MIDAS

HMH Into Math Version 2 Grades 6-8

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Core Code Alignment

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

Recommendation

Recommended Primary

Evaluation

HMH Into Math Version 2 (Grades 6–8) is a well-structured, traditional mathematics program that effectively supports skill development, practice, and procedural fluency. Lessons include scaffolded tasks, multiple representations, and embedded routines such as Spark Your Learning and Three Reads to support comprehension and access for all learners, including ELLs and students needing additional support. While the program is comprehensive and thoughtfully designed, it follows a more conventional approach to instruction and does not fully reflect the state’s current emphasis on conceptual understanding through rich mathematical tasks. The program is recommended for teachers seeking a structured, sequential approach to mathematics instruction that builds foundational skills, with some support for differentiation and engagement.

Educators Using These Materials

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Material Categories

Comprehensive

Rubric : Mathematics 2025

Final recommendation published; partial rubric scores available.

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	Does Not Violate Law	NA	NA	May Violate Law
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	Does Not Violate Law	NA	NA	May Violate Law
Maintaining constitutional freedom in the public schools. 53G-10-202	Does Not Violate Law	NA	NA	May Violate Law
Free from advertising, e-commerce, or political interest	Contains none of the listed items.	NA	NA	Contains one or more of the listed items.

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
Program uses a traditional way of teaching mathematical concepts. Development of conceptual understanding is more traditional that student-led learning.
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
Fluencies and procedural skills are supported in a traditional format, where the teacher guides the learning of procedures rather than the students discovering procedures based on prior knowledge.
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
Opportunities for problem solving are present, however in a traditional teaching form. Support for teaching using mathematical tasks is not well supported.

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
HMH Into Math Version 2 (Grades 6–8) provides thoughtful, evidence-based supports for English Language Learners and other special populations. The program is intentionally designed to help all students—including those with additional learning needs—meet the same rigorous standards as their peers. The language used in problems is carefully structured to promote accessibility and comprehension, and examples are accompanied by visuals and graphics that reinforce meaning for students who may struggle with academic text. While the program embeds strong scaffolds through instructional routines such as Spark Your Learning and the Three Reads strategy—both of which build language comprehension and problem interpretation—foreign language supports are not as easily accessible or prominent as in some other curricula. Nonetheless, the guided use of these classroom tasks provides consistent opportunities for ELLs to engage with content meaningfully and develop both mathematical reasoning and language proficiency.
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
HMH Into Math Version 2 (Grades 6–8) provides multiple opportunities for students to practice mathematical skills at various levels of understanding, ensuring access for all learners. The materials include structured scaffolds, differentiation strategies, and intervention supports that guide students toward independent mastery. Sentence frames are embedded to help students connect mathematical symbols with word phrases and to develop written explanations. Lessons encourage multilingual learners to use their home language and visual models to reason through problems before translating their ideas into English. Teachers are supported through clear examples of language scaffolding within each lesson, including suggested sentence stems, discussion prompts, and word banks that build mathematical vocabulary and conceptual understanding. These supports are designed to be gradually removed as students gain confidence and independence, allowing them to demonstrate their mathematical understanding without reliance on scaffolds.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet

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
HMH Into Math Version 2 (Grades 6–8) provides thoughtful, evidence-based supports for English Language Learners and other special populations. The program is intentionally designed to help all students—including those with additional learning needs—meet the same rigorous standards as their peers. The language used in problems is carefully structured to promote accessibility and comprehension, and examples are accompanied by visuals and graphics that reinforce meaning for students who may struggle with academic text. While the program embeds strong scaffolds through instructional routines such as Spark Your Learning and the Three Reads strategy—both of which build language comprehension and problem interpretation—foreign language supports are not as easily accessible or prominent as in some other curricula. Nonetheless, the guided use of these classroom tasks provides consistent opportunities for ELLs to engage with content meaningfully and develop both mathematical reasoning and language proficiency.
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
HMH Into Math Version 2 (Grades 6–8) provides multiple opportunities for students to practice mathematical skills at various levels of understanding, ensuring access for all learners. The materials include structured scaffolds, differentiation strategies, and intervention supports that guide students toward independent mastery. Sentence frames are embedded to help students connect mathematical symbols with word phrases and to develop written explanations. Lessons encourage multilingual learners to use their home language and visual models to reason through problems before translating their ideas into English. Teachers are supported through clear examples of language scaffolding within each lesson, including suggested sentence stems, discussion prompts, and word banks that build mathematical vocabulary and conceptual understanding. These supports are designed to be gradually removed as students gain confidence and independence, allowing them to demonstrate their mathematical understanding without reliance on 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
HMH Into Math Version 2 (Grades 6–8) thoughtfully designs lessons to promote grade-level progress for all learners. Each lesson integrates multiple representations—visual, numerical, verbal, and symbolic—and explicitly labels the mathematical practices emphasized in each task. The materials guide teachers in deconstructing and reconstructing the language of problems to support comprehension and include suggestions for addressing common student misconceptions. Peer Coach Videos further extend learning by modeling problem-solving strategies and mathematical reasoning for students.
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,	In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages.	This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications.	The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
Shared Values and Character Traits	The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution.	The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)

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
Material includes end of module assessments, module projects, and chances for teachers to work with students. Quick checks with students choosing how much they have learned - enhances engagement.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
Assessments follow a typical math task, rather than the in-depth or build on tasks comparable to state assessments. Multiple tasks are presented, however they are common word problems presented with walk through scaffolding for the teacher to guide students. While indication of group work and student learning through their groups is not evident, teacher would need to redesign tasks to help support teacher moves. Turn-and-Talk routines emphasize a bit of student discussions with each other without utilizing a full on group for task work.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807