The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for assessing grade-level content. An Assessment Guide, included in the materials, contains two parallel versions of each module assessment, and the assessments include a variety of question types. In addition, there is a Performance Task for each unit, and there are Beginning, Middle, and End-of-Year Interim Growth assessments.

Examples of assessment items aligned to grade-level standards include:

• Unit 2 Performance Task states: "In Mexico, pesos are used as money. One U.S. dollar is worth about 19.8 pesos. How much is 1 peso worth in dollars? Show your work and round to the nearest cent."  (6.RP.3d)
• Module 4, Form A, Question 13 states: "Jake has a wooden board that measures 8.25 feet long. He cuts the board into pieces that each measure 0.75 feet so he can make signs. If Jake earns $15.95 for each sign he sells, how much money can he earn from the signs he makes from this board?" (6.NS.3)
• Module 8, Form A, Question 14 states: “The cost of a large pizza is $10.99. Each additional topping costs $1.25. Part A) Write an expression that can be used to find the cost of a pizza when x toppings are included. Part B) What is the cost of a large pizza with 3 toppings?” (6.EE.6)
• Module 15, Form A, Question 4 states: “Pedro counts the number of trucks that pass by his house each day for a week. He records his results in the table. Number of Trucks that Pass By: 2, 3, 4, 3, 6, 6, 12.  Which measure of center best represents the data shown?” (6.SP.5d)

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for spending a majority of instructional time on major work of grade.

• The number of modules devoted to major work of the grade is 12 out of 16, which is approximately 75%.
• The number of lessons devoted to major work of the grade (including supporting work connected to the major work) is 47 out of 63, which is approximately 75%.
• The number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 106 out of 137 days, which is approximately 77%.

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work and is not dependent on pacing suggestions. As a result, approximately 75% of the instructional materials focus on major work of the grade.

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

Examples of how the materials connect supporting standards to the major work of the grade include: 

• Lesson 2.3 connects 6.NS.4 with 6.NS.6 as students find and use the GCF or LCM to compare rational numbers and solve various problems in multiple real-world situations. For example, "Cameron and Tatiana volunteer at the public library. Cameron shelves one book every 1/4 minute. Tatiana shelves one book every 3/10 minute. Who is quicker at shelving books? Explain how you found your answer."
• In Lesson 5.2, students “Find the unit rate of $5.15 per 5 pound bag,” which connects 6.NS.3 with 6.RP.2.
• In Lesson 6.3, students multiply decimals (6.NS.3) to convert between measurement units (6.RP.3d) and write equivalent ratios. For example, "Many water bottles contain 16 fluid ounces, or 1 pint of water. Drink labels often show the number of fluid ounces and the number of milliliters in a container. How many milliliters are in a 16-fluid-ounce drink?" 
• In Lesson 8.5, students find an equivalent expression (6.EE.3) using the distributive property (6.NS.4).
• In Lesson 11.2, students graph ordered pairs on the coordinate plane (6.NS.6) to create polygons and solve related problems (6.G.3).
• In Lesson 11.4, students graph polygons on the coordinate plane (6.G.3) and solve multiple related problems, including segment length, perimeter, and area (6.NS.8).
• In Lessons 12.1-12.4, students develop area formulas for various figures (6.G.1) and substitute numerical values into the formulas to evaluate the expressions (6.EE.2c).
• In Lesson 14.2, students summarize data in a dot plot (6.SP.1) and find the percentage of people that had more than 5 coins in their pocket or fewer than 7 coins in their pocket (6.RP.3c).

The instructional materials for HMH Into Math Grade 6 meet expectations that the amount of content designated for one grade-level is viable for one year. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 161 days: 105 days for lessons and 56 days for assessments.

• The Planning and Pacing Guide and the Planning pages at the beginning of each module in the Teacher Edition provide the same pacing information. 
• Grade 6 has five units with 16 modules which contain a total of 63 lessons. 
• The pacing guide designates 37 lessons as 2-day lessons and 26 as 1-day lessons, leading to a total of 100 lesson days; a “day” is defined as one period in a traditional structure. 
• Each unit includes a Unit Opener which would take less than one day. There are five Openers for Grade 6 (5 days).
• This is a total of 105 lesson days.

Assessments included:

• The Planning and Pacing Guide indicates a Beginning, Middle, and End of Year Interim Growth assessment that would require one day each (3 days). 
• Each module starts with a review assessment titled “Are You Ready?” There are 16 Modules (16 days).
• Each unit includes a Performance Task which indicates an expected time frame ranging from 25-45 minutes. There are 5 Performance Tasks for Grade 6 (5 days). 
• Each module has both a review and an assessment. There are 16 Modules (32 days). 
• Based on this, 56 assessment days can be added.

The instructional materials for Into Math Grade 6 meet expectations for being consistent with the progressions in the Standards. In general, the materials identify content from prior and future grade-levels and relate grade-level concepts explicitly to prior knowledge from earlier grades. In addition, the instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. 

• In the Teacher Edition, the introduction for each module includes Mathematical Progressions, which lists standards under the areas of Prior Learning, Current Development, and Future Connections and clarifies student learning statements in these categories. For example, Module 5, Ratios and Rates states, “Prior Learning: Students generate equivalent fractions.” (4.NF.1); “Current Development: Students understand the concept of ratio and use ratio language to describe a relationship between two quantities.” (6.RP.1); “Future Connections: Students will identify the unit rate given a table, verbal description, equation, or graph.” (7.RP.2).
• The beginning of each module has Teaching for Success, which sometimes includes Make Connections. Make Connections references prior learning. For example Module 9 states, “In the past, students have worked with numerical expressions and they should also have used words and phrases such as more than, divided by, and minus to translate numerical expressions into words. Here students use their prior knowledge of expressions to develop an understanding of basic equations and inequalities.”
• In Activate Prior Knowledge at the beginning of each lesson, content is explicitly related to prior knowledge to help students scaffold new concepts.
• Some lessons provide direct scaffolding for students reminding them of prior learning. For example, in Lesson 8.2, Step It Out states, "You learned about the order of operations in a previous grade. Now we need to add exponents into our order of operations. Exponents are calculated after performing operations in parentheses or brackets."
• In Unpacking Math Standards found in the Teacher Edition, there is a discussion of how students use the skills they are learning in the future. For example, Lesson 1.1 states, “In the future, students will use this concept to fluently complete operations involving integers, including in algebraic representations of situations.” 
• Each module includes a diagnostic assessment, Are You Ready?, which explicitly identifies prior knowledge needed for the current module. For example, Module 2, Are You Ready? addresses finding equivalent fractions (4.NF.1), comparing fractions (4.NF.2), and comparing decimals (5.NBT.3b). In this module, students extend these skills to compare and order all rational numbers, including integers (6.NS.7).
• In the Module Opener, "Assess Prerequisite Concepts" identifies content as prerequisite knowledge including the grade and module where the prerequisite concept is addressed.  

Examples of the materials providing all students extensive work with grade-level problems include:

• In the Planning and Pacing Guide, there is a Correlations chart that outlines the mathematics in the materials. According to this chart, all grade-level standards are represented across the 16 modules.

Within each lesson, Check Understanding, On Your Own, and More Practice/Homework sections include grade-level practice for all students. Margin notes in the Teacher Edition also relate each On Your Own practice problem to grade-level content. Examples include:

• Lesson 1.3, Build Understanding, Question 1D states, ”Negative numbers are less than positive numbers. Does this mean that the absolute value of a negative number must be less than the absolute value of a positive number? Explain.” (6.NS.7d)
• Lesson 11.3, Spiral Review, Question 10 states, “A truck driver drives 245 miles and needs to drive m miles in all. Write an equation for the number of miles the driver has left to drive.” (6.EE.9)
• Lesson 11.3, On Your Own, Question 6 states, “What is the distance between point S and T? Are they in the same quadrant?” (6.NS.8, 6.NS.6b)

When work is differentiated, the materials continue to develop grade-level concepts. An example of this is Lesson 4.1, which involves adding and subtracting multi-digit decimals. The corresponding Reteach page provides step-by-step notes and a process for students to follow in order to access the concept and the Challenge page provides students lists of times achieved by runners and swimmers in the Olympics and students must answer addition and subtraction questions involving each: “At the 2012 Olympics in London, the men’s 4 × 100 meter relay team from Jamaica set a world record. Individually, the times of the splits were 10.28 seconds, 9.07 seconds, 9.09 seconds, and 8.7 seconds. The official record was 36.84 seconds. A) What was the total of their individual times?; B) How much greater was the total of their individual times greater than the world record?”

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are visibly shaped by CCSSM cluster headings. Examples include:

• In Lesson 2.3, the learning objective is “Compare rational numbers using the GCF and LCM,” shaped by 6.NS.B.
• In Lesson 3.4, the learning objective is “Divide fractions and mixed numbers,” shaped by 6.NS.A.
• In Lesson 13.2, the learning objective is “Find the volume of a rectangular prism,” shaped by 6.G.A.
• In Lesson 9.4, both Learning and Language objectives are “Write and use equations to represent situations and solve problems” and “Describe the unknown quantity in a real-world situation; Explain why addition, subtraction, multiplication, or division should be used to model a situation,” shaped by 6.EE.B.

The materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. 

Examples include:

• In Lesson 9.3, students solve equations using rational numbers (6.EE.B), requiring a fraction divided by a fraction (6.NS.A).
• In Lesson 10.1, students determine independent and dependent variables from a table of values (6.EE.C) and find the unit rate from the given data (6.RP.A). 
• In Lesson 13.3, students find volume of rectangular prisms (6.G.A) given dimensions with decimal values (6.NS.B).
• In Lesson 16.5, students use decimals (6.NS.B) to find measures of variability (6.SP.B) that summarize student GPAs. 

The instructional materials for HMH Into Math Grade 6 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include problems and questions that develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Build Understanding and Step it Out introduce mathematical concepts, and students independently demonstrate their understanding of the concepts in Check Understanding and On Your Own problems at the end of each lesson.

• In Lesson 5.1, students use ratio language to describe a relationship between two quantities such as birds visiting birdhouses, orange and black kittens, and colored fabrics in a quilt. For example, students “write a part-to-whole or whole-to-part comparison about the quilt using symbols and using ratio language, such as ‘for each,’ ‘for every,’ or ‘per.’” (6.RP.1,2)
• In Lesson 7.1, students use ratio tables to represent equivalent fractions leading to a percent of 100. Other visual representations include double number lines and place value blocks. In Lesson 7.2, students use a variety of strategies to find the percent of a whole, such as estimation, tape diagrams, and equivalent ratios. (6.RP.1)
• In Lesson 8.5, Step It Out, students substitute a value into two algebraic expressions to determine if the expressions are equivalent. This provides the understanding that different expressions can be equal. In the next task, students substitute missing values to rewrite an algebraic expression and identify the mathematical property used to rewrite the expression. Independent problems include similar exercises and provide students opportunities to build their own understanding. (6.EE.3)
• In Lesson 10.1, Build Understanding, students are presented with a situation that is represented in words, with a table, and with an equation. Students analyze the equation to show their understanding of the dependent and independent variables. In On Your Own, students demonstrate understanding of the variables and the multiple representations that show the relationship between them by identifying the dependent and independent variable and completing a table and a graph representing the situation. (6.EE.9)

The instructional materials for HMH Into Math Grade 6 meet expectations for attending to those standards that set an expectation of procedural skill and fluency.

The materials include problems and questions that develop procedural skill and fluency and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade. The materials develop procedural skills and fluencies in On Your Own, and students demonstrate procedural skills and fluencies in More Practice/Homework. 

• In Lesson 3.4, students practice division of fractions using the standard algorithm. For example, Lesson 3.4, Question 9 states, "To paint a bedroom, Jade estimates she will need to buy 3 1/4 gallons of paint. How many 1/2 gallon cans of paint should she buy? Explain." In Question 5 students solve, “5/4 ÷ 1/10.” (6.NS.1)
• In Module 4, students practice adding, subtracting, multiplying and dividing with multi-digit decimals using multiple strategies, including the standard algorithm. Expressions are presented both vertically and horizontally. (6.NS.2,3) Examples of problems for addition and subtraction include 0.837 - 0.408, 0.13 + 0.58, “sum of 0.26 pound of red grapes and 0.34 pound of green grapes,” and “difference between a cardinal weighing 1.5 ounces and a bluebird weighing 1.09 ounces.” Examples of problems for multiplication and division include: 10.05 × 5.6, 5104 / 116, 5.44 divided by 3.4, “the number of months it will take someone that pays $18 a month for a phone that costs a total of $432,” and “how many shipping boxes are needed to ship 4,630 shirts when 130 shirts will fit in each box.”
• In Lesson 8.2, students evaluate exponents in numerical expressions and use order of operations, such as “72 ÷ (15 − 6) + 3 × 22 ” and “15 + 32 − 6 + (5 + 2)2,” and in Lesson 8.4, students evaluate expressions by substituting values in for variables such as “Evaluate x − 12 when x = 18.6.” (6.EE.2c)

The instructional materials for HMH Into Math Grade 6 meet expectations for teachers and students spending sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied. 

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and concepts of the grade-level, and students independently demonstrate the use of mathematics flexibly in a variety of contexts. During Independent Practice and On Your Own, students often engage with problems that include real-world contexts and present opportunities for application. More Practice and Homework contains additional application problems. 

• In Lesson 5.3, students answer, "Two farms grow lettuce and tomatoes as shown on the labels. A. Complete the double number line to find equivalent ratios to 3 acres of lettuce to 7 acres of tomatoes. B. Complete the double number line to find equivalent ratios to 2 acres of lettuce to 5 acres of tomatoes." In Lesson 5.5, Check for Understanding, Question 1 states, "A garden center is running a special on houseplants. A selection of any 2 plants costs $7. If a designer buys 22 plants for new homes, how much does the designer spend on plants?"  (6.RP.3)
• In Lesson 7.1, students solve real-world problems involving percent, such as “Ryan got 36 out of 40 questions right on a test. Tessa got 92% on the same test. Who got a better score? Explain.” (6.RP.3)
• In Module 3, students solve word problems involving division of fractions by fractions, such as “Patrick has 7/10 pound of flour. A batch of biscuits requires 1/8 pound of flour. How many whole batches of biscuits can Patrick make? Explain your reasoning.” and “Daryl has 2/3 of a bag of dog food. His dog eats 4/9 of a bag per week. How many weeks will the dog food last?” (6.NS.1)
• In Module 9, students write and solve one-step equations for a variety of contexts, including differences in measurements and money. Examples respectively include "Annie is the height shown. She is 49 centimeters taller than her brother. Write and solve an equation to find here brother's height b in centimeters" and “One ride on a city bus costs $1.50. Martina has $18 on her bus pass. Write and solve an equation to find how many rides she can take without loading more money on her bus pass.” (6.EE.7)

The instructional materials for HMH Into Math Grade 6 meet expectations for the three aspects of rigor not always being treated together and not always being treated separately. In general, two, or all three, of the aspects are interwoven throughout each module. The module planning pages include a diagram showing the first few lessons addressing understanding and connecting concepts and skills and the last lessons addressing applications and practice. 

All three aspects of rigor are present independently throughout the program materials. Examples include:

• Lesson 3.1 attends to conceptual understanding. Students use models to represent fraction division. For example, Part A states "Draw the fraction strip you could use to begin to find the solution." Part B states  "Will the fraction strip you drew in Part A help you to make groups of 3/8? If not, what other fraction strip could help? Explain why." Then in Part C, students use the new fraction bar to "Draw the fraction strip you chose in Part B in the answer box in Part A. How many groups of 3/8 are in 3/4? Explain." The problems throughout the lesson ask students to use models to solve division of fractions or to write and solve problems based on models that are presented.
• Lesson 5.4 emphasizes application of unit rates. Students find and interpret unit rates then apply the concept in a variety of contexts including recipes, better buys, pool drainage, swimmers, painting, dog walking, reading a book, a model truck, entertainment, and more. An example problem states "Greg drove 300 miles at a constant speed in 5 hours. The speed limit was 70 miles per hour. Was his rate greater than the speed limit?"
• Lesson 15.2 develops procedural skill. After measures of center are defined, students calculate the mean, median, and mode in a variety of contexts including temperature, 40-yard dash times, and cat food consumption. For example, “The 40-yard dash time (in seconds) for 7 runners is shown. A) What is the mean of the data? B) What is the median of the data? C) What is the mode of the data? D) Which of the measures of center has more than one possible value?”

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. Examples include:

• Lesson 4.5 attends to procedural skills and application related to computing with multi-digit numbers and finding common factors and multiples. Problems in the lesson require application of the four operations with multi-digit decimals. For example, "A sprinkler sprays 0.7 gallon of water per minute. If it takes 45 minutes to water a lawn, how many gallons of water does the sprinkler spray?" The lesson also requires students to demonstrate procedural fluency. For example, Questions 19-24 present students with decimal operation problems and they are instructed to “add, subtract, multiply, or divide.”
• Lesson 12.1 attends to all three aspects of rigor as students find the area of polygons. To build conceptual understanding, students derive the formula for the area of a parallelogram using visual representations and connecting to the area of a rectangle. The lesson includes multiple problems that have students use the formula to find area of parallelograms using diagrams and given dimensions, such as “The height of a parallelogram is 4 times its base. The base measures 2 1/2 feet. Find the area of the parallelogram. Show your work.” or “A window is in the shape of a rhombus, with each side being 20 in. long. The height of the window is 16 in. What is the area in square inches of the glass needed for the window?”

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout the grade-level.

All eight MPs are clearly identified throughout the materials, including:

• MPs are identified in both the Planning and Pacing Guide and the Teacher Edition. 
• The Planning and Pacing Guide explains each MP and provides a correlation to specific lessons. 
• MP1 is correlated with “every lesson,” but it is not identified in the Focus and Coherence pages of the Teacher Edition for each lesson with other identified MPs.
• The Teacher Edition labels an MP for the Build Understanding and Step It Out tasks.
• The Module Review includes a question labeled "Use Tools" in the student edition where students choose a tool and explain their choice.

Examples of the MPs being used to enrich the mathematical content include:

• Lesson 5.1 identifies MP2 and MP6 as the focus MPs for the lesson. The materials identify MP2 with Build Understanding and MP6 with Step It Out.
• Some lessons include an explanation about the connection to the MP in Professional Learning. For example, in Lesson 11.4, the explanation for MP8 states, “When calculating the perimeter of rectangles, students look for and express regularity in repeated reasoning by understanding that they only need to add two sides and double the sum or double the lengths first, then add. Similarly, they look for and express regularity in repeated reasoning when they understand that they can multiply a square’s side length by 4 to find a square’s perimeter. In general, this standard includes finding shortcuts and devising new formulas when faced with regularly repeated calculations.”

The instructional materials reviewed for HMH Into Math Grade 6 partially meet expectations for carefully attending to the full meaning of each practice standard (MP). 

The materials do not attend to the full meaning of MP4 and MP5. For MP4, mathematical models are provided for students, and for MP5, students use tools as directed by the materials. There are attempts to address these practices, but they are not routinely incorporated. Examples include:

• MP4: In Lesson 6.2, Build Understanding, Task 2, students determine how many tons of concrete is 40,000 pounds of concrete, and they are provided with scaffolded steps to complete the conversion. Within the scaffolded steps are pre-labeled ratios and equations, students substitute numbers into the pre-labeled ratios and complete computations based on the provided operations in the equations.
• MP5: Throughout Modules 1 and 2, students use a number line to compare rational numbers. Number lines are provided, and students do not choose the tool as no other tools are presented as options. In Lesson 2.2, Question 2 states, “Diego is changing a recipe. Each ingredient is either reduced or increased. The changes to some of the ingredients are shown below, in teaspoons: 1/8 , -1/4 , 1 1/2 , -3/4. Complete the number line to compare the changes in the ingredients.” Students are provided with a number line from -1 to 2 with a mark at each 1/8 teaspoon.
• In the Spark Your Learning problems and most module reviews, there are general notes for teachers to ask the students. For example, “If students need support, guide them by asking, Which tool could you use to solve the problem? Why is this tool more strategic?” or “State what strategy and tool you will use to answer the question, explain your choice, and then find the answer.”

Examples of the instructional materials attending to the full meaning of the MPs include:

• MP1: In Lesson 1.1, Spark Your Learning states, “Fergal is recording the number of yards his school’s football team gained or lost on successive plays. How can you model or represent the opposite of each loss or gain shown in the table?” In Persevere, the Teacher Edition states, “If students need additional support, guide them by asking: What does it mean to gain yards? What does it mean to lose yards? Are gaining and losing opposites?”
• MP2: In Lesson 13.1, Question 3, students reason abstractly and quantitatively. The question states, “Reason. Can the following nets be folded into cubes? If not, explain.”
• MP6: In Lesson 3.3, Question 2, students attend to the precision of wording in the problem. The question states, “Attend to Precision. Jonathan will run a 6 1/4-mile relay with 4 other team members, where each team member runs an equal distance. How many miles will Jonathan run?”
• MP7: In Lesson 8.4, Question 10, students complete a table with the area of a triangle, given the height. Students use the structure of a triangle to determine “How does the area change as the height increases? Why do you think this happens?”
• MP8: In Lesson 8.1, students use regularity in repeated reasoning to “"Compare the expressions $$3^8$$ and $$3^5 \times 3^3$$ using the properties of multiplication. What do you notice?”

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

An often-used strategy in these materials is Turn and Talk with a partner about the related task. Often, Turn and Talks require students to construct viable arguments and analyze the arguments of others. In addition, students justify their reasoning in practice problems. 

• In Lesson 2.4, Question 4 states, “Margo lists the sizes, in inches, of a set of screws: 9/64, 5/32, 1/16, 1/8. He reasons that because the denominators are in order from greatest to least, the list is in order from least to greatest. Is Margo correct? Why or why not?”
• In Lesson 3.3, Question 14 states, “Dan says that 24 1/2 divided by 12 1/2 = 2, because 24/12 = 2. Sam disagrees and thinks there will be fewer than 2 groups of 12 1/2 in 24 1/2. Who is is correct and why? What is 24 1/2 divided by 12 1/2?”
• In Lesson 4.4, Step It Out states, “A teacher drove a rental car 276.3 miles and used a total 10.230 gallons of gas. Two students, Kierra and Shawna, both calculate how many miles the car got per gallon. Whose solution is correct? Explain the error(s) in the incorrect solution. How could you check the result?”
• In Lesson 5.1, Spark Your Learning, the Turn and Talk prompts, “Share your solutions. Did you use the same method? If not, explain your reasoning to make sure both methods are correct.” 
• Lesson 8.4 states, “Bill and Tia are trying to evaluate the expression $$5x^2$$ when x = 3. They both agree that 3 should be substituted for x. Tia says they should multiply 3 by 5, and then square the result. Bill says they should square 3 and then multiply by 5. Who is correct and why? What is the value of the expression?”
• In Lesson 9.3, a Turn and Talk states, “Why can’t you divide both sides of an equation by zero? Explain.”
• In Lesson 12.1, Question 14 states, “For the two quadrilaterals shown, Dan says that the one on the left has a larger area than the one on the right because it is longer. Bob says that both quadrilaterals have the same area. Who is correct? Why?”
• In Lesson 16.1, Question 3 states, “Construct Arguments. The dot plot shows the number of hours that 40 students studied each week. Make a statement that describes the over pattern of the data in the plot. Support your statement by describing clusters, gaps, and/or peaks."

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Many of the lesson tasks are designed for students to collaborate, with teacher prompts to promote explaining their reasoning to each other. Independent problems provided throughout the lessons also have teacher guidance to assist teachers in engaging students.

• The Teacher Edition provides Guided Student Discussion with questions to encourage students to explain their thinking. For example, in Lesson 4.1, “How is adding decimals similar to adding whole numbers? How is it different? How close to 10 kilometers is the length of your route?”
• Turn and Talks are provided multiple times per lesson. For example, in Lesson 10.1, Task 3, Turn and Talk states, “Do the equations and the tables describe the same relationships? Explain how you know.” Teachers are given a possible answer as well as additional guidance to assist students in constructing arguments, for example, “If some students are having trouble understanding that the equations and tables show the same relationship, have students substitute the values for each row of each table into the related equation.” 
• The Teacher Edition includes Build Shared Understanding in margin notes to prompt student engagement. For example, in Lesson 3.1, “Select students who used various strategies and tools to share with the class how they solved the problem. Have students discuss why they chose a specific strategy or tool.”
• The Teacher Edition also provides Cultivate Conversation prompts in the lessons. For example, Lesson 2.3 includes, “Stronger and Clearer. Have students share how they solved the problem. Remind students to ask each other questions of each other that focus on how they approached the problem. Then have the students refine their answers.”
• In the margin notes for practice questions that are identified as a mathematical practice, there is an explanation about why that practice is labeled. For example, in Lesson 16.1, Question 3 is labeled “Construct Arguments.” In the Teacher Edition, the notes explain that “Students demonstrate an understanding of clusters, gaps, and peaks to describe a data distribution.”
• In Lesson 6.2, Connect Math Ideas, Reasoning, and Language states, “Before beginning the task, have students describe and give examples on their own words where they might convert measurements, such as one foot to inches or 1 yard to feet. Have partners share their work and discuss how their descriptions compare and connect.”

The instructional materials reviewed for HMH Into Math Grade 6 meet expectations for explicitly attending to the specialized language of mathematics. The materials provide explicit instruction on communicating mathematical thinking with words, diagrams, and symbols. The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them. 

Examples are found throughout the materials, including: 

• Key Academic Vocabulary is listed at the beginning of the module in a table that includes any prior vocabulary relevant to the lesson and new vocabulary. 
• Each lesson includes a Language Objective that emphasizes mathematical terminology. For example, Lesson 10.1 states, “Use the terms dependent and independent to describe variables represented in equations, tables, and graphs.”
• In the module planning pages, there is a Linguistic Note on the Language Development page which provides teachers with possible misconceptions relating to academic language. For example, Module 1 states, “Listen for students who do not understand the meanings of the terms positive, negative, and opposite as they refer to numbers. Students may already know the words positive and negative in phrases such as positive attitude or negative thinker. Ensure that students understand that, in mathematics, positive and negative numbers don’t have a meaning of ‘good’ or ‘bad.’ Model the correct language for students.”
• In Sharpen Skills in the lesson planning pages, some lessons include Vocabulary Review activities. For example, in Lesson 3.5, students use a Frayer model to define and explain the terms simplify and simplest terms. Then they explain to each other how these terms are related.
• Guided Student Discussion often provides prompts related to understanding vocabulary, such as “Listen for students who correctly use vocabulary as part of their discourse. Ask students to explain what they mean if they use those terms.”
• Student pages include vocabulary boxes that define content vocabulary.
• Vocabulary is highlighted and bold within each lesson in the materials. Terms are highlighted in blue if it is meant to review and yellow if it is new vocabulary. 
• There is a vocabulary review at the end of each module where students match new vocabulary terms with their meaning and/or examples provided, fill-in-the-blank with definitions or examples, or create a graphic organizer to help make sense of terms.
• The Teacher Edition sometimes suggests creating an Anchor Chart to “connect math ideas, reasoning, and language” where students define terms with words and pictures, trying to make connections among concepts. For example, Lesson 13.1 shows a sample anchor chart that includes vocabulary related to nets, surface area, and volume.
• There is an Interactive Glossary at the end of the text where the definition and a visual (e.g., diagrams, symbols, etc.) are provided for each vocabulary word. In the student book, the instructions read, “As you learn about each new term, add notes, drawings, or sentences in the space next to the definition. Doing so will help you remember what each term means.”

The instructional materials for HMH Into Math Grade 6 meet the expectations that there is a clear distinction between problems and exercises in the materials.

Each Module presents lessons with a consistent structure. During the instructional sections, which include Build Conceptual Understanding and Connect Concepts and Skills, students have opportunities to learn new content through examples and problems for guided instruction, step-by-step procedures, and problem solving.

Additional practice is provided in a separate student journal which allow students to independently show their understanding of the material. Exercises and problems are designed for students to demonstrate understanding and skills in application and non-application settings. Test Prep and Spiral Review also include exercises. 

The instructional materials for HMH Into Math Grade 6 meet the expectations that the design of assignments is intentional and not haphazard.

Overall, lessons are intentionally sequenced and scaffolded so students develop understanding of mathematical concepts and skills. The structure of a lesson provides students with the opportunity to activate prior learning, build procedural skills, and engage with multiple activities that utilize concrete and abstract representations and increase in complexity. Examples include:

• Spark Your Learning serves to motivate and set the stage for students to learn new material and persevere through a related mathematical task. 
• Build Understanding and Step It Out provide opportunities for students to learn and practice new mathematics, as well as “connect important processes and procedures” according to the Planning and Pacing Guide. 
• Check Understanding provides a formative assessment opportunity after instruction. 
• On Your Own, More Practice/Homework, Test Prep, and Spiral Review in each lesson support students in developing independent mastery of the current lessons as well as reviewing material from previous lessons.
• Lessons are in a logical order that build coherence throughout the grade level.

The instructional materials for HMH Into Math Grade 6 meet the expectations for having a variety in what students are asked to produce, for example:

• Performance Tasks: Unit 2, Trip to Mexico states, “Denine took a trip to Mexico. While she was there, she had to use some of her math skills to understand distances and other units of measure and to exchange money.” Students use ratio reasoning to answer four questions about situations on the trip.
• STEM activities: Unit 1 states, “Combinatorics is a branch of math focused on arrangements of objects. Jorge is an event organizer who must seat 102 guests. He has circular tables that seat 10 people each and square tables that seat 4 people each. He wants to use as many circular tables as possible but have no empty seats. Explain how he could arrange the tables he will need.”
• Show written calculations and solutions
• Verbally defend or critique the work of others to show understanding
• Analyze double number lines and bar diagrams
• Build models for a problem by using diagrams and equations
• Use a diagram and a coordinate plane to represent a linear equation
• Compare multiple representations - table, graph, equation, situation - of data
• Use a digital platform to conduct and present their work
• Use manipulatives, especially in small groups, to represent mathematics
• Construct written responses to explain their thinking

The instructional materials reviewed for HMH Into Math Grade 6 present and, when appropriate, are connected to written methods.

• The series does not involve extensive use of manipulatives, however, when they are included, they are consistently aligned to the expectations and concepts in the standards.
• Most hands-on manipulatives are integrated in supplemental, small-group, differentiated instruction activities, and warm-up options.
• Examples of manipulatives include: Two-color counters, calculator, coins, number cubes, playing cards, string, square tiles, unit cubes, colored chips, algebra tiles, grid paper, index cards, anchor charts, ruler, compass, protractor, geometry software, bar diagrams, fraction strips, number lines, decimal grids, x-y tables, and pie charts.

The instructional materials for HMH Into Math Grade 6 is not distracting or chaotic and supports students in engaging thoughtfully with the subject.

The entire series, both print and digital, follows a consistent format, which promotes familiarity with the materials and makes finding specific sections more efficient. The page layout in the materials is user-friendly. Tasks within a lesson are numbered to match the module and lesson numbers. Though there is a lot of information given, pages are not overcrowded or hard to read. Graphics promote understanding of the mathematics being learned. Student practice problem pages include enough space for students to write their answers and provide explanations. The digital format is easy to navigate, but students have to scroll without being able to view much of the information at one time.

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing quality questions to help guide students’ mathematical development. 

There are Guided Student Discussion questions and sample student answers throughout the Teacher Edition including on the Module Opener page, Warm Up Options, Spark Your Learning, Build Understanding, Common Errors, and Step It Out pages that correspond to the tasks or exercises on the page. Each module review also contains suggested questions intended to have students summarize concepts and skills developed within the module.

Each lesson introduction poses an essential question intended to guide student learning. For example, in Lesson 7.1, the Essential Question is “How can you write a ratio as a percent?”

The Spark Your Learning planning page in the Teacher Edition includes examples of student work which show On Track, Almost There, and Common Errors. Each example has suggested questions for teachers to correct or advance student thinking. For example, in Lesson 2.3, Common Error about Least Common Multiples and Greatest Common Factors states, “How does changing the denominator but not the numerator affect the value of a fraction?”

The instructional materials for HMH Into Math Grade 6 meet the expectations for containing ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.

In the Module planning pages, there is a variety of information that can help teachers understand the materials in order to present the content. Each lesson identifies the relevant content standards and Mathematical Practices, an Essential Question, Learning Objective, Language Objective, materials needed, and Mathematical Progressions Across Grades that contain prior learning, current development, and future connections. Unpacking the Standards provides further explanations of the standards’ connections. This section gives an explanation of the content standard contained in the lesson and Professional Learning, which sometimes contains information about the practice standard contained in that lesson. Teaching for Depth provides teachers with information regarding the content and how this relates to student learning.There are additional suggestions about activating prior knowledge or identifying skills in Warm-up Options, activities to Sharpen Skills, Small-Group Options, and Math Centers for differentiation.

There are two prompts in each module related to Online Ed: “Assign the auto-scored Are You Ready for immediate access to data and grouping recommendations” and “Assign the auto-scored Module Test for immediate access to data.” Within lessons, there are multiple prompts. Warm-Up Options and Step It Out both have an icon “Printable & projectible” which states “More print and digital resources for differentiation are available in the Math Activities Center” and “Assign the auto-scored Check Understanding for immediate access to the data and recommendations for differentiation.”

The instructional materials for HMH Into Math Grade 6 partially meet the expectations for containing adult-level explanations so that teachers can improve their own knowledge of the subject. The materials include adult-level explanations of the grade-level content, but the materials do not include adult-level explanations of advanced mathematics concepts so that teachers can improve their own knowledge of the subject. Examples of the grade-level explanations include:

• At the beginning of each module, the teacher’s edition includes Teaching for Depth that provides a brief overview of the mathematics contained in the module. For example, Module 5 states, “A ratio is a comparison of two quantities using division. In a classroom with 12 girls and 16 boys, the ratio of girls to boys is 12 to 16. The ratio may also be written as 12:16 or 12/16. As with fractions, equivalent ratios name the same comparison, and you can find equivalent ratios by multiplying or dividing both terms of a ratio by the same nonzero number. Thus, 12:16 is equivalent to 3:4. It is helpful for students to have different ways of describing and picturing ratios. For example, the ratio described above can be interpreted as follows: ‘For every 3 girls in the class, there are 4 boys.’ This can also be represented visually, as in the figures below.” The figures show four red circles with three Gs in each one and four blue squares with 4 Bs in each one.
• In addition, Teacher to Teacher From the Classroom gives tips or anecdotes about the module content. For example, Module 3 states, “When working on dividing fractions, I like to provide opportunities for students to make connections to what they already know. In fifth grade, students learn how to divide a fraction by a whole number and a whole number by a fraction. Knowing this, I engage my 6th grade students in discussions about fraction division that require them to build on that understanding. First, we discuss several 5th grade examples. I ask students to develop contextual situations for each problem. Next, we move into 6th grade examples, starting with a simple fraction division problem such as $$\frac{9}{15}\div\frac{1}{3}$$. If students developed a contextual situation for $$2\div\frac{1}{3}$$, for instance, we try out the same idea for $$\frac{9}{15}\div\frac{1}{3}$$.”

The instructional materials for HMH Into Math Grade 6 meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

Each module in the Teacher Edition includes Mathematical Progressions Across the Grades which lists prior learning, current development, and future connections. Similarly, the beginning of each lesson in the Teacher Edition includes Mathematical Progressions that show connections to prior and future grades’ standards, as well as other lessons within the program.

In the Planning and Pacing Guide, Progressions and Algebra Readiness discusses the “four progressions of middle school content leading to the Algebra course: Number and Operations, Operations and Algebraic Thinking, Statistics and Probability, and Functions” and includes a table that shows how the domains in Grades 3-5, 6-7, and Grade 8/Algebra fit into these progressions.

The instructional materials for HMH Into Math Grade 6 provide a list of lessons in the teacher's edition, cross-­referencing the standards addressed, and a pacing guide.

Each course in this series includes a Planning and Pacing Guide that includes the standards and pacing (number of days) for each lesson. There is another standards chart in the Planning and Pacing Guide that lists each standard and correlation to Student Edition Lessons. In the Teacher Edition, pacing is provided in the module planning pages, and the standards contained in each lesson are identified with written descriptions as well as listed under Current Development in the Mathematical Progressions chart.

The instructional materials for HMH Into Math Grade 6 include strategies for parents to support their students progress. The Planning and Pacing Guide describes strategies to Connect with Families and Community:

• The student materials contain Math on the Spot problems that have videos connected to them. The materials state, “Math on the Spot video tutorials provide instruction of the math concepts covered and allow for family involvement in their child’s learning.” There are generally 1-3 problems per module.
• The materials state, “Family letters inform families about the skills, strategies, and topics students are encountering at school.” Each module includes a letter, found online in four languages, providing vocabulary, a home activity, and discussion prompts.

The instructional materials for HMH Into Math Grade 6 explain instructional approaches used and how they are research-based.

The Planning and Pacing Guide contains Teacher Support Pages that include a section on Supporting Best Practices. “Into Math was designed around research-based, effective teaching practices such as those described in Principles to Actions (NCTM 2014).” These include:

• Establish mathematics goals to focus learning.
• Implement tasks that promote reasoning and problem solving.
• Use and connect mathematical representations.
• Facilitate meaningful mathematical discourse.
• Pose purposeful questions.
• Build procedural fluency from conceptual understanding.
• Support productive struggle in learning mathematics.
• Elicit and use evidence of student thinking.

The Planning and Pacing Guide describes four design principles from the Stanford Center for Assessment, Learning, and Equity (SCALE) that “promote the use and development of language as an integral part of instruction.” These principles are: Support sense-making, Optimize output, Cultivate conversation, and Maximize linguistic and cognitive meta-awareness. To address this, the instructional materials include language routines that “help teachers embrace these principles during instruction.” Each module contains a Language Development page in the Teacher Edition that states where the language routines should be used. On the lesson pages of the Teacher Edition, there are Support-Sense Making boxes that describe how the language routine can be used. Also, there are notes in the margin of the teacher’s edition providing connections from the strategy to the principle.

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels.

• At the beginning of the year, students’ prior knowledge is gathered through a Prerequisite Skills Inventory, which states, “This short-answer test assesses core precursor skills that are most associated with on-grade success.” (Assessment Guide)
• Each module begins with Are You Ready?, a diagnostic assessment of prior learning related to the current grade-level standards. Intervention materials are provided to assist students not able to demonstrate the necessary skills. Commentary for each standard explains how the prior learning is relevant to the current module’s content.
• Prior learning is identified in the Mathematical Progressions section at the beginning of each module and lesson of the Teacher Edition.
  

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

• The module overview in the Teacher Edition contains “Common Errors” as students engage in an introductory task and provides questioning strategies intended to build student understanding.
• The Spark Your Learning planning page for each lesson in the Teacher Edition includes a Common Error section related to the content of the lesson that identifies where students may make a mistake or exhibit misunderstanding. There is a rationale that explains the likely misunderstanding and suggests instructional adjustments or steps to help address the misconceptions.
• There are also “Watch For” boxes and question prompts that highlight areas of potential student misconceptions.

The instructional materials for HMH Into Math Grade 6 partially meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. The materials do not provide feedback in online lessons, and in the Module Reviews.

• Each lesson ends with two or three Spiral Review questions for ongoing practice in the More Practice/Homework section.
• Online interactive lessons and homework practice provide students with immediate notification that answers are correct or incorrect.
• The online lessons are the same as in the print textbook and provide immediate notification of correct or incorrect answers, but do not provide feedback for changing incorrect answers.
• Each Module Review has a scoring guide/checklist, so students know which questions they answer correctly. The scoring guide/checklist does not provide feedback for changing incorrect answers.
• Digital assessments are auto-scored and generate recommendations that can provide feedback to teachers but not directly to students.

The instructional materials for HMH Into Math Grade 6 meet the expectations that assessments clearly denote which standards are being emphasized.

The standards alignment for each item on the Prerequisite Skills Inventory, Beginning-of-Year, Middle-of-Year, End-of-Year, and Module Tests are listed in the Assessment Guide on Individual Record Forms. Each Performance Task includes the standards in the teacher pages of the Assessment Guide, although the individual questions do not indicate which standards are being assessed.

The instructional materials for HMH Into Math Grade 6 partially meet the expectations that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

• Each lesson has a diagnostic assessment, Are You Ready?, correlated to standards and a suggested intervention for struggling students. The materials state that when using Online Ed, teachers can assign the Are You Ready? digitally “for immediate access to data and grouping recommendations.”
• The Planning and Pacing Guide states, “Check Understanding is a quick formative assessment in every lesson used to determine which students need additional support and which students can continue on to independent practice or challenges.” Check Understanding presents a limited number of questions, usually one to three, which includes a digital option that can be “auto-scored online for immediate access to data and recommendations for differentiation.”
• Each performance task includes a task-specific rubric indicating a level 0 response through a level 3 response. The structure of the rubrics is the same, but specific words are changed to reflect the mathematical content of the module. Level 3 indicates that the student made sense of the task, has complete and correct answers, and checked their work or provided full explanations. Level 2 indicates that the student made sense of the problem, made minor errors in computation or did not fully explain answers. Level 1 indicates that the students made sense of some components of the task but had significant errors in the process. Level 0 shows little evidence that the student has made sense of the task or addressed any expected components and has an inability to complete the processes.
• The Individual Record Forms in the Assessment Guide suggest Reteach Lessons that teachers can use for follow-up based on the module assessments, but there are no other suggestions for follow-up with students or guidance to teachers.
• The Individual Record Forms for the Prerequisite Skills Inventory, Beginning-of-Year, Middle-of-Year Test, and End-of-Year Tests do not suggest Reteach Lessons or provide other guidance that teachers can use for follow-up with students.
• The Performance Task Rubrics for the Unit Performance Tasks do not suggest Reteach Lessons or provide other guidance that teachers can use for follow-up with students.

The instructional materials for HMH Into Math Grade 6 include Scales to Track Learning Goals at the end of each lesson. The Teacher Edition introduction states, “The scales below can help you and your students understand their progress on a learning goal. Scales are also available in Module Resources.” The scale progresses from 1 to 4. For example from Grade 7, Lesson 1.1 states:

1. “I cannot identify unit rate yet.
2. I can identify unit rates in tables but I still need help with writing the correct quantities in the numerator and denominator.
3. I can identify unit rates in tables by myself with few mistakes.
4. I can identify and use unit rates to complete tables and compare quantities without mistakes and explain it to others.”

Each lesson includes “I’m in a Learning Mindset!” which gives students a prompt regarding the purpose of the lesson. For example, Perseverance states, “What strategies do I use to stay on task when working on my own?” and Strategic Help-Seeking states, “What is challenging about subtracting integers? Can I work through it on my own, or do I need help?”

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• At the beginning of each module, Teaching for Depth provides information on strategies to use when teaching the concept, including Represent and Explain, which focuses on ways for students to describe and picture a concept, or Make Connections, which helps students understand a new idea by connecting it to previous knowledge.
• At the beginning of each module, Mathematical Progression Across the Grades makes connections to both prior and future skills and standards to scaffold instruction.
• At the beginning of each module, Diagnostic Assessment, Are You Ready? allows teachers to “diagnose prerequisite mastery, identify intervention needs, and modify or set up leveled groups.”
• Each lesson provides Warm-up Options to activate prior knowledge such as Problem of the Day, Quick Check for Homework, and Make Connections.
• Throughout the lessons, there are notes, strategies, sample guided discussion questions, and possible misconceptions that provide teachers structure in making content accessible to all learners.
• Student practice starts with up to four Check Understanding exercises to complete with guidance before moving to independent work in On My Own or More Practice/Homework.
  

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• There are Reteach and Challenge activities for each lesson.
• Each module includes Plan for Differentiated Instruction that provides teachers with teacher-guided, Small-Group Options and self-directed Math Center Options based on student need: “On Track/Mixed Ability, Almost There (RtI), and Ready for More.”
• Each lesson provides Leveled Questions in the teacher’s edition identified as DOK 1, 2, and 3 with an explanation of the knowledge those questions uncover about student understanding.
• There are three “Language Routines to Develop Understanding” used throughout the materials: 1) “Three Reads: Students read a problem three times with a specific focus each time.” 2) “Stronger and Clearer Each Time: Students write their reasoning to a problem, share, explain their reasoning, listen to and respond to feedback, and then write again to refine their reasoning.” and 3) “Compare and Connect: Students listen to a partner’s solution strategy and then identify, compare, and contrast this mathematical strategy.”

The instructional materials for HMH Into Math Grade 6 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

• Each unit includes a STEM Task and a Unit Project which include multiple entry-points and a variety of solution strategies. Teachers are provided with possible answers as well as What to Watch For tips, which include “Watch for students who become discouraged by a task and quickly give up. Strategies that may help these students include: working with a supportive partner, dividing the task into smaller steps, and reminding themselves that working at a difficult task is valuable, even if the task is not completed. Taking on new challenges is how we learn” and “Watch for students who are reluctant to stretch themselves on a challenging task. Encourage these students to: identify similarities between the current task and tasks they have completed successfully in the past, identify one or more promising strategies or approaches, and try one of the strategies.”
• Each lesson begins with Spark Your Learning, which is an open-ended problem that allows students to choose their entry-point for applying mathematics and can be solved in a variety of ways. There are suggestions in the teacher’s edition to help students access the context of the problem. For example, in the side margin of the teacher’s edition, Motivate provides prompts. Grade 6, Lesson 9.1 states, “Introduce the problem. Point out that the problem does not state the amounts of money that Bella and Tia have, only that the two amounts are equal. Nevertheless, this information is enough to find a solution.” Grade 7, Lesson 1.1 states, “Introduce the problem. Ask them if they have ever used a recipe. Tell students to discuss and share with their team members in a small group.” Grade 8, Lesson 5.2 states, “Introduce the problem. Ask students if they have ever set daily goals in reading or running or some other activity. Invite students to discuss and share with their partner or team members in a small group.”
• Support for Turn and Talk in the teacher’s edition provides suggestions to help students using a variety of strategies. Teachers are often prompted to “Select students who used various strategies and have them share how they solved the problem with the class.”

The instructional materials for HMH Into Math Grade 6 meet the expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for English Language Learners (ELLs) and other special populations. Examples include:

• For ELLs, there is Language Development in each module which includes linguistic notes that provide strategies intended to help students struggling with key academic vocabulary, such as “Speak with students about words that can have multiple meanings,” “Listen for students who do not distinguish between minus...and the negative sign,” and “Visual cues help students…”
• Language Objectives are included in every lesson.
• There are Teacher Tabletop Flipchart Activities referenced in the teacher’s edition for RtI support.
• There are Reteach, RtI Tier 2, and RtI Tier 3 worksheets that can be assigned online or printed.
• There are Turn and Talk prompts designed to support students in other special populations, such as “go back and reread the problem and break it into pieces. For example: What do you know? What do you need to find?”

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for advanced students. Examples include:

• There are optional lessons provided online that teachers may choose to utilize with advanced students.
• Each lesson has a corresponding Challenge page, provided in print or online, addressing the same concepts and standards where students further extend their understanding and often use more complex values in their calculations.
• On the module opener page, Extend the Task in the margin of the teacher’s edition provides ideas for extending the task.

The instructional materials for HMH Into Math Grade 6 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics. Examples include:

• Lessons contain a variety of tasks that interest students of various demographic and personal characteristics.
• Names and wording are chosen with diversity in mind. The materials include various names throughout the problems (e.g., Jayson, Suyin, Malik, Tressa, Anton, Jasmine, Yu, Felice, Sonia, Roselyn, Tracy, Tran, Arie, Miguel, Maria) that are used in ways that do not stereotype characters by gender, race, or ethnicity.
• When multiple characters are involved in a scenario, they are often doing similar tasks or jobs in ways that do not express gender, race, or ethnic bias, and there is no pattern in one character using more/fewer sophisticated strategies.
• When people are shown, there is a balance of demographic and personal characteristics.

The instructional materials reviewed for HMH Into Math Grade 6 provide opportunities for teachers to use a variety of grouping strategies. Examples include:

• Each lesson provides teachers with a differentiated plan that includes small-group options.
• The materials provide students with self-directed activities at math centers.
• Throughout the materials, there are ample opportunities for students to Turn and Talk with a partner.
• Using the Check for Understanding, the teacher is directed to pull students into small groups and use the Teacher Tabletop Flipchart.

The instructional materials reviewed for HMH Into Math Grade 6 encourage teachers to draw upon home language and culture to facilitate learning. Examples include:

• The student glossary is in both English and Spanish.
• Each module includes School-Home Letters in multiple languages: Spanish, English, Portuguese, and Haitian Creole.

The instructional materials reviewed for HMH Into Math Grade 6 integrate some technology, including digital lessons and virtual tools. Students can complete tasks and activities from the Student Edition through an interactive format. Examples include:

• Students can draw pictures, create shapes, and type to show their thinking on the interactive lessons using a virtual sketchpad. Students complete tasks such as shading in the bar diagrams to represent 5/9 ÷ 2/9, drag and drop the correct values into a table, or graph an equation. (Note: The backspace button, generally used to make a correction, is interpreted as the “back” button, returning to the previous screen and losing all work.)
• Only one module per grade is currently available in the interactive lessons, so there is no way to know if the sketchpad is the only manipulative offered. No other virtual manipulatives were found. 
• On the Spot videos of specific lesson problems are in the online student resources and provide the opportunity for students to review their work with their families by watching the video. These focus on content rather than MPs. 
  

The instructional materials reviewed for HMH Into Math Grade 6 are web-based and compatible with multiple internet browsers. Examples include:

• The materials are platform-neutral and compatible with Chrome, ChromeOS, Safari, and Mozilla Firefox.
• Materials are compatible with iPads, laptops, Chromebooks, and other devices that connect to the internet with an applicable browser. Online use was difficult on a Chromebook, there are scrolling and loading issues as well as difficulty seeing all pieces of the interactive editions.
• The materials are not compatible with an Android device (using Chrome browser). Although the website can be reached, it is not possible to zoom in or out, nor can one move the screen, so a student cannot access the entire screen.

The instructional materials reviewed for HMH Into Math Grade 6 include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology through a website called Online ED, which parallels the print textbook. Only one module per grade is currently available in the digital format, so some of the evidence is stated in the materials but has not actually been observed. Examples include:

• Lesson problems from the Student Edition, assessments, and unit performance tasks are provided to be completed and scored using technology, providing students with feedback on whether the answers are correct or incorrect.
• Online Ed is designed to make recommendations for differentiation after auto-scoring of Check Understanding problems within each lesson.
• Growth monitoring assessments are “designed to be administered in 40 minutes, 3 times per year. The system utilizes a secure bank of assessments to adapt to each student’s ability and maps progress on the Quantile Framework.” (Pacing Guide)
• Assessments can be created using a question bank that repeats the questions presented throughout the interactive lessons. However, teachers cannot modify questions nor add new questions.
• The online system has dynamic reporting by assignment or standards. If teachers are using the online system, they can view student progress for interim growth, module readiness, and lesson practice and homework.

The instructional materials reviewed for HMH Into Math Grade 6 are intended to include opportunities for teachers to personalize learning for all students. Full functionality of online materials is not accessible at the time of this review. Examples include:

• Teachers can assign lesson problems and assessments, as well as view assessment analytics.
• Teachers can group students according to individual needs. The online component has Recommended Groups which “synthesizes data from assessments and places students into leveled groups” (Pacing Guide). Recommended lesson resources can be assigned to each group.
• Teachers can create assessments using a bank of items.

The instructional materials reviewed for HMH Into Math Grade 6 provide minimal opportunity to be adapted for local use. Full functionality of online materials is not accessible at the time of this review. Examples include:

• Pieces of a lesson can be assigned directly to students or groups of students.
• There is a question bank for teachers to create assessments. The bank repeats the questions that are already included in each lesson, and these questions cannot be modified.

The instructional materials reviewed for HMH Into Math Grade 6 do not incorporate technology that provides opportunities for multiple students to collaborate with the teacher or one another.