## Alignment: Overall Summary

NOTE: This publisher has completed the Instructional Materials Technology Information document which provides enhanced details about this product’s design and usability features. View the technology information.

The instructional materials for Ready Grade 6 meet the expectation for alignment to the CCSSM. In Gateway 1, the instructional materials meet the expectations for focus and coherence. The materials meet expectations for assessing grade-level content and being coherent and consistent with the Standards and the materials spend approximately 65 percent of class time on the major clusters of the grade. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

|

## Gateway 1:

### Focus & Coherence

0
7
12
14
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

## Gateway 2:

### Rigor & Mathematical Practices

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

|

## Gateway 3:

### Usability

0
22
31
38
36
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Meets Expectations

+
-
Gateway One Details

The instructional materials for Ready Grade 6 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated and are coherent and consistent with the standards, and the materials spend approximately 65 percent of class time on the major clusters of the grade.

### Criterion 1a

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

The instructional materials for Ready Grade 6 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

### Indicator 1a

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

The instructional materials reviewed for Ready Grade 6 meet the expectations for assessing grade-level content. The program provides two versions (Form A and Form B) of Mid-Unit assessments, Interim assessments, and End of Unit assessments for each unit. The assessments are available online and in print format.

In general, assessments contain grade-level content questions. Examples of questions include the following:

• In Unit 1, Mid-Unit Assessment Form B, Question 5, students represent a ratio as a picture or diagram, and write the ratio in three ways. (6.RP.A)
• In Unit 4, Unit Assessment Form B, Question 5, students find the area of a triangle from a diagram in a real-world context. (6.G.1)

However, Unit 3 Ratio and Proportionality assessments contain problems that align to above grade-level standards. The following assessment items could be modified or omitted without a significant impact on the instructional flow of the unit:

• The Performance Task on the Interim Assessment and Questions 1 and 4 on both forms of the End of Unit Assessment have students write, interpret, and solve equations of the form r = px + q. (7.RP.2c, 7.EE.4a)

### Criterion 1b

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

The instructional materials for Ready Grade 6 meet the expectations for devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend approximately 65 percent of class time on the major clusters of the grade.

### Indicator 1b

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

The instructional materials reviewed for Ready Grade 6 meet expectations for spending a majority of instructional time on major work of the grade. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

• Grade 6 instruction is divided into five units. Unit 1 addresses 6.RP, Unit 2 addresses 6.NS, and Unit 3 addresses 6.EE. Therefore, three out of five units, approximately 60 percent, focus on major work of the grade.
• Grade 6 instruction is divided into 29 lessons. Nineteen out of 29 lessons, approximately 65 percent, focus on major work of the grade or supporting work connected to major work.
• Grade 6 instruction consists of approximately 129 instructional days including quizzes, with an additional two days per unit for games, performance tasks, and unit or interim assessments. In total, there are 139 days of instruction, of which 90 days, approximately 65 percent, focus on major work of the grade or supporting work connected to major work.

### Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
+
-
Criterion Rating Details

The instructional materials for Ready Grade 6 meet the expectation for being coherent and consistent with the CCSSM Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the standards, and foster coherence through connections at a single grade, where appropriate and required by the standards.

### Indicator 1c

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

The instructional materials reviewed for Ready Grade 6 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade.

Examples of the connections between supporting work and major work include the following:

• Unit 4, Lesson 22, Area of Polygons (6.G.A) is connected to the major work of expressions, equations, and inequalities (6.EE.A and 6.EE.B). Students evaluate expressions at specific values. Students use formulas to find the volume of polygons.
• Unit 1, Lesson 4, Solve Problems with Unit Rate (6.RP.3) is tied to supporting standards 6.NS.2,3 as students are solving equivalent ratio problems involving the division of multi-digit numbers and the four operations with multi-digit decimals.
• In Unit 2, Lesson 11, Common Factors and Multiples (6.NS.4), students use common factors to rewrite a numerical expression using the distributive property (6.EE.3).

### Indicator 1d

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

The instructional materials for Ready Grade 6 meet expectations that the amount of content designated for one grade level is viable for one year. As designed, the instructional materials can be completed in approximately 145 days with 15 additional days for assessment and diagnostics, for a total of 160 days. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. According to the Teacher Guide page A44, each lesson is expected to last between 45 and 60 minutes. Other lesson resources include Fluency Skills Practice, Practice and Problem Solving, Unit Opener Lessons, and Classroom Routine Lessons for the first 5 days, which is included in the total number of days for this program.

### Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
1/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 6 partially meet expectations for the materials being consistent with the progressions in the Standards.

The instructional materials do not make clear connections across the domains Expressions and Equations (Unit 3) and Ratios and Proportional Relationships (Unit 1). In Grade 6, students work with equations of the form of q=px (6.EE.7). Students work with equations in the form of q=px in Unit 3, Lesson 19, and as inequalities in the form q and q>px in Unit 3, Lesson 20. In Unit 3, Lesson 21, students work with equations in the form of px+q=r where $$q\neq0$$ (7.EE.4a). In addition, there is no connection in Unit 3 Lessons 19 and 21 to the underlying mathematics of equations in the form of q=px where p is defined as a unit ratio, and that in Grade 7 p is defined as a proportional relationship. Furthermore, these connections between ratio and proportionality, and linear equations are the critical foundation for the study of functions in Grade 8 and High School. The removal of above grade level Lesson 21 does not impact the learning progression of Unit 3 for Grade 6, however, the removal of Lesson 21 means that there are no lessons that address Standard 6.EE.9.

Students also engage with grade-level problems in the Practice and Problem Solving Book as well as Additional Fluency Practice section of the teacher website. However, there are some standards where students do not have sufficient opportunities to practice a grade level standard. For example, In Unit 4 Lesson 25, there is not enough practice with finding the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths in order to meet the full intent of the volume standard 6.G.2.

### Indicator 1f

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

The instructional materials for Ready Grade 6 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

Instructional materials are clearly shaped by the CCSSM cluster headings. The units are divided into grade-level domains. Grade 6 standards are clearly identified in the Table of Contents and in the Ready Mathematics Standards Correlations pages, which identify the lessons that address specific standards. Instructional materials shaped by cluster headings include the following examples:

• Unit 2, Lesson 7, Divide with Fractions is shaped by 6.NS.A, apply and extend previous understandings of multiplication and division to divide fractions by fractions.
• Unit 2, Lesson 12, Understand Positive and Negative Numbers is shaped by 6.NS.C, apply and extend previous understandings of numbers to the system of rational numbers.
• Unit 4, Lesson 25, Volume is shaped by 6.EE.A and 6.G.A, apply and extend previous understandings of arithmetic to algebraic expressions and solve real-world and mathematical problems involving area, surface area, and volume.

Instructional materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade, in cases where the connections are natural and important. At the end of every unit there is a Performance Task and/or Interim Assessment that connects two or more clusters in a domain. For example:

• The Unit 2 Performance Task connects 6.RP.A, understand ratio concepts and use ratio reasoning to solve problems, with 6.NS.B, compute fluently with multidigit numbers and find common factors and multiples.
• Unit 3, Lesson 16 Algebraic Expressions connects 6.EE.A, apply and extend previous understandings of arithmetic to algebraic expressions, to 6.EE.B, reason about and solve one-variable equations and inequalities.
• The Unit 4 Interim Assessment connects 6.NS.B, compute fluently with multidigit numbers and find common factors and multiples, with 6.G.A, solve real-world and mathematical problems involving area, surface area, and volume, and 6.RP.A, understand ratio concepts and use ratio reasoning to solve problems.

## Rigor & Mathematical Practices

#### Meets Expectations

+
-
Gateway Two Details

The instructional materials for Ready Grade 6 meet the expectation for aligning with the CCSSM expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and partially attend to the full meaning of each practice standard.

### Criterion 2a - 2d

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

The instructional materials for Ready Grade 6 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional 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, and reflects a balance in treating the three aspects of rigor separately and together.

### Indicator 2a

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

The instructional materials for Ready Grade 6 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The materials include problems and questions that develop conceptual understanding throughout the grade level. The materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade through the use of visual models, real-world connections, mathematical discourse prompts, concept extensions, and hands-on activities.

• In Unit 1 Lesson 4 Solve Problems with Unit Rate, students use tables and double number lines to solve problems with unit rates. Additionally, students model finding a unit rate and extending that concept to solve a problem. The concept extension provided has students use multiple strategies to solve a problem. In Lesson 5, students use double number lines to solve percent problems.
• In Unit 2 Lesson 12 Understand Positive and Negative Numbers, students explain what they know from the position of a point in relation to zero. Students use variables to represent integers and explain how they know the positions of the variables.
• In Unit 3 Lesson 17 Equivalent Expressions, the Teacher Resource section provides questions to promote mathematical discourse to support building student conceptual understanding. Students relate the model to the expression. Furthermore, students explain different ways to show how the problem can lead to different equivalent expressions.
• In Unit 3 Lesson 18 Understand Solutions to Equations, students draw a pan balance for each of three, varied situations, write an equation, and explain their reasoning.

### Indicator 2b

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

The instructional materials for Ready Grade 6 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The instructional materials attend to procedural skills and fluency in lessons that address specific standards, activities, and problem sets. Many of these opportunities are provided by the Additional Fluency Practice book for Grade 6. In the Practice and Problem Solving book, the development of procedural skill and fluency happen daily through Fluency Skills Practice, and Fluency Repeated Reasoning Practice. In addition, the resources include math games for centers, and unit practice is included in the units.

• Fluency standard 6.NS.2 is explicitly addressed in Unit 2 Lessons 8-11.
• In Unit 4 Lesson 25 Volume, students evaluate expressions at specific values of variables which include expressions from formulas. Students perform arithmetic operations to develop procedural skills with evaluating expressions (6.EE.2).
• Unit 3, Lesson 16, Algebraic Expressions specifically addresses evaluating expressions (6.EE.2).

### Indicator 2c

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

The instructional materials reviewed for Ready mathematics Grade 6 meet the expectation that teachers and students spend sufficient time working with engaging applications of mathematics without losing focus on the major work of the grade. Overall, the materials have opportunities for students to apply mathematical knowledge and/or skills in a real-world context.

During Independent Practice students often engage with problems that include real-world context and present opportunities for application. The Practice and Problem Solving workbook contains additional routine application problems, and Mid-Unit, Interim, and Unit Assessments often include problems that are contextual. For example:

• Unit 1 Lesson 4 Independent Practice Problem 6 states, “Ivan and Jeff buy a package of eight pens for \$4.00. Ivan wants five of the pens, and Jeff wants three. How much should each student pay?” Students find the unit rate and apply it in the context of the problem.
• Unit 4 Lesson 24 Practice and Problem Solving Problem 6 states, “Susana is making a small box. The 20-cm by 20-cm front of the box will be glass. The other faces will be wood. How much wood does Susana need to make the box?” Students are given the dimensions for the depth of the box.
• Unit 2 Interim Assessment Performance Task is an opportunity for students to apply dividing fractions to a real-world situation. Students find the cost of a number of snack items, set a selling price for each item, account for ease of making change, and explain their reasoning (6.NS.3).

### Indicator 2d

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

The instructional materials reviewed for Ready Mathematics Grade 6 meet the expectations for balance. Overall, the three aspects of rigor are not always treated together and are not always treated separately.

The Teacher’s Resource Book Program Overview Built for Rigor and Engagement outlines how the materials balance conceptual understanding, procedural skills and fluency, and application. The consistent structure of the lessons presents opportunities to “Understand,” where they develop conceptual understanding, followed by the sections Think It Through, Connect, and Apply, where they explore different procedural skills and application of the mathematics of the lesson. In addition, the Practice and Problem Solving book includes problems that present further opportunities to engage with the three aspects of rigor.

Students engage in the three aspects of rigor independent of each other. For example:

• Understand lessons focus on building conceptual understanding of mathematical content. Unit 3 Lesson 18 Understand Solutions to Equations begins with a question: “What does it mean to solve an equation?” The focus of the lesson is to build an understanding of equations and move students from concrete representations (balance) to algebraic representations.
• Skills and Strategy lessons help students acquire and apply efficient procedures for calculations. In Unit 4 Lesson 25, students are introduced to the formulas for the area of a triangle and a rectangle. During independent practice, students use these formulas to find the areas of different polygons.
• Application problems are found throughout the materials. In Unit 2 Lesson 11 Guided Practice Problem 16, students solve a routine application problem: “Yari wants to make egg biscuits to sell at a fundraiser. Eggs come in packs of 12 and biscuits come in packs of 8. What is the least number of packs of eggs and biscuits Yari can buy to have an equal number of each?”

Balance is displayed in each unit with multiple lessons where two or three aspects of rigor are interwoven.

• Unit 1 Lesson 5 Practice and Problem Solving Problem 7 states: “Kelly drove 440 miles in 8 hours. Alberto drove 468 miles in 9 hours. Both drove at a constant speed. Who drove further in 1 hour? How many miles further?” Students apply their understanding of unit rate and proportional reasoning to find how far each drove, who drove furthest, and by how much.
• In Unit 2 Lesson 14 The Coordinate Plane, students count units between points to find distance and then explain how to use absolute value to find the distance between two points.
• In Unit 5 Lesson 29 Analyze Numerical Data Independent Practice Problem 3, students are given a table that “represents daily attendance at two movie theaters for one week.” In Part A, students calculate the mean and median for each theater’s attendance. In Part B, students are asked: “Which is a better measure of center for Theater 1, mean or median? Explain.” In Part C, students determine the better measure of center for Theater 2. In this problem, students use both procedural skill and their conceptual understanding of measures of center.

### Criterion 2e - 2g.iii

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

The instructional materials for Ready Grade 6 meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials identify the MPs but partially attend to the full meaning of them. The materials emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attending to the specialized language of mathematics.

### Indicator 2e

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

The instructional materials reviewed for Ready Grade 6 meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout the grade level.

The Teacher Resource Book identifies the MPs for each lesson in the Table of Contents and in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lesson. Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 3 Lesson 15 the SMP Tip for MP 7 states: “Recognizing the structure of $$10^3$$ as 10 X 10 X 10 prepares students to make use of the same structure in determining the value of $$6^3$$.”
• Unit 4 Lesson 25 Volume identifies MPs 1 and 4 as being present in the lesson. The teacher uses a diagram to help students make sense of problems. The SMP Tip states, “Regularly ask students to draw a sketch or diagram to understand the situation in word problems or to find a solution strategy (SMP 1).” An additional SMP Tip states, “...they have interpreted their mathematical results in the context of the model and reflected on whether these results make sense... (SMP 4)”
• In the Unit 1 End-of-Unit Performance Task, students solve a multi-step problem of purchasing items from a given amount of money that involves addition, subtraction, multiplication, and finding the percent of numbers. Students make sense of the problem by basing their purchasing decisions on the actual discounted prices. Students persevere in solving the task by finding the actual price, deciding what items to buy, how many to buy, and the amount of money left over. (MP 1)

The Mathematical Practices Handbook describes each of the MPs for students and provides students with questions to elicit thinking and discuss with a partner.

### Indicator 2f

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

The instructional materials reviewed for Ready Grade 6 partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. Overall, the materials attend to the full meaning of most of the MPs, but there are two MPs for which the full meaning is not addressed.

Examples where the full intent of an MP is met include:

• MP 1: In Unit 2 Lesson 13, students discuss strategies used to solve a problem to help them make sense of it. Additionally, in Unit 3 lesson 20, students check whether their answers are reasonable. The SMP Tip states, “Students become mathematically proficient by learning to think about whether their answers are reasonable. Tell students to use different methods to check answers. (SMP1)”
• MP 2: In Unit 3 Lesson 21, students decontextualize a problem into an equation. The SMP Tip states, “Students decontextualize the problem situation when they represent it in equation form. Help students contextualize their equation by asking questions like: What is the purpose of the 8 that is multiplied by t? What exactly do c and t represent? (SMP 2)”
• MP 7: In Unit 4 Lesson 22, students find the area of several polygons. The SMP Tip states, “Students look for and use structure as they decompose geometric figures into their component triangles or rectangles. Whenever appropriate, encourage students to look for more than one way to decompose regular and irregular figures. (SMP 7)”
• MP 8: In Unit 2 Lesson 10, students multiply and divide decimals. The SMP Tip states, “Students use repeated reasoning to generalize a rule about placing the decimal point from the series of calculations with fractions and decimals. Where appropriate in the lesson, remind students of these calculations and how they can use them to understand where to place the decimal point instead of just applying the rule learned by rote. (SMP 8)”

The instructional materials do not attend to the full meaning of MPs 4 and 5.

• MP4: Unit 1 Lesson 4 mentions MP4 on the planning page, but there is no evidence of students modeling in the lesson. There is a statement that teachers can use a table to show equivalent ratios is in the lesson; however, this is not an example of students engaging with MP4. Many times in the lessons, there is a “Model It” section; however, students are not constructing models or analyzing relationships mathematically to draw conclusions.
• MP5: This MP is misidentified throughout the curriculum. The Table of Contents lists SMP 5 as present in multiple lessons, (3, 5, 14, 15, 18, 22, 23, 27-29); however, there is no evidence of students choosing tools. Therefore, the full meaning of this MP is not attended to. In Unit 2 Lesson 14, MP 5 is listed as being present in the overall table of contents but not the specific lesson list of MPs. In Unit 5 Lesson 29, MP 5 is listed as being used when plotting points in a data set; however, this is not an example of using tools in MP5.

### Indicator 2g

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

### Indicator 2g.i

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

The instructional materials reviewed for Ready Grade 6 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

• Unit 3 Lesson 15 Modeled and Guided Instruction-Evaluation Expressions with Exponents: A table contains the expressions that three fictional students wrote when asked to write and simplify the expression “6 plus 4 cubed.” Each fictional student wrote a different expression. The materials include the following questions below the table, “Which students will get the correct answer? Which, if any, of the expressions are equivalent? Explain.” Students analyze the expressions in the table and explain why the expressions are incorrect or correct.
• In Unit 3 Lesson 16, students agree or disagree with the statement: “A student wrote ½ to represent Evan’s share of the prize money.” Students explain why the answer makes sense and write another expression to represent Evan’s share of the prize money.
• In Unit 4 Lesson 22, students engage in four pair/share prompts: “How could you check to see if your answer makes sense? How could you help Manuel answer the question? How is this problem different than the ones before this lesson? Could you solve this problem another way?”

### Indicator 2g.ii

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

The instructional materials reviewed for Ready Grade 6 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. The materials provide teachers with SMP Tips to facilitate students in constructing arguments and/or analyzing the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

• In Unit 1 Lesson 5, teachers find ways to encourage students to find a variety of ways to solve the problem and critique the reasoning of others to evaluate the solutions to determine which is most efficient.
• In Unit 2 Lesson 6, students construct arguments with the aid of models. Teachers give students chances to enhance mathematical communication skills through discussions in which students evaluate their own thinking and the thinking of other students.
• In Unit 5 Lesson 28, students compare two histograms and give an explanation of which histogram better represents the spread of the given data. The SMP Tip states, “When students discuss which histogram shows the data most effectively, they must construct viable arguments and critique the reasoning of others. Remind students to give reasons for their choices and relate their reasons to the types of information gained from each histogram. (SMP 3)”

### Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 6 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics.

• Lesson Vocabulary is identified at the beginning of every lesson and used correctly to refer to mathematical terms and topics. For example, in Unit 4 Lesson 23, the definition of polygon is in both the teacher materials and the student materials and is defined as, “a closed plane figure whose sides are line segments that intersect only at their endpoints.”
• Each lesson has an English Language Learners section in the Teacher Resource Book that contains some ways to support vocabulary development for all students. Some examples are
• The Unit 1 Lesson 1 English Language Learners tip states, “Write part and whole on the board. Have volunteers explain the difference between the two terms. Show 3 red pens and 2 blue pens. Say: One part is 3 red pens. Another part is 2 blue pens. The whole is 5 pens. Ask students to use other classroom objects to model the terms part and whole.”
• The Unit 2 Lesson 11 English Language Learner tip states, “Write the word common on the board. Explain if two people have something in common, it is the same for both of them, Identify two students who have white shoes. Say: They have white shoes in common. Repeat with other characteristics.”
• Teachers pose questions to students and attend to precision using appropriate terminology. For example, in Unit 4 Lesson 24, teachers pose the following question, “How does the net of a square pyramid differ from the net of a triangular prism?”
• In the Teacher Instruction Book, mathematical vocabulary is defined in the Find Out More section.
• Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 3 Lesson 17 Connect It states, “Richard says that 5h and 2h3 are like terms because they both have the variable h. Is Richard correct? Explain.”
• In the Student Practice and Problem Solving Book, mathematical terms are defined, along with a picture example in small square sections labeled, “Vocabulary.”

## Usability

### Criterion 3a - 3e

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

The instructional materials for Ready Grade 6 meet the expectations for being well-designed and take into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

### Indicator 3a

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

The instructional materials for Ready Grade 6 meet the expectation that the underlying design of the materials distinguishes between problems and exercises.

Students engage with problems and exercises through a consistent lesson structure. Use What You Know presents problems where students connect prior knowledge to the new concepts. Find Out More introduces the lesson followed by Model It, Picture It, Connect It, and Try It. This sequence repeats during Learn About as students engage with exercises during modeled and guided instruction. During Independent Practice, students complete problems and apply their learning. Additional problems and exercises are provided in the Practice and Problem Solving Book. For example:

• In Unit 3, Lesson 16, Find Out More, students explain the terms in an expression and reflect on the expression $$8x^3$$. During Model It, students practice writing expressions for mathematical statements. In Connect It, students analyze the terms within their expressions, and in Try It, students write equivalent expressions. During Independent Practice, students write and analyze expressions within the context of real-world situations and solve problems using their expressions.
• In the Practice and Problem Solving Book, Lesson 9, Add and Subtract decimals, students engage in exercises to practice solving addition and subtraction decimal situations and engage in problems as they complete multi-step problems and analyze the thinking of others.

### Indicator 3b

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

The instructional materials for Ready Grade 6 meet the expectation that the design of assignments is not haphazard; exercises are given in intentional sequences. Students are presented with a problem at the beginning of each chapter to introduce new concepts and build upon prior knowledge.

The Ready lesson structure is consistent across the series. Within each unit, concept development is sequential. Understand lessons expose students to a concept for the first time and have a heavier emphasis on developing conceptual understanding. There are consistent sections within these lessons that scaffold student learning. Find Out More activities engage students in whole-class examples within a lesson. Learn About reinforces the mathematical concept of the lesson through pictures, models, examples of possible solutions, and independent practice. Practice provides ongoing practice of newly-learned mathematical concepts and skills as students explain and reflect.

The Ready progression chart shows what students learned in previous grades, what they will learn in their current grade, and how this will relate to future grades. In the Teacher Resource Book at the beginning of each lesson, the Learning Progression restates what had been taught in the previous grade, what is taught in the current grade, and what will be taught in the next grade. Lessons are designed using a scaffolded approach that begins with teacher-guided instruction, moves to working with partners, and concludes with completing problems independently. For example, in Unit 4 Geometry, the lessons are sequenced to build understanding of the area of two-dimensional figures to finding the surface area and volume of three dimensional figures. Lesson 22 builds understanding of the area of polygons. In Lesson 23, students build understanding of polygons in the coordinate plane, and in Lesson 24 they develop an understanding of nets and surface area. Lesson 25 finishes the sequence and the unit as students engage with volume. Each lesson includes opportunities for students to apply their knowledge about geometry to solve real-world problems.

### Indicator 3c

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

The instructional materials reviewed for Ready Grade 6 meet expectations that there is a variety in what students produce.

Students respond and produce solutions in a variety of ways. Students provide evidence through drawings, representations, and written explanations. Students analyze and defend the work of others, and they justify their conclusions with verbal statements and mathematical reasoning.

In Picture It, Model It, Connect It, and Try It, students represent the problems in drawings and make connections between the drawings and the equations. In Pair/Share students discuss approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. For example:

• In the Practice and Problem Solving Book, Lesson 24 students find the surface area of a triangular prism using a diagram and net of a triangular prism in Problems 4 and 5, and in Problem 6 they evaluate an expression that represents the diagram to identify a mistake.
• In Lesson 13, Absolute Value and Ordering Numbers, Guided Practice, Pair/Share, Problem 15, students use a number line to discuss: “Are positive numbers always greater than negative numbers?” In Problem 16, students are presented with a table to discuss: “How do you compare negative numbers?”
• In Unit 2, Interim Assessment Performance Task, students are given a situation to solve a problem by first drawing and labeling a diagram, marking measurements appropriately using either fractions or decimals. They then Reflect on Mathematical Practices by explaining what models helped them solve the problem and whether it was easier to use fractions or decimals to be precise.

### Indicator 3d

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

The instructional materials reviewed for Ready Grade 6 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson, students use a variety of manipulatives including number cubes, coins, painter’s tape, index cards, and integer chips. For example:

• In Unit 2, Lesson 11, Hand-on Activity, students “use physical representations of multiples to find the least common multiple.” Students create sets of cards showing the first 10 multiples of their chosen numbers. Students then choose cards to find the least common multiple.
• In Unit 3, Lesson 17, Expression and Equations, Hands-on Activity, students use colored counters to represent the use of the distributive property to write expressions.
• In Unit 4, Lesson 22, Area of Polygons, Hands-on Activity, students use grid paper, rulers, and a pencil to find the area of a composite figure.

A detailed Manipulative List is included in the Program Implementation section. For Grade 6 these include centimeter cubes, two or more color counters, number cubes, algebra tiles, tangrams, pan balance, etc. These are used throughout the series to represent mathematical ideas and connect to written methods.

### Indicator 3e

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

The visual design of the instructional materials reviewed for Ready Grade 6 is not distracting or chaotic and supports students in engaging thoughtfully with the subject.

The format of each lesson is consistent in both the Teacher Resource Book and Student Instruction Book. The pictures within the Student Instruction Book and the Interactive Tutorials on the Ready Teacher Toolbox are colorful, engaging, and represent items that are relevant to students.

Interactive tutorials are available for each lesson on the Online Teacher Toolbox. The interactive tutorials provide students with on-level or prerequisite skills needed for that lesson with animation that engages the students with real-world situations. While students wait for the video to load, comments by the characters provide insight into the lesson and help capture students’ attention.

The students have adequate white space to work within the Student Instruction Book and Practice and Problem Solving Book. Each lesson for the teacher and student has a consistent layout throughout the series. The pictures match the concepts addressed.

The student materials are clearly labeled as guided instruction and independent work, and the problem sets provide consistent numbering for each section.

### Criterion 3f - 3l

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

The instructional materials for Ready Grade 6 meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support through: planning and providing learning experiences with quality questions; containing ample and useful notations and suggestions on how to present the content; containing full, adult-level explanations and examples of the more advanced mathematics concepts; and containing explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

### Indicator 3f

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

The instructional materials for Ready Grade 6 meet the expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example:

• Lesson 5, Solve Problems with Percents, Step by Step Mathematical Discourse 2 provides teachers with guidance and questions: “Look at the bar model. How does showing 800 as 10 parts with 80 in each help you understand the problem? Responses should include that using 10 parts makes it easier to figure 60% because the bar represents 100% and each part represents 10%, or 80 students. What other bar models could you use to find 60% of 800 easily? How many parts would you use? How many students would each represent?”
• In Lesson 24, Nets and Surface Area, Step by Step, Picture It, teachers are provided with guidance and questions to use: “What are the different shapes in this figure? How many of each face are there? Ask students to identify which faces have the same dimensions. Do you think you will use the same formula to find the areas of the faces of the triangle prism that you used for the rectangular prism? What formulas will you use to find the areas of the faces of the triangular prism?”

The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, in Lesson 17, Equivalent Expressions, the first Mathematical Discourse poses two questions: “1. Of the expressions you wrote on this page, which expression is easier for you to evaluate? Explain. 2. Explain why the commutative and associative properties for not apply to subtraction and division. How can you support your reasoning?” The second Mathematical Discourse also poses two questions: “1. Describe in your own words how the picture in Picture It shows 3(2+x). 2. How do the different ways to show the problem lead to different equivalent expressions?”

### Indicator 3g

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

The instructional materials reviewed for Ready Grade 6 meet expectations that they contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials provide resources to support teacher planning.

• The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
• The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, and content objectives. Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
• The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

• At a Glance explains what students will be doing during each component of the lesson.
• Step by Step organizes the lesson into chunks and provides guiding questions.
• SMP Tips highlight specific Standards for Mathematical Practice.
• Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
• Try It Solutions provide complete explanations and, in some cases, multiple solutions.
• Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
• Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
• Hands-On Activity extends the concepts and skills, using manipulatives and a collaborative group approach.
• Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

• Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
• i-Ready Door 24 Plus is a free iPad app for fact-fluency practice but is not explicitly included in the Teacher Resource Book for instruction. i-Ready (available for additional purchase and used by most Ready users) is an Online Diagnostic and Instruction component.

### Indicator 3h

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

The instructional materials reviewed for Ready Grade 6 meet expectations for containing a teacher edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts. For example:

• In Unit 5, Lesson 26, the Learning Progression states: “In Grade 5, students made line plots and interpreted data. In this lesson students build on the knowledge and experiences developed in earlier grades to recognize statistical questions. Students write statistical questions and create models that represent the data from statistical questions. In Grade 7, students move from concentrating on analysis of data to production of data, understanding that good answers to statistical questions depend upon a good plan for collecting data relevant to the questions of interest.”
• In Lesson 9, the SMP TIP Attend to Precision states: “When you use the correct place-value names, such as 375 thousandths instead of point three-seven-five, you model to students that it is important to attend to precision.

Throughout Ready Grade 6 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

### Indicator 3i

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

The instructional materials reviewed for Ready Grade 6 meet expectations for containing a teacher edition (in print and in the online Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart lists lessons that students are building upon. These lessons come from previous grades and from Grade 6. For example, Unit 2, Lesson 5 builds upon Lessons 8 and 9 in Grade 5, connects to Grade 6, Lesson 10, and is related to Grade 7, Lessons 6 and 8. The chart also identifies the standard the lesson is preparing for: Standard 6.NS.3.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 5. The Learning Progression explains the lesson's overall connection to previous Grade 6 lessons and lessons in Grade 7, including the mathematical content of the lesson.

### Indicator 3j

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

The instructional materials reviewed for Ready Grade 6 provide a list of lessons in both the printed and digital versions of the Teacher Resource Book that cross-reference lessons and standards and provide an estimated instructional time for each unit, chapter, and lesson.

• Pacing for Ready Mathematics includes a pacing guide detailing the number of days expected for each lesson and unit for the entire year.
• The Table of Contents contains a list of CCSS and SMPs for each lesson. In addition, each lesson overview contains the domain, cluster, and standard for the lessons in the unit.
• In the Teacher Guide for the Practice and Problem Solving Book, there is a Correlation Chart on pages A13-A16 that lists the CCSS, organized by domain, and the corresponding Ready Practice and Problem Solving Lesson.
• A Unit Correlations chart lists the five units of study and which CCSS are present in the Game, Unit Practice, and Performance Task for each unit. The correlation chart is also included in the online tool box in the Program Implementation section called Ready Mathematics Standards Correlations.

### Indicator 3k

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

The Ready Grade 6 instructional materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

Each lesson contains a Family Letter included in the Practice and Problem solving book. The letter includes a brief overview of the lesson as well as an example of a problem that students encounter in that lesson. The letter is provided in English and Spanish. For example, in Lesson 5, Solve Problems with Percents, the Family Letter contains an explanation and examples of real-life situations using percents, related vocabulary, and a worked problem.

### Indicator 3l

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

The Ready Grade 6 instructional materials contain explanations of the instructional approaches of the program and identification of research-based strategies.

The Teacher Resource Book contains the following explanations of the program instructional approaches:

• “Answering the Demands of the Common Core with Ready” details how the program addresses the shifts in the standards.
• “Supporting Research” provides the instructional methods used by Ready, examples of where these methods are found in the program, and research that supports these methods.
• “Cognitive Rigor and Ready” provides a table that combines the hierarchies of learning of Webb (Depth of Thinking) and Bloom (Types of Thinking) and provides a table that charts where higher-complexity items can be found within lessons.
• References are provided at the back of the Teacher Edition. This list details key research reports on math instruction and learning.

### Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
8/10
+
-
Criterion Rating Details

The instructional materials for Ready Grade 6 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for identifying and addressing common student errors and misconceptions, ongoing review and practice with feedback, and assessments with standards clearly denoted. The instructional materials do not consistently provide strategies for gathering information about students’ prior knowledge or include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers.

### Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
1/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 6 partially meet expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels.

Prerequisite skills are listed for each unit and lesson. At the beginning of each unit in the Student Instruction Book, students check off skills they already know in the “Self Check.” Filling out the checklist is explicitly called for in the “Step By Step” section at the beginning of the unit in the Teacher Resource Book. Prerequisite support lessons are provided for the teacher within each lesson to review prerequisite concepts or fill in gaps in student knowledge.

There are no pretests included within the program to gather information about students’ prior knowledge. The i-Ready Diagnostic is an optional component available at an additional cost.

### Indicator 3n

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

The instructional materials reviewed for Ready Grade 6 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

The Quick Check and Remediation at the end of a lesson presents a question to monitor understanding of the content of the lesson. This section includes a chart of incorrect answers, common errors, and remediation suggestions.

Lesson Quizzes provide teachers with a Common Misconceptions and Errors section that describes common misconceptions and errors.

Within lessons themselves, directions instruct teachers to watch for specific errors and misconceptions, and suggestions are provided to address these. For example, in Unit 1, Lesson 4, the Error Alert states, “Students who wrote 30,000 multiplied by the unit rate instead of dividing by it.”

### Indicator 3o

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

The instructional materials reviewed for Ready Grade 6 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Over the course of each lesson, responsibility for the learning process transfers from the teacher to the student. Students move from scaffolded support within the Guided Practice to independent problem solving within the Independent Practice. With guidance from the Teacher Resource book, feedback is provided to students throughout the lessons from the teacher. Feedback can be given in the Mathematical Discourse section in each lesson. Written feedback can be provided through the rubrics and student quizzes.

### Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

### Indicator 3p.i

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

The instructional materials reviewed for Ready Grade 6 meet the expectation for offering ongoing formative and summative assessments that clearly denote which standards are being emphasized.

• Standards are clearly noted within assessments found in the Mathematics Assessments Teachers Guide.
• An Interim Assessment, providing standards correlations for each item, is located in the Interim Assessment - Teacher section of the Mid-Unit and End-of-Unit Resources tab at the end of each unit.
• Unit Assessments provide standards correlations for each item. Unit Assessments and correlations are found in the Unit Assessment Answer Key - Teacher section of the Mid-Unit and End-of-Unit Resources tab at the end of each unit.
• Lesson quizzes and quick checks are provided for most lessons. These quizzes assess the specific standards being taught in the lesson.

### Indicator 3p.ii

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

The instructional materials reviewed for Ready Grade 6 partially meet expectations for the inclusion of rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Scoring rubrics are provided throughout the course. Rubrics can be found within lessons for student answers, in quizzes, and Interim Assessments. Within lessons, rubrics and scoring guidelines provide guidance for teachers to follow-up, and throughout Ready, there is guidance for teachers on behaviors to look for, error alerts, and misconceptions. However, the lesson quizzes, Mid-Unit and Unit Assessments, Interim Assessments, and the Assessment Books provide little guidance for teachers on how to interpret student performance or suggestions for follow-up. For example, scoring rubrics are provided for Unit Performance Tasks, but follow-up suggestions based on scoring criteria are not provided.

### Indicator 3q

Materials encourage students to monitor their own progress.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 6 encourage students to monitor their own progress.

• There is a Self Check for students at the beginning of each unit. It is to be marked both before and then again after the unit.
• There is a red pictorial reminder at the end of each lesson labeled Self Check that states, “Go back and see what you can check off on the Self Check on page ….”

### Criterion 3r - 3y

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

The instructional materials for Ready Grade 6 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics. The instructional materials also consistently provide: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; tasks with multiple entry points; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

### Indicator 3r

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

The instructional materials reviewed for Ready Grade 6 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• Each lesson follows a gradual release model in which scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and/or Guided Instruction, Guided Practice, and Independent Practice.
• Lessons are sequenced to build conceptual understanding, using concrete and pictorial representations to more abstract representations.
• The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, real-world connections, and challenge activities.
• Some lessons contain a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity.

### Indicator 3s

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

The instructional materials reviewed for Ready Grade 6 meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

• Each lesson includes a section called Small Group Differentiation that consists of two subsections: Reteach and Teacher-led Activities. (Some lessons have both subsections while others have one.) Specific lessons from earlier in the material, as well as the previous grade-level material in the series, are identified and can be used to review or fill in gaps in student knowledge. Every lesson also contains a Personalized Learning-Independent section.
• The marginal notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, real-world connections, and challenge activities.
• Some lessons contain a Differentiated Instruction page that includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
• The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations.

### Indicator 3t

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

The instructional materials reviewed for Ready Grade 6 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

The lesson structure introduces students to different strategies and representations for solving problems, and the embedded tasks use multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies that provide multiple points of entry to tasks. For example:

• In Unit 2, Lesson 11, Common Factors and Multiples, students explore different ways to identify common factors (listing, table), identify the greatest common factor (GCF), and use factors and the distributive property to write addition expressions as a product. They find the least common multiple (LCM) using number lines and lists. During Independent Practice, Problem 5 states “Choose two numbers from this list: 3, 4, 6, 12. Explain the difference between finding the greatest common factor and the least common multiple of the two numbers.” In giving students a choice on the numbers to use, there are multiple entry points to explain the differences. In addition, students have multiple models to find both the GCF and LCM.

Performance Tasks on Interim Assessments and Practice and Problem Solving include opportunities to engage with tasks with multiple entry points. For example:

• The Unit 3 Performance Task uses a situation that includes a goal to hike two trails with a lunch break in between, the pace of four different hikers within a range, the length of the trails, and the fact that all trails can be accessed from the same picnic spot. Students need to make a plan for the day by determining which two trails to hike, the pace for the hikes, approximate start and end for each hike, the length of time it will take to hike each trail they choose using an equation they develop. This task includes multiple entry points as students can begin in any order. In addition, the task requires students to reflect on Mathematical Practices by explaining how their equations model the problem, its independent and dependent variables, and by explaining their reasoning on the pace they choose.

### Indicator 3u

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

The instructional materials reviewed for Ready Grade 6 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

• ELL strategies can be found throughout the curriculum to build language development and understanding. For example, the Unit 2, Lesson 13, Lesson Introductions includes four prompts for teachers to support English Language Learners including: “Tell students this page models the distance a number is from zero. Mention that this distance is also called the absolute value.”
• Performance tasks found at the end of every unit provide students with a graphic organizer to help build vocabulary.
• In each lesson, there are tips for using visual models in order to provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Some lessons include a Differentiated Instruction section that includes an Intervention Activity, an On-Level Activity, and a Challenge Activity.
• Small Group Differentiation guidance is also included in the Lesson Pacing Guide. For example, Unit 4, Lesson 18, Understand Solution to Equations identifies one lesson from Grade 5 and two lessons from Grade 6.

### Indicator 3v

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

The instructional materials reviewed for Ready Grade 6 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book includes a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example in Unit 2, Lesson 16, Algebraic Expressions Challenge Activity, students are given a situation for which they need to create a model, write an expression, provide a table to evaluate their expressions, and then apply that knowledge to a second situation with an explanation of all the possibilities.
• Concept Extensions provide an opportunity for students to extend their learning at a greater depth. In Unit 2, Lesson 15, Numerical Expressions with Exponents, the Concept Extension states: “Model Exponents. Tell students you will model 24. Use counters to show $$2^4$$ or 2 x 2. Ask: What happens to the number of counters when I show the next power or 2 or $$2^3$$? (The number of counters is multiplied by 2.) Show the result. Repeat this question and process for $$2^4$$. Ask students to predict the number of counters for $$2^1$$. Have volunteers show the model and explain their reasoning. (Following the model backwards, the number of counters is divided by 2, so 4 divided by 2 is 2 counters, for $$2^1$$. Ask students to predict the number of counters for $$2^0$$.)

### Indicator 3w

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

The instructional materials reviewed for Ready Grade 6 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names of characters and the context of real-world situations in problems represent a variety of cultural groups.
• Interactive Tutorials found in the online Teacher Toolbox represent students of both genders and various ethnicities.
• Cartoon characters presented in the student edition represent students of both genders and various ethnicities.

### Indicator 3x

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

The instructional materials reviewed for Ready Grade 6 provide opportunities for teachers to use a variety of grouping strategies.

The following strategies are found in the Teacher Resource Book:

• Each lesson provides teachers with a lesson plan that includes teacher-led activities for whole-group instruction and small-group instruction.
• Throughout the curriculum there are ample opportunities for students to Pair/Share with step-by-step directions for teachers.
• The Online Teacher Toolbox provides math games at the end of each unit with recommended grouping strategies.

### Indicator 3y

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

The instructional materials reviewed for Ready Grade 6 provide limited support for teachers to draw upon home language and culture to facilitate learning.

The online Teacher Toolbox provides an English and Spanish version of the family letters in the Practice and Problem Solving book. However, the English Language Learner strategies contained within most lessons do not provide guidance for teachers on how to engage students with different levels of language acquisition or how to integrate home language into daily classroom activities.

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

The instructional materials for Ready Grade 6 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, but they do not include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials do not include opportunities for teachers to personalize learning for all students, and the materials offer some opportunities for customized, local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.

### Indicator 3z

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

The Ready Grade 6 instructional materials include Interactive Tutorials that are animated interactive lessons. These tutorials include integrative technology such as interactive tools and virtual manipulatives/objects to engage students in the Mathematical Practices as they model the mathematical content of the lesson.

### Indicator 3aa

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

The Ready Grade 6 digital materials are web-based and compatible with multiple internet browsers. The Teacher Resource Book, Teacher Toolbox, and Student Books are platform neutral and can be accessed on tablets and mobile devices. The i-Ready Door 24 Plus is used for fact fluency, and practice is only available for iPads.

### Indicator 3ab

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

The instructional materials for Ready Grade 6 do not include opportunities to assess students’ mathematical understanding and knowledge of procedural skills using technology.

### Indicator 3ac

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

The Ready Grade 6 digital instructional materials cannot be customized for individual learners or users. An additional purchase of i-Ready (available for additional purchase and used by most Ready users) does provide adaptive diagnostic and growth measures to support personalized instruction.

There are limited opportunities for the teacher to customize lessons for local use. In the digital material, Prerequisite Lessons can be accessed as well as teacher-led activities for small-group differentiation. The Tools for Instruction digital materials can be used for additional instruction and/or review of prerequisite concepts.

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

The Ready Grade 6 instructional materials do not provide opportunities for teachers to collaborate with other teachers or for students to collaborate with other students.

abc123

Report Published Date: 04/12/2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Ready Mathematics Student Book 978-1-4957-3587-5 Student Edition Curriculum Associates 2017
Ready Mathematics Teacher Resource Book 978-1-4957-3590-5 Teacher Edition Curriculum Associates 2017

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

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

EdReports requested that publishers fill out The Instructional Materials Technology Information document about each of their products that met our alignment criteria. This document does not evaluate the quality or desirability of any product functionality, but documents features in order to empower local schools and districts with information to select materials that will work best for them given their technological capabilities and instructional vision.

Please note: Reports published beginning in 2021 will be using version 2 of our review tools. Learn more.

## Educator-Led Review Teams

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

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

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

## Rubric Design

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

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

## Key Terms Used throughout Review Rubric and Reports

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

## Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

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

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways.

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom.

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

X