Math 7 A/B
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Recommendation
Recommended Teacher Resource
Evaluation
Overall, we think that this curriculum is very lecture based and does not foster thinking skills very well. There are, however, many chances for practice to build procedural fluency, which is good. It is also very easy for the teacher to see the progress of each student and which procedures they are still not getting down, but not necessarily what concepts they are struggling with.
Educators Using These Materials
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Material Categories
No categories assigned.
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
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 | ||
| Concepts are presented to students but not discovered by students. Majority of the instruction is spent with procedures rather than conceptual understanding. | ||||||
| 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 | ||
| The majority of the instruction is focused on procedural fluency. | ||||||
| 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 practice portion addresses concepts through application but all of the steps are given to the students and little opportunity for students to engage in problem solving. | ||||||
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 | ||
| There is a good balance between practice standards and focus standards. | ||||||
| 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 | ||
| Assessments were rigorous but the tasks were less rigorous. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Students were not asked to explain their reasoning or participate in mathematical discussion. | ||||||
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 | ||
| Translation and screen reader is present but there are no other resources available. | ||||||
| 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 lessons are scaffolded but there is no way to edit the lessons to add or remove scaffolding or to differentiate for students. | ||||||
| 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 | ||
| Vocabulary was defined but language was not deconstructed. No evidence of addressing misconceptions. | ||||||
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 lesson has practice and quizzes providing multiple checks. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments measure what students can do but not what they understand. | ||||||
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