Eureka Math Squared, Grade 8
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000080: 8th Grade Mathematics
Secondary Mathematics (7-12)
07080000080: 8th Grade Mathematics
Recommendation
Recommended Primary
Evaluation
This curriculum has a focus on student-centered lessons and provides many teacher supports to implement student-centered lessons. There are teacher workbooks, student workbooks, and an online platform for students to interact with a lesson and teachers can present a lesson. Concepts and lessons are appropriately sequenced, and appropriately use a fluency warm-up to activate important background knowledge at the beginning of each lesson. Teacher notes and differentiation notes are provided with each lesson, including language supports and UDL (Universal Design for Learning). Tasks, assessments, and practice assignments are provided throughout curriculum.
The scope & sequence of the curriculum is in a non-traditional sequence, but still supports the progression of the Major Works of 8th grade. Unit 1 begins with exploring large and small numbers (for scientific notation), then exponents, then they define and use scientific notation, then explore irrational numbers and use the Pythagorean Theorem. Pythagorean theorem is not proved until unit 2 which is on rigid motions and congruent figures. The next unit is on dilations and similar figures, and includes angle relationships. Students solved equations with squares and cubes in unit 1, but waits to solve linear equations in 1 and 2 variables until unit 4. Then the unit on systems of equations solves equations graphically and by substitution. The final unit is functions and bivariate statistics.
The one topic not covered is 8.NS.3, perform operations and simplify radicals. It is covered in their algebra course.
Educators Using These Materials
No educators found.
Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| The materials focus on the Major Work of 8th grade, with a student centered approach to learning. The scope & sequence of the curriculum is in a logical order supports the progression of the Major Works of the grade. Concepts and lessons are appropriately sequenced, and appropriately use a fluency warm-up to activate important background knowledge that is needed to learn new concepts. | ||||||
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 | ||
| The materials support the development of students’ conceptual understanding by engaging students with thinking tasks and assignments for procedural fluency in key mathematical concepts. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| A variety of formative and summative assessments are provided in the materials and the materials are designed to provide evidence of a student's proficiency. | ||||||
| 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 lessons in this curriculum provide appropriate problem-based tasks to engage students with learning and thinking. There are both single and multi-step contextual problems included to develop the mathematics of 8th grade. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| The materials engage students with all of the practice standards and do not detract from the Major Work. | ||||||
| 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 | ||
| A variety of formative and summative assessments are provided in the materials and the materials are designed to provide evidence of a student's proficiency. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The materials support the standards’ emphasis on mathematical reasoning by providing engaging tasks to help students reason and understand concepts. | ||||||
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 | ||
| The language is not only at an 8th grade level of understanding, but the problems are thoughtful to language learners as well. There are also teacher notes with language support in each lesson. | ||||||
| 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 | ||
| Each lesson provides notes for differentiation. There are also many teacher notes provided to help teachers scaffold tasks when needed. | ||||||
| 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 | ||
| The lessons incorporate a variety of strategies and they do provide suggestions for addressing common student difficulties. There are many "teacher notes" provided to help the teacher ensure grade-level progress for all learners. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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 | ||
| The materials provide both formative and summative assessments. Exit tickets and practice assignments are provided as tools for formative assessments. Quizzes and unit assessments are provided as summative assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The assessments provided in the curriculum measure what students understand and can do and provide feedback to teachers on students' strengths and skills. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807