MIDAS

enVision Mathematics (c) 2024 Common Core Grades 6-8

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Core Code Alignment

Mathematics
Elementary Mathematics
07010000007: Mathematics - Grade 6

Recommendation

Recommended Primary

Evaluation

The materials cover the standards in the grade levels and have built in supports for the students as they learn the material. Some teacher training may be needed to help the teachers learn how to utilize the online platform.

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.
These materials cover the major works of the grade in a progressive order.

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
These materials support students' conceptual understanding using multiple representations. There are many discovery and extension problems. The incorporation of videos with stop points, and 3-act tasks is appreciated.
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
There is a balance between tasks that build understanding and reflective questions that aim to have students justify and explain their thinking. These are found throughout each topic.
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
The incorporation of essential questions, videos, 3-act tasks, justification questions as the norm to problem solving is a value of these materials. There are also reteaching supports along with vocabulary building supports.

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
The practice/review standards that are in this curriculum are useful and do tie into the lesson of the day. There are practice problems in the textbook along with some already created Math XL online problems the students can practice with.
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 tasks provided do help students build proficiency. The assessments included self-assessment of understanding as well as multiple question types and ways of demonstrating understanding.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
There are multiple supports to help students improve their mathematical reasoning (videos, practice problems on paper and online, etc). There are great exercises for showing both if the students know how to do something, and if they understand why.

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
There are opportunities for vocabulary building and scaffolded instruction. The material also have an English and Spanish online textbook, but when you are watching a video in English, the only subtitles available are English. It didn't give the option to show the Spanish subtitles. There do not appear to be any language supports other than Spanish.
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
The online materials provide various scaffolding and differentiation, there is also the print material that can be used to make sure the students can do the math without all the supports.
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 was use of various representations in the topics as well as connections between those representations. There are video lessons, topic challenge, explore it, etc.
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
Each topic has a summative and formative form of assessment in addition to a self-assessment. There is also opportunities for students to demonstrate understanding through various project-based learning. There are also checks for understanding throughout each unit- homework, activities, writing/question prompts, etc.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The tests have a good range of questions from very conceptual and application-based to completely non-contextual. They also vary in difficulty level. This helps to determine what it is that kids actually understand vs. just what they can do. There are also check-points and performance tasks.

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