials are available in Spanish.

• The use of protocols such as Think-Pair-Share, Quick Write, and I Wonder I Notice provides opportunities for developing skills with speaking, reading, and writing.

• Vocabulary is provided at the beginning of each lesson and reinforced during practice and lesson reflection, “In the Practice Printable, remind students that key vocabulary words are highlighted.” In the Student Reflection, the rubric lists the key vocabulary words for the lesson. Students are required to use these vocabulary words to explain, in narrative form, the math experienced in the lesson.

• There is teacher guidance under the Resources tab - Math Language Routines. “Principles for the Design of Mathematics Curricula: Promoting Language and Content Development”, from the Stanford University Graduate School of Education, provides background information, philosophy, four design principles, and eight math language routines with examples.

• There are no strategies provided to differentiate the levels of student progress in language development.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide a balance of images or information about people, representing various demographic and physical characteristics.

The actors in the videos are from different races and portray people from many ethnicities in a positive, respectful manner, and there is no demographic bias for who achieves success in the problem situation that starts each lesson. Names in the problems include multi-cultural references such as Mario, Jalil, Misha, and Sonia. There are some colloquialisms such as “dude”. The settings span a wide range including rural, urban, international, and space.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 do not provide specific guidance to encourage teachers to draw upon student home language to facilitate learning.

While there are supports in place to help students who read, write, and/or speak in a language other than English, there is no evidence of promoting home language and knowledge as an asset to engage students in the content material or purposefully utilizing student home language in context with the materials.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide some guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

• Under the Resources tab, “Cultural Diversity in Math Moving from Shallow Notions of Culture to Student-Centered Mathematics Tasks”, written by Toya J. Frank, Ph.D., discusses how to “make tasks more accessible for students across diverse backgrounds and cultures.” The article recognizes that “our primary goal is to build common languages for mathematical discourse, while still remaining aware that these diverse perspectives exist.” “It is often recommended that the solution is to create tasks that may be more locally relevant.”

• Materials for all stakeholders are available in Spanish, including video subtitles and communication with parents.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide some supports for different reading levels to ensure accessibility for students. Examples include:

• In the Detailed Lesson Plan Overview, a frequent suggestion is, “In your math classroom, make a Word Wall to hang and refer to vocabulary words throughout the lesson. As a whole-class exercise, create a visual representation and definition once students have had time to use their new words throughout a lesson.”

• In the Teacher Guide under Math Language Routines, the introduction states, “A 'math language routine' (MLR) refers to a structured but adaptable format for amplifying, assessing, and developing students' language. The routines emphasize the use of language that is meaningful and purposeful, not inauthentic or simply answer-based. These routines can be adapted and incorporated across lessons in each unit to fit the mathematical work wherever there are productive opportunities to support students in using and improving their English and disciplinary language.” These routines are included in each lesson.

Other supports that promote accessibility for students include:

• The mathematical practices support students in accessing grade-level content. In the Teacher Guide under Practices and Protocols, Jo Boaler explains each practice and provides suggestions for incorporating them to help students engage with the content. For example, MP1 Make sense and persevere in solving problems: “1. Let students know that it is good to slow down, and take time formulating the problem. 2. Help students understand that mistakes and struggle create brain growth, that mistakes and struggling are central to learning and building perseverance. 3. Open up any mathematical question or task to encourage students to discuss possible methods, and to encourage opportunities for students to see and solve in different ways. 4. Research has shown that students are more successful when they are shown a problem before being given a method to solve it - give students questions and ask them - use your intuition, what do you think you could do? Try some different approaches. Later have students share their thinking.”

• For Grades 6-8, the Major Cluster Intensive, Teacher-created Intensive includes Dan Meyer 3-Act Tasks. These tasks are designed to provide multiple entry points and multiple strategies to find solutions.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 meet expectations for providing manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

Examples where manipulatives are accurate representations of mathematical objects include:

• The students have access to virtual manipulatives on the Work Pad which is available online in their Simulator Trainer, Practice Printable, Assessments, and Clicker Quiz. These include shapes, 2-color counters, base 10 blocks, algebra tiles, protractor, and ruler. In addition, there are different styles of digital graph paper and dot paper on the digital whiteboard.

• Throughout the materials, there are visual models with number lines, graphs, or bars, though these cannot be manipulated.

• During the Immersion and Resolution videos, items from the real world are used to represent mathematical concepts.

• The Teacher Guide has a section titled “Guidance on the Use of Virtual Manipulatives.” This section includes sub-sections titled: Overview, General Guidance, During Lessons, Manipulative Tools, and Examples of their Use & Connecting to Written Methods. The “Examples of their Use & Connecting to Written Methods” provides teachers with guidance about how to use and make connections with the manipulatives.

• In the Detailed Lesson Plan, Practice Printable, there is a “Manipulative Task!” where students use the virtual tools in the Work Pad and specifically connect manipulatives to written methods. For example, in 6.NS.C.6b Treasure Trail, Manipulative Task for Digital WorkPad: “Have students return to Problem #4a-c on the Practice Printable and use the WorkPad to graph and reflect the given point. Encourage students to experiment with the different manipulatives provided in the WorkPad to complete the exercise. For example, students could use the grid background and the Line tool to create and label the coordinate plane. They could then use the 2-Color Counters to plot the original point. Students could then use any strategy to reflect the point according to each question prompt, labeling/indicating the reflection method and the new coordinates using the Text tool. The physical act of reflecting on the graph may help students to more clearly see the connection between the type of reflection and the corresponding change in the sign of the coordinates.”

#### Criterion 3.4: Intentional Design

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 include a visual design that is engaging and integrates digital technology, when applicable, with guidance for teachers. The materials: integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level standards, include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, have a visual design that supports students in engaging thoughtfully with the subject, and provide some teacher guidance for the use of embedded technology to support and enhance student learning.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level standards, when applicable.

• All aspects of the materials can be accessed digitally. Some components are only digital such as the Simulation Trainer, the Clicker Quizzes, and Test Trainer Pro.

• The Math Simulator is the introduction video for each lesson which automatically guides students through the stages of Immersion, Data & Computation, and Resolution. The Simulator engages students and adds real-world context to the lesson.

• Every lesson includes an interactive Workpad which provides access to virtual manipulatives as well as text and draw tools and options for virtual paper, such as graph paper and dot paper, to show work virtually.

• Teachers can assign parts of the lessons for independent work or choose Live Classroom where they host an electronic session with students and can share student work with the whole class.

• Test Trainer Pro allows for Progress Monitoring which teachers can track by clicking on individual student dots to see their progress.

• The digital materials do not allow for customizing or editing existing lessons for local use, but teachers can upload their own materials.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

• In the Live Classroom option, there is a chat feature so students can comment with each other and reflect on each others’ work.

• There is a chat feature in each Practice Printable on the Workpad where students can send a message directly to the teacher.

• In the Math Simulator, after the Immersion video, a text box states, “What do you need to know? What are your ideas?” that allows anyone to share thinking with the whole class.

• Teachers can assign the Math Simulator to students and let the system automatically guide them through each step, including several places where they collaborate and share their ideas within a chat.

• In the Progress Monitoring section, students and teachers can send messages back and forth or messages can be sent to the whole class.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 have a visual design (whether in print or digital) that supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

• Graphics are visually appealing and connect with the lesson. Images are realistic and colorful; they are not distracting, and they support student learning.

• The Immersion videos are produced with various actors representing events in current and historical times. Students are engaged without being distracted from the math concept being presented.

• Digital artifacts are provided to help students understand the problem presented in the Immersion videos. Each lesson includes artifacts specific to the simulation task; some examples are: tax bills, acre lots, receipts for merchandise, boxes.

• The format is consistent from grade to grade and lesson to lesson. Every lesson has five sections: the Math Simulator, the Simulation Trainer, Practice Printable, Clicker Quiz, and Student Reflection, with the same organizational structure and clear routines.

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

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

The materials reviewed for Core Curriculum by MidSchoolMath Grade 6 provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

• Under the Resources tab, “Software Instructions” provides step-by-step guidance to setting up and implementing the materials.

• On the landing page of the website, the publishers post notices about upcoming changes. Currently, there is a video that shares the updates of their Simulator software and that professional development will be offered on this as well.

• In the Teacher Guide under Curriculum Overview, Manipulatives and the Workpad, “...the Workpad includes a set of manipulatives that aide students in transitioning to more abstract understandings, For example, the Algebra Tiles can be used to understand abstract equations in a visual format. Base 10 Blocks allow a deeper understanding of the decimal system in symbol format.”

## Report Overview

### Summary of Alignment & Usability for Core Curriculum by MidSchoolMath | Math

#### Math 3-5

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials for Grades 5-8 meet expectations for focus and coherence, and in Gateway 2, the materials for Grades 5-8 meet expectations for rigor and practice-content connections. Since the materials meet expectations for Alignment, they were reviewed for Usability in Gateway 3, and the materials reviewed meet expectations for Usability, Gateway 3.

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

#### Math 6-8

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials for Grades 5-8 meet expectations for focus and coherence, and in Gateway 2, the materials for Grades 5-8 meet expectations for rigor and practice-content connections. Since the materials meet expectations for Alignment, they were reviewed for Usability in Gateway 3, and the materials reviewed meet expectations for Usability, Gateway 3.

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

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

### Overall Summary

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

### {{ gateway.title }}

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