MIDAS

Math 6 A/B

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Core Code Alignment

Mathematics
Elementary Mathematics
07010000007: Mathematics - Grade 6

Recommendation

Reviewed, Not Recommended

Evaluation

This is an online math program for 6th grade content. It is broken into two sections and covers the breadth of the core. Students log into an online portal and complete the lessons through watching videos and answering questions. Teachers are able to track the time on task, activities completed, and overal scores. Teachers don't have control of the content or instruction. Lessons are well paced and cover the standards, however, student understanding, reasoning, and strategies are not a part of this program.

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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
This online program seems to focus on a traditional delivery of content. While some examples are given and used in the videos the problem-sets are fairly traditional. Problems are multiple choice or short answer. I would not say that this type of problem is developing 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
While there is embedded practice at the end of each lesson, the lessons themselves do not have a lot of room for practice. There is also not a fluency or spiral review element built into the curriculum.
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
While the focus is there, the multi-step engagement is not strong. Students are not building models or applications of the content.

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 some practice but it's not sufficient. There was no rigor to match the standards of mathematical practices.
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 are standards focused but only on the surface level. Students are not doing any abstract thinking or problem solving.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The problems are primarily multiple choice with very little opportunity to engage with in-depth thinking. The modality of online learning makes it more challenging because students are not engaging with a teacher in the back and forth learning and practicing that pushes their 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
The only support for English language learners was a translation tool and dictionary in the side bar (only in 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
While students are able to move at their own pace, there don't seem to be supports in place if students are struggling. It appears they would just complete the same lesson again. In the same regard, advanced students could move quickly but wouldn't have an opportunity to be challenged or get extended content.
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
The videos show various demonstrations and visuals to illustrate the math (multiple representations) but students are not deconstructing the mathematical concepts. Students primary focus was in computation.

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
Students take a pre/post assessment for each unit/lesson.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
Assessments are multiple choice and short answer only. I did not see any that were task based or asked for application of content.

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