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Open Up Resources 6-8 Math v3

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Core Code Alignment

Mathematics
    Elementary Mathematics
        07010000007: Mathematics - Grade 6

Recommendation

Recommended Primary

Evaluation

This is an excellent resource for math instruction in the classroom. It offers a multitude of research-based instructional strategies and a plethora of scaffolds for multi-language learners and learners with disabilities. The units have well-thought out and developed units that follow the progression of concepts from concrete to conceptual and offer deeper applications. The program includes pretests, problem-based practice, formative exit tickets, mid-unit assessments, and summative assessments that focus on all depth of knowledge levels given at appropriate times throughout the units.

The program has the rigor and focus of the major works of the grades that maximizes learning opportunities for students and has embedded spiral reviews into activities and practice problems throughout the course units. The course also has resources for extensions and reteaching opportunities for differentiation with students.

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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.
Curriculum uses a problem-based approach to support the major works of the grade. They start with geometry to support instruction of the major works of the grade, especially in regards to solving equations, ratios, fractions, and analyzing relationships. Curriculum ties the numbers and equations to content such as area and surface area rather than in isolation.
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
Teachers have a lot of support in the planning to increase the use of manipulatives in the instruction. For example, Unit 1 has teacher using office supplies to build conceptual understanding of ratios and fraction relationships. Scope and sequence does not introduce the algorithm until the end of the unit, allowing students to have a strong conceptual understanding. This algorithm is then brought into a spiral review. Students leave each unit being taught and exposed to multiple strategies to solve real world applications.
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
Using the NCTM definition of fluency being aligned to flexible, accurate, and efficient, these materials offer students multiple ways of solving problems. There is less of an emphasis on memorizing algorithms and completing large numbers of equations, rather students are exposed to multiple strategies in a real world scenario(s) in which they are flexible in the problem solving methods. The fluency is applied to future units of instruction so students have many opportunities to put the standards into practice through an applicative process building from unit to unit.
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
Due to the building of concepts, students and teachers use previous learning to apply strategies to newly introduced standards. For example, students learn about ratios and apply this knowledge to units regarding fractions. The program is problem-solving based. There are single and multi-step contextual problems using the major works of the grade throughout each unit.
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 lesson outlines how the Standards for Mathematical Practice are used and assessed during the learning. These are not presenting in isolation, they are embedded in each lesson activity. The explicitness allows for teachers to easily call attention to the SMP during instruction so the language is used by teacher and student.
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
Each lesson outlines how the Standards for Mathematical Practice are used and assessed during the learning. These are not presenting in isolation, they are embedded in each lesson activity. The explicitness allows for teachers to easily call attention to the SMP during instruction so the language is used by teacher and student.
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
Program leverages the 4 modalities of language (speaking, listening, writing, and reading) to demonstrate mathematical reasoning.
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
each lesson has language routines built in and uses visuals and realia in use of manipulatives, vocabulary, and context. There are also specific scaffolds and supports for each activity in the lesson. Provides sentence frames and provides detailed supports for all learners. It does so without lowering expectations for students.
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
Scaffolds provide a point of entry for all students and learners in the classroom when implemented. Each lesson has an "are you ready for more" section to extend learning for students who are ready to extension opportunities and deeper applications. Culminating lesson allows for all learners to have an entrance point for success through appropriate scaffolds.
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
Yes to all of this. The 3 Reads in Math Routine as well as 3 Act Math Tasks are utilized and give opportunities for teachers to see how to unpack problems to support students. For example, rather than just listing the measurements, teachers are encouraged to bring in measuring cups. It provides guiding questions for teachers to ask students and every activity lists anticipated misconceptions.
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
Every lesson contains a "cool down" question related to the learning for the day as a formative assessment. There are mid unit and end of unit assessments that allow teachers to monitor student understanding and intervene/extend as needed. There is a pre and post diagnostic assessment for teachers to assess student readiness to understand skills and concepts.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Students engage in math tasks and applications through the assessment components, in both summative and formative ways. The problems used are closely aligned to the DOK Rise Blueprint. Teachers may struggle since this is a language-based curriculum, but students seem to have multiple opportunities to build on understanding and attach the math concepts to real world scenarios allowing them more opportunities to think through the math.
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