i-Ready Classroom Mathematics (c)2024 Grade 6
Core Code Alignment
Mathematics
Elementary Mathematics
07010000007: Mathematics - Grade 6
Elementary Mathematics
07010000007: Mathematics - Grade 6
Recommendation
Recommended Primary
Evaluation
i-Ready Mathematics Grade 6 is recommend as a primary resource because it centers instruction on the Major Work with clear coherence, frequent formative checks, and strong progress monitoring from pre?unit diagnostics to unit assessments. Lessons include common misconception guidance, sample responses, and teacher supports that streamline planning and intervention. Multilingual learners benefit from embedded language routines, sentence frames, and differentiated supports. While hands on conceptual depth can be strengthened and UDL supports expanded, the overall structure of concrete, representational, abstract, embedded fluency routines, labeled standards, and clear unit progressions provide a reliable, standards aligned curriculum.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
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 | ||
| i-Ready Classroom Mathematics grade 6 content and materials are in compliance with the sensitive materials and prohibited submissions; Utah's 53G-10-103, R277-628 requirements. It is age appropriate and structurally sound. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| i-Ready Classroom Mathematics grade 6 materials are in compliance with the prohibited discriminatory praticies; Utah's 53G-2-103-5, 53B-1-118 and 67-27-107 requirements. The curriculum is meticulously crafted to ensure a complete absence of bias and exclusionary practices. Characters featured in the curriculum represent a diverse array of backgrounds. This program is dedicated to supporting inclusionary practices, ensuring that all students feel represented and valued in their learning experiences. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| i-Ready Classroom Mathematics grade 6 content and materials are in compliance with the maintaining constitutional freedom in public schools; Utah's 53G-2-103-5, 53B-1-118 and 67-27-107 requirements. The curriculum is designed to focus on academic content and skill development without delving into religious beliefs, political ideologies, or moral philosophies. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| i-Ready Classroom Mathematics grade 6 content and materials are free from advertising, ecommerce, and political interest. The curriculum is designed to focus on academic content and skill development without delving in to advertising, political ideologies, or e-commerce. | ||||||
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 | ||
| i-Ready Classroom Mathematics for sixth grade dedicates 85% of instructional time to the Major Works of the grade. Alignment is clear for educators: each lesson is labeled with M (Major Works), S (Supporting Standards), or A (Additional Standards) in the teachers manual. Coherence is displayed using Unit Lesson Progression flowcharts that show the sixth-grade standards and how concepts build across lessons. The program also includes Session 0 lessons to address essential prior grade level standards, indicating where and why these prerequisites appear so teachers can build on prior knowledge and identify gaps in learning, while keeping instruction focused on sixth grade goals. | ||||||
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 | ||
| i-Ready outlines Understand, Strategy, and Math in Action lessons intended to build conceptual understanding. In practice, these lessons emphasize representational tasks over true concept development. Students have limited opportunities to interact with math hands-on or engage in tasks that demand logic and reasoning, resulting in a heavier focus on direct representations rather than deeper mathematical thinking. | ||||||
| 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 program places a strong emphasis on procedural fluency. Across each unit, students engage with learning games, structured practice sets, and Fluency & Skills Practice that target accuracy, efficiency, and flexibility with core skills. Practice is intentionally distributed and cumulative, giving students repeated exposure to high leverage facts and procedures over time. | ||||||
| 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 | ||
| Each unit emphasizes the Major Work, encouraging students to apply knowledge as they build proficiency. However, it offers limited deeper problem-solving and conceptual learning experiences. | ||||||
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 i-Ready lesson integrates the student and teacher math practices. The are embedded to strengthen student proficiency of the Major Work and improve students’ ability to access, understand, and apply the standards. | ||||||
| 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 | ||
| i-Ready designs assessments to address the three aspects of rigor, conceptual understanding, procedural skill, and application, with contextual, procedural, and real‑world connections. However, items skew heavily toward multiple choice and fill in the blank. While some contextual problems are included, there are not many opportunities to display proficiency in the Standards of Mathematical Practice. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| i-Ready outlines Understand, Strategy, and Math in Action lessons intended to build conceptual understanding. In practice, these lessons emphasize representational tasks over true concept development. Students have limited opportunities to interact with math hands-on or engage in tasks that demand logic and reasoning, resulting in a heavier focus on direct representations rather than deeper mathematical thinking, logic, and 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 | ||
| With a strong emphasis on vocabulary, the program is guided by Improving Education for Multilingual Learner Students and principles from the English Learners Success Forum, Stanford’s Understanding Language, and Darling’s (2019) framework. Each unit begins with a Language Expectations for Differentiation chart that specifies supports for beginning, intermediate, and advanced English learners. Language routines are embedded throughout the Try, Discuss, and Connect framework to promote structured practice and academic discourse. | ||||||
| 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 | ||
| i-Ready offers a wide range of multilingual supports, including sentence stems and frames, adherence to language routines, and differentiation for beginning, intermediate, and advanced language learners outlined at the start of each unit. However, supports for students with disabilities are limited. The materials provide minimal guidance on accommodations to meet diverse cognitive, sensory, or motor needs. | ||||||
| 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 | ||
| i-Ready uses an explore, develop, refine progression intended to build knowledge with multiple representations. However, it still falls short on hands-on experiences and deep conceptual understanding. It does identify common misconceptions and provide error alerts that help teachers guide students toward clarity. | ||||||
| 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). | ||
| i-Ready features diverse characters and references culturally relevant traditions. However, it has limited integration of broader U.S. and global perspectives throughout the lessons. | ||||||
| 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) | ||
| i-Ready aligns with shared values abd common elements that unite Utahns. It does not directly teach character or provide evidence-based supplemental resources for character trait development. | ||||||
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 | ||
| i-Ready provides multiple forms of formative and summative assessments. Formative assessment include common misconceptions, error alerts, reflect, connect it, and apply its, exit tickets, and math journal prompts. summative assessments includes diagnostics, mid unit quizzes, and end of the unit assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| i-Ready designs assessments to address the three aspects of rigor, conceptual understanding, procedural skill, and application, with contextual, procedural, and real‑world connections. However, items skew heavily toward multiple choice and fill in the blank. While some contextual problems are included, the overall depth and authenticity of application tasks are limited. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807