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Grade 6: Georgia Virtual Learning MS Math 6th Grade

Georgia Virtual Learning

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This resource was reviewed by OSPI in Spring 2015. Learn more about the review process and the data analysis approach.

The version reviewed was last updated: 5/16/2013.

Background from OER Project Review Team
Georgia Virtual Learning is part of the Georgia Department of Education. Existing OER resources are combined with created material into a structured course format. Though designed to take advantage of digital media, a print option is available to reproduce much of the content. This 6th Grade Mathematics is intended as an online course and was designed to align with the Georgia Performance Standards. While assessments are created, they are not available for wide distribution in order to maintain their usefulness for Georgia teachers implementing the resource. This should factor into the viewer

IMET (Learn more)

Chart with scale from 0 (Strongly Disagree) to 3 (Strongly Agree). Consistent Content: , Rigor & Balance: , Practice Connections: , Standards for Math Content: , Quality Indicators: .

EQuIP (Learn more)

Not ready for review (2.5)
Chart with scale of 'meets criteria' from 0 (None) to 3 (All). Alignment: 0.5, Key Area of Focus: 0.75, Instructional Supports: 0.5, Assessment: 0.75.
Rate, Ratio, & Proportional Relationships

Achieve OER (Learn more)

Chart with scale from 0 (Weak) to 3 (Superior). Explanation: 1.5, Interactivity: 1.5, Exercises: 0.75, Deeper Learning: 0.0.
Rate, Ratio, & Proportional Relationships

See standard error chart for the review scoring

Reviewer Comments (Learn more)

Moderate (2.75)

Strengths/Ideal Use:

This resource is best used with a classroom of students that need multiple opportunities to practice the same skill. Use after the explicit teaching of a skill. It could also be used for students that miss a lot of school for various reasons. Teacher experience level- all.

I would use this as an intervention type curriculum. It touches only on the basics and concrete nature of the concepts.

Strengths include:

  • Ease of material - students can easily flip screen to screen with little knowledge of the mechanics of a computer.
  • Videos and written explanation - each module has a video explaining at least one of the concepts in the module.
  • Interactivity of the practice, aligned to SBAC testing - students have to click and drag, choose the correct answer, and type in answers.


  • No accessibility to assessments.
  • No reference to mathematical practices.
  • No differentiation.


  • If the math practices are included in a module, state them on the standards sheet.
  • Provide opportunities for students to deepen their knowledge and for students to re-learn previous taught material. Maybe provide a computer adaptive assessment to determine where student learning is currently at.

Comments/Ideal Use:

This resource might be used by individual students for extra practice or review of concepts.


  • As this resource is currently designed, there is very little opportunity for students to be engaged in deeper learning. Students watch a video and then try some practice problems. There is no opportunity for discussion.


  • If this were to be used as a classroom model, teachers would need to be provided with classroom activities that could promote the use of the mathematical practices and thus deeper learning.

Comments/Ideal Use:

This resource is an option for practice for independent learning after key concepts have be developed or taught. When cross-referencing the 6th grade CCSSM to those addressed in each unit, all were present.


  • Not all materials were accessible to the public. No option to pay for missing materials.
  • The level of cognitive demand was low in all units. "Instruction" was very direct leaving no room for students to grapple with the math nor suggestions for alternative instructional strategies (e.g. student talk, kinesthetic activities, inidication of mathematical habits of mind or interaction.
  • Coherence was disconnected.


  • Indicate explicitly what is available and what is not (assessment resources, handouts, homework). Indicate if there is an option to pay for unavailable materials.
  • Increase the level of rigor and cognitive demand. Offer multiple pathways for students to access the learning. Provide suggestions for students to develop conceptual understanding.
  • Develop a "storyline" so coherence between domains is made clear. Incorporate standards from other domains in the story line but not necessarily in sequence, where appropriate.

Ideal Use/Comments

This resource would be helpful for independent learners to learn a topic or skill independently. Each standard is addressed.


  • The main issue is the lack of integration of the standards. They are treated as a checklist where is skill is taught and practiced, but not connections are made among the standards.


  • Consider making more connections among standards to help students make more sense of the math and get a deeper understanding.

Creative Commons License
This work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.