MIDAS

Math 7 A/B

Back

Core Code Alignment

Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics

Recommendation

Recommended Limited

Evaluation

This curriculum meets state standards, the scope and sequence is in a logical progression. The math vocabulary is accurate. It is set up where if students do not pass a lesson, they cannot move on until they go back through and redo the tutorial and activity. The activities mirror the new Rise "collections" questions, where a task is divided into 6 or 7 parts. Students are given feedback on each part to help them progress through the activity. There seems to be an actual teacher assigned to the student, so students can receive extra help when needed. The main issue is the amount of reading required for the student to gain knowledge, and the monotony of the lessons. For example, the probability module doesn't provide any opportunities for students to run their own simulations. They successfully made probability very boring to learn.

For students who are able to take ownership of their own learning, this course is an adequate way to access and learn the material. It does provide students with a grade conveying if they are on target in their progression, their current grade based on what they've covered, and their course grade which they would receive if they stopped the course at that point. It is helpful for students to monitor their learning. They can also earn trophies and rewards as incentives to keep working.

Educators Using These Materials

No educators found.

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.
The non-negotiable materials mostly focus on the major work of 7th grade and follow the progressions, although some of the concepts aren't covered thoroughly.

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
The materials support the development of conceptual understanding, but it is a lot of reading on the part of the student and will be difficult for most 7th graders to sift through and glean the desired information.
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 material is covered, but there is not always sufficient practice of the skills. For example, students work out a handful of area, surface area, and volume problems and then the test of 5 questions includes only 1 surface area question and no volume questions.
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 materials allow students and teachers to spend sufficient time working with applications of the concepts.

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 materials do a good job of addressing the practice standards. Each tutorial's objective shows which practice standards are used in that lesson.
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
A variety of formative and summative assessments are provided in the materials and the materials are designed to provide evidence of a student's proficiency.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The materials support the standards’ emphasis on mathematical reasoning by providing tasks to help students reason and understand concepts. The tasks support the Standards' emphasis on 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
There is so much reading involved in these lessons without support for English Language Learners.
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 materials will lock for the student if a concept isn't mastered, so they have to go back and redo the lesson and activity before trying the quiz again. There are no additional supports besides going back through previously completed material.
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 design of the lessons provide one avenue of learning the material and do not address common student difficulties.
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
There are checks and quizzes at regular intervals. Most are automatically graded and some are graded by the teacher, allowing the teacher to give feedback to students.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The assessments require a substantial amount of reading, so they are not always assessing the students' math knowledge, but their ability to decipher the questions and understand what the question is asking.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807