Middle School Math Solution 4e Courses 1-3
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Recommendation
Recommended Primary
Evaluation
Carnegie Learning, Middle School Math Courses offer a hands on applied approach to teaching and learning math concepts. Lessons are scaffold and build on each other to guide students and allow them to learn by doing. Students are engaged in different math practices of the core and given real world problems to apply the math concepts they are learning to solve them. By doing this the math becomes more engaging to students and they are given an conceptual understanding of the concepts not found in other programs.
Educators Using These Materials
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Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| All material is aligned with grade level standards. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| This is a strength of this program. The activities that students are given to work through the concepts is connected to real world ideas and allows them to see where the concepts are used in their lives. Allowing them to use the skill in real practice. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons and material are designed to build on each other but there are a limited amount of practice questions. One good quality is the part in the student materials called stretch where students are challenged to use the skills they learned and apply it to a little more difficult problems. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| Each lesson come with a pacing guide to help teachers know what materials need to be taught. The pacing looks well designed and allows for students to gain an understanding of the concepts they are learning. All tasks are focused on the material that is being taught in a way to make students think about what they are doing and apply it to the tasks that they are given. The material is engaging to students and would allow them to problem solve as they work the problems. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| Each course and lesson allows for a clear focus in all materials that are available. This program is supportive of teachers in understanding how to teach what is in the lesson. Materials and supportive materials that are provided to them offer training that is so needed sometimes to support teachers. Each lesson is focused on a task and the materials given to teach the lessons are well thought out and explicit. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| The program takes more of a project based learning approach with the students showing proficiency of what they have learned through real world solutions to problems that are posed. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| There is quite a lot of material in addition to the base lessons and student work available to support the standards especially when it comes to mathematical reasoning. There are many different online math games to support what students are learning and as stated above the lessons are project based in student learning so that skill is the main focus. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons are loaded with ELL supports for teachers to help support the connection of the vocabulary and the terms that are being used when teaching the concept. Helping them connect what they are learning to what they know. Lesson offer differentiation strategies that help support learning. Student work is through many more focused tasks with many models that allow students different ways to show what they understand. There is a Spanish version available to use. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| Each lesson has video support for teachers to support their students with the materials. Each lesson builds on each other using different skills like talking it out, examples of how to do the problems, examples of right and wrong problems, and models. The lessons focus on the process of getting the answers not just the answers. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| There are many different strategies that are used in each lesson and allows students to work through the problems in many different ways. Each task allow students to consider what they are learning and how to apply it to the problem at hand. One concern is that each lesson is very word heavy meaning that there is a lot of reading that needs to happen to process the material at times. This may be an issue for ELL, SPED, and other struggling student who are spending more time trying to decode what they are reading than understanding what they need to do unless the whole lesson would be read a loud to them. No access to the online version if there is one could be seen so unsure if that is available to them. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Materials that are available are pretests and many different post tests. Each unit has student work that can be assessed on a regular basis to check progress. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Each unit comes with at least one task to show proficiency in addition to multiple end of unit assessments as well. | ||||||
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250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807