MIDAS

i-Ready Classroom Mathematics (c)2024 Grade 7

Back

Core Code Alignment

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

Recommendation

Recommended Primary

Evaluation

The curriculum is easy to navigate and use. It follows the standards very well, includes multiple representations of concepts and extensive practice, both applied and simple.

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

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.	This item has not been graded.

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
Notes: The try-discuss-connect structure is designed to ensure students develop good conceptual understanding of the mathematical 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
Notes: There are specific full length lessons for every fluency skill, plus additional supports, such as interactive games that practice the procedural skills.
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
Notes: There are application problems in each lesson, in the "Explore and Develop" section. They tie directly to the Major Work content for the 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

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

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
Notes: Most materials have access to Spanish but not videos and math tools. Languages other than Spanish are not provided.
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
Notes: Lessons have a Develop session that provides support at the word, sentence, and discourse level for academic language support.
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
Notes: Each topic is explored and developed over several learning sessions, involving multiple representations. The teacher's materials contain strategies for addressing common misconceptions and 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,	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).
Notes: Some contexts seem out of date for this generation of student Notes: The student worktexts contain many geographical and cultural settings in the word problems, including problem contexts for help students understand when contexts may be unfamiliar, however ethnic studies is not a central focus in the curriculum.
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)
Notes: The Teacher's Guide includes prompts focused on individual and social responsibility.

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
Notes: Has many assessment resources available including at the end of each lesson Notes: The materials contain lesson quizzes, mid-unit assessments, and 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
Notes: The assessments contain a good mix of questions and tasks with several levels of rigor.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807