Math Nation Grades 6-8
Core Code Alignment
Mathematics
Elementary Mathematics
07010000007: Mathematics - Grade 6
Elementary Mathematics
07010000007: Mathematics - Grade 6
Recommendation
Recommended Primary
Evaluation
Math Nation provides an interactive curriculum for grades 6-8 that combines technology and mathematical practices to strengthen students' understanding of content standards. The comprehensive materials provide beginner, intermediate, and advanced guided notes for each unit, along with home support resources that assist with differentiated instruction. The curriculum also includes scope and sequence documents showing alignment an overlap across grades 6-8, instructional videos, and materials in both English and Spanish, ensuring support for teachers and students. While there are a variety of formal and informal assessments, this curriculum does not provide a substantial amount of practice materials and may require supplementation with additional resources.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
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 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No evidence curriculum violates sensitive materials rule | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Does not violate this law | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Maintains constitutional freedom in public schools | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| No advertising or references of political interest | ||||||
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. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | This item has not been graded. | |||||
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 | ||
| Tasks support student development of concepts by integrating real world scenarios and technology to explore content. Addition of more open ended questions could strengthen development in this area. | ||||||
| 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 | ||
| Practice Problems provided for reinforcement and procedural fluency while tasks provide opportunity to explore concepts. Exponent rules is lacking in deeper understanding but is decent enough to meet the standard. Graphic organizers could help with this as well. | ||||||
| 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 | ||
| Materials adequately cover curriculum but some concepts, primarily within Exponent rules will require supplemental materials. The use of guided notes and practice within the unit can help keep students on track. | ||||||
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 | ||
| Lessons allow students to demonstrate knowledge using a variety of strategies and technologies, including multiple video options as well as manipulatives. | ||||||
| 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 | ||
| Lessons allow students to demonstrate knowledge using a variety of strategies and technologies, including multiple video options as well as manipulatives. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Tasks support student development of 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 | ||
| Availability of both English and Spanish PDF versions of materials for beginning, intermediate, and advanced ELL with supports to make curriculum accessible. | ||||||
| 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 | ||
| Spanish language connection PDFs provided for beginning, intermediate, and advanced ELL with supports to make curriculum accessible. | ||||||
| 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 allow students to demonstrate knowledge using a variety of strategies and technologies. | ||||||
| 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, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Offers evidence based resources and incorporates materials that represent cultural backgrounds and real world experiences. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Offers evidence based resources and incorporates materials that represent cultural backgrounds and real world experiences. | ||||||
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 | ||
| Readiness check, Mid-unit, and End-unit assessments available for each unit. Student view adds 3 question checks for understandings throughout each lesson, and 10 question end unit checks. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Student tasks and assessments require students to use multiple representation to demonstrate learning. Options of digital or paper questions, however some did not allow for quick teacher feedback, and leaves room for additional straight forward rules practice. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807