enVision Integrated Mathematics (c) 2024, Grades 8-9
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000095: Secondary Mathematics I-Honors
Secondary Mathematics (7-12)
07080000095: Secondary Mathematics I-Honors
Recommendation
Recommended Limited
Evaluation
These materials provide exposure and support to concepts while allowing for connections to real-world problem solving. With assessments being given often, it will provide feedback quickly to the student and teacher. It should not be used for a stand-alone program, but could be used as a strong and supportive independent supplement.
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 | ||
| Conceptual understanding is supported moderately. Although there are problems that allow for conceptual representations, it does not allow for multiple ways to represent but only one way of thinking. | ||||||
| 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 | ||
| Procedural skills are supported in connection with conceptual understanding. Consistent exposure allows fluency in the 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 | ||
| A wide range of tasks and real life application problems allow the teachers and students to focus their time on these. Problem solving tasks are single and multi-stepped. | ||||||
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 | ||
| Mathematical practices are a major focus in the questions. Printable materials are related to the online portion and can be helpful for both teacher and student in the practice standards. | ||||||
| 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 | ||
| Multiple forms of assessment are available including beginning and end of course, benchmarks, and performance tasks. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Indicative of some mathematical reasoning but does focus more of the process to solve and not as much as the reasoning behind it. | ||||||
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 | ||
| Access to a glossary with English and Spanish as language options. Read-aloud text tool is available. Read-aloud is not available on the assessments individual questions but is available on lessons. | ||||||
| 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 | ||
| Tools are available as needed. Types of questions are progressively appropriate however the questions are often fill in the blank or multiple choice. | ||||||
| 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 | ||
| Representations are connected between visual and equations. Progressive strategies to improve student progress. | ||||||
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 | ||
| Multiple assessments are available including beginning and end of course, benchmarks after lessons and performance tasks throughout the course. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Performance tasks provide open answers and can occur multiple times throughout the course. | ||||||
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