Do The Math Middle School
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Recommendation
Recommended Limited
Evaluation
Heinemann Do the Math Middle School is a targeted intervention program designed to strengthen foundational mathematical skills for students who need additional support. Its primary focus is on developing number sense, numerical fluency, and operations with rational numbers, rather than covering all grade-level standards or the Major Work of each grade. Lessons are thoughtfully structured with consistent instructional methods, scaffolding, and multiple representations to support understanding, though the range of methods is limited. The program incorporates a variety of assessments—including diagnostic, formative, and summative tools, as well as interactive activities like games, discussions, and interviews—to monitor progress and guide instruction. While the materials effectively build fundamental skills and provide engaging practice, they do not fully address advanced concepts or the broader core curriculum, making the program most appropriate as an intensive math intervention rather than a comprehensive grade-level resource.
Educators Using These Materials
No educators found.
Material Categories
Intervention
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 | 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. | ||
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. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | Meets all non-negotiable requirements | NA | NA | Does not meet the non-negotiable requirements. *see narrative for determination of which requirement(s) was not met | ||
| The Heinemann Do the Math Middle School curriculum serves as a targeted intervention program aligned primarily with the foundational arithmetic and operational standards of the Utah Core (2016). It emphasizes numerical fluency and operations with rational numbers, supporting students who need reinforcement of core skills. However, it does not fully address the Major Work or advanced conceptual standards for the grade levels, as its focus remains on building number sense rather than comprehensive grade-level mastery. | ||||||
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 Heinemann Do the Math Middle School materials are thoughtfully designed and clearly written, with a strong emphasis on developing number sense, and foundational and conceptual understanding. However, the program lacks sufficient content to support broader mathematical domains, limiting its coverage beyond basic numerical concepts. | ||||||
| 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 | ||
| Materials are designed so that students attain the fluency and procedural skill of the concepts included in the curriculum, not all concepts in the core are covered. | ||||||
| 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 Heinemann Do the Math Middle School program provides structured opportunities for students to strengthen fundamental skills that support future application of mathematical concepts. However, because the program is designed as an intervention resource, its focus remains on remediation rather than full coverage of the grade-level core, and it does not encompass the complete Major Work of each grade. | ||||||
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 | ||
| Intervention Program | ||||||
| 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 | ||
| Intervention Program | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Intervention Program | ||||||
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 | ||
| Spanish translation of vocabulary words is shown. Reviewer struggled to find a translation tool or additional resources. Vocabulary charts, glossary in Spanish, cognate highlighted for Spanish/English. | ||||||
| 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 activities seem well designed to allow the students to move from a teacher supported instruction to practice and engagement with peers. Differentiation occurs with whole group, partners, and independent. Differentiated assessment and differentiated instructions for teaching strategies are present. | ||||||
| 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 Heinemann Do the Math Middle School program uses a consistent lesson structure with limited instructional methods. While the approaches included effectively build understanding, additional strategies and representations would strengthen the program. Existing scaffolds and multiple representations help address common student difficulties and support skill progression, though not always at grade level. | ||||||
| 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). | ||
| Mathtific games shows non-human creatures of differing appearances. | ||||||
| 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) | ||
| Not seen. Limited. | ||||||
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 | ||
| The Heinemann Do the Math Middle School program includes comprehensive assessment options, featuring formal initial and final assessments along with engaging formative activities. Multiple assessment types—diagnostic, formative, and summative—are provided at regular intervals to track progress. A variety of tools, such as Matific games, think-pair-share tasks, interviews, and attitude surveys, make assessment interactive and meaningful. Detailed reports offer insights into student proficiency, item analysis, and customized standards tracking. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| No mathematical tasks --scaffolded activities, by Marilyn Burns. Step by step instruction. Primarily a computer-based, personalized approach to address gaps in students' math skills. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807