About Common Sense Privacy Ratings
Warning Basic evaluation
Shmoop
 Privacy policies do indicate a version or effective date.
 Data are sold or rented to third parties.
 Unclear whether data are shared for thirdparty advertising and/or marketing.
 Behavioral or targeted advertising is not displayed.
 Data are not collected by thirdparty advertising or tracking services.
 Unclear whether this product uses data to track and target advertisements on other thirdparty websites or services.
 Data profiles are not created and used for data enhancement, and/or targeted advertisements.
Pros: Wellwritten, engaging material that uses humor and teenfriendly lingo to clearly convey concepts.
Cons: The amount of content can be overwhelming; to fully use it, both students and teachers need subscriptions, which is a big investment.
Bottom Line: Cleverly written content divided into digestible sections offers solid educational value.
Shmoop can be used to deliver full courses or to supplement classroom instruction. Full access means hundreds of complete courses are available  with autograded quizzes, diagnostic tools, and, of course, humor. Individual teacher and student subscriptions are available, but for the biggest bang for the buck, school or district licenses can be purchased. While content could be delivered to students electronically to complete at their own pace, teachers can also customize content to suit their needs for wholeclass instruction and for individual instruction and assessment and intervention.
Continue reading Show lessShmoop is a website offering students a variety of study materials written by scholars. The catch? Shmoop's study guides are purposefully written in a conversational tone. Sometimes they're downright hilarious, and the fun language helps students access complex subjects and relax into learning. Teachers have to pay to access site materials designed for educators – including hundreds of student assignments, quizzes, test prep, and activity tips. Some content is free, but for full teacher and student access, both need a subscription. Teachers can manage classes from the dashboard, assigning courses, viewing progress, and curating content to deliver to students. The site's learning resources are legit: Ph.D. and master's students from schools such as Stanford and Harvard write much of the conversational content, which is peppered with pop culture references.
Between the humor interjected throughout and the extensive, varied content, teachers and students will enjoy Shmoop. There's so much available  from life skills (how to buy a car) to elementary RTI to ACT/SAT prep courses. It's overwhelming but there's truly something for everyone. With a subscription, students can get focused feedback on test prep, giving information on which skills need more work and the courses and practice to get those skills. Educators can choose hundreds of courses and materials across content areas and all levels, from RTI to college credit courses. Beyond the engaging humor, the ACT and SAT prep are excellent, and the literary courses are topnotch and engaging.
Overall Rating
Engagement Would it motivate students and hold their interest? Is it visually appealing? Would it inspire teachers to try something new or change their instruction?
Pretty much every page offers indepth  but easy to understand  info for teachers and students. Educators will find more than just a few quizzes to hand out (for a fee). Students will laugh while learning, thanks to the lively text.
Pedagogy Does the tool help teachers promote a more studentcentered experience? Will students gain conceptual understanding or think critically? Does it deepen teachers’ pedagogical thinking?
Teachers can buy subscriptions to set up classes for student subscribers, who can complete units across content areas, including AP, ACT, and SAT prep. Literature guides and some courses are included for free.
Support Can students and teachers get assistance when they need it? Is it created with people of different abilities and backgrounds in mind? Is learning reinforced and extended beyond the digital experience?
Videos are available to show how to use pretty much every feature. Specific feedback guides students to improve and master content  from RTI to college courses.
Key Standards Supported
Arithmetic With Polynomials And Rational Expressions
 HSA.APR.6
Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
 HSA.APR.7
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Geometric Measurement And Dimension
 HSG.GMD.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Interpreting Categorical And Quantitative Data
 HSS.ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Interpreting Functions
 HSF.IF.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
 HSF.IF.7.d
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
 HSF.IF.8.b
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
 HSF.IF.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
 HSF.IF.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
 HSF.IF.2
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
 HSF.IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n1) for n ≥ 1.
Linear, Quadratic, And Exponential Models
 HSF.LE.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
Quantities
 HSN.Q .1
Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Reasoning With Equations And Inequalities
 HSA.REI.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
 HSA.REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
 HSA.REI.4
Solve quadratic equations in one variable.
 HSA.REI.4.b
Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
 HSA.REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
 HSA.REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
 HSA.REI.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Seeing Structure In Expressions
 HSA.SSE.2
Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).
 HSA.SSE.3.a
Factor a quadratic expression to reveal the zeros of the function it defines.
 HSA.SSE.3.c
Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
The Complex Number System
 HSN.CN.1
Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.
 HSN.CN.7
Solve quadratic equations with real coefficients that have complex solutions.
 HSN.CN.9
(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
The Real Number System
 HSN.RN.1
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
 HSN.RN.2
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
 HSN.RN.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Key Standards Supported
Language
 L.910.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 L.910.5b
Analyze nuances in the meaning of words with similar denotations.
 L.1112.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Reading History/Social Studies
 RH.910.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
 RH.910.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
 RH.910.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
 RH.910.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
 RH.910.10
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
 RH.1112.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
 RH.1112.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.
Reading Informational Text
 RI.910.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 RI.910.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 RI.910.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 RI.1112.9
Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Reading Literature
 RL.910.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 RL.910.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 RL.910.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
 RL.910.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 RL.910.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 RL.1112.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
 W.910.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
 W.910.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
 W.910.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 W.910.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing HS/S/T
 WHST.1112.9
Draw evidence from informational texts to support analysis, reflection, and research.
Community Rating
Privacy Rating
Continue reading about this tool's privacy practices, including data collection, sharing, and security.
Explore Our Favorite Tools

Math Apps and Games for Preschool and KindergartenThese favorites add up to early math mastery.Grades PreK–4Math

Best Adaptive Math Games and SitesPersonalize learning with adaptive math support.Grades PreK–12Math

Best Engineering Resources for StudentsWant your students to learn building basics?Grades 1–12Math, Science