Math 8 A/B
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000080: 8th Grade Mathematics
Secondary Mathematics (7-12)
07080000080: 8th Grade Mathematics
Recommendation
Recommended Limited
Evaluation
The materials in this curriculum are given with direct instruction only and do not provide students with problem solving opportunities. This approach to learning does not align with the standards for mathematical practice, nor the major works of 8th grade. All assignments and assessments are multiple choice and do not lend to assessing students' proficiency.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons are given in the form of direct instruction and do not develop conceptual understanding. Students will simply read definitions and watch videos to learn the concept, which is not the most effective way to develop conceptual understanding. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| There are assignments provided to practice concepts. However, every assignment is multiple choice, which is not the most effective way to attain fluencies and procedural skills. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| The materials are designed for students to study and memorize, without much application of concepts. There is not a lot of problem solving in theses materials. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| There is not any focus on the practice standards. Students read and watch lessons, with the intent to memorize and then repeat what they have seen. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| All tasks and assessments are multiple choice, which does not provide evidence of students' proficiency. There is no way for a student to show their thinking. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The materials do not support the Standards' emphasis on mathematical reasoning. Students will simply read definitions and watch videos, then apply what they have seen. This does not lend to developing mathematical reasoning. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| There was no evidence of support for English Language learners in the curriculum. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| There is no scaffolding, differentiation, intervention, or support for a broad range of learners in this curriculum. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons do not incorporate different strategies to ensure grade-level progress for all learners. The lessons provide definitions and examples, but no other strategies. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Each lesson provides checkpoints for students to check their understanding. However, all checkpoints are multiple choice or drag and drop. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| All assessments are multiple choice and do not incorporate mathematical tasks and applications. | ||||||
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