HMH Into Math Version 2 Grades 6-8
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Secondary Mathematics (7-12)
07080000070: 7th Grade Mathematics
Recommendation
Recommended Primary
Evaluation
HMH Into Math Version 2 (Grades 6–8) is a well-structured, traditional mathematics program that effectively supports skill development, practice, and procedural fluency. Lessons include scaffolded tasks, multiple representations, and embedded routines such as Spark Your Learning and Three Reads to support comprehension and access for all learners, including ELLs and students needing additional support. While the program is comprehensive and thoughtfully designed, it follows a more conventional approach to instruction and does not fully reflect the state’s current emphasis on conceptual understanding through rich mathematical tasks. The program is recommended for teachers seeking a structured, sequential approach to mathematics instruction that builds foundational skills, with some support for differentiation and engagement.
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 | ||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
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 | ||
| Program uses a traditional way of teaching mathematical concepts. Development of conceptual understanding is more traditional that student-led learning. | ||||||
| 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 | ||
| Fluencies and procedural skills are supported in a traditional format, where the teacher guides the learning of procedures rather than the students discovering procedures based on prior knowledge. | ||||||
| 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 | ||
| Opportunities for problem solving are present, however in a traditional teaching form. Support for teaching using mathematical tasks is not well supported. | ||||||
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 | ||
| HMH Into Math Version 2 (Grades 6–8) provides thoughtful, evidence-based supports for English Language Learners and other special populations. The program is intentionally designed to help all students—including those with additional learning needs—meet the same rigorous standards as their peers. The language used in problems is carefully structured to promote accessibility and comprehension, and examples are accompanied by visuals and graphics that reinforce meaning for students who may struggle with academic text. While the program embeds strong scaffolds through instructional routines such as Spark Your Learning and the Three Reads strategy—both of which build language comprehension and problem interpretation—foreign language supports are not as easily accessible or prominent as in some other curricula. Nonetheless, the guided use of these classroom tasks provides consistent opportunities for ELLs to engage with content meaningfully and develop both mathematical reasoning and language proficiency. | ||||||
| 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 | ||
| HMH Into Math Version 2 (Grades 6–8) provides multiple opportunities for students to practice mathematical skills at various levels of understanding, ensuring access for all learners. The materials include structured scaffolds, differentiation strategies, and intervention supports that guide students toward independent mastery. Sentence frames are embedded to help students connect mathematical symbols with word phrases and to develop written explanations. Lessons encourage multilingual learners to use their home language and visual models to reason through problems before translating their ideas into English. Teachers are supported through clear examples of language scaffolding within each lesson, including suggested sentence stems, discussion prompts, and word banks that build mathematical vocabulary and conceptual understanding. These supports are designed to be gradually removed as students gain confidence and independence, allowing them to demonstrate their mathematical understanding without reliance on scaffolds. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
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 | ||
| HMH Into Math Version 2 (Grades 6–8) provides thoughtful, evidence-based supports for English Language Learners and other special populations. The program is intentionally designed to help all students—including those with additional learning needs—meet the same rigorous standards as their peers. The language used in problems is carefully structured to promote accessibility and comprehension, and examples are accompanied by visuals and graphics that reinforce meaning for students who may struggle with academic text. While the program embeds strong scaffolds through instructional routines such as Spark Your Learning and the Three Reads strategy—both of which build language comprehension and problem interpretation—foreign language supports are not as easily accessible or prominent as in some other curricula. Nonetheless, the guided use of these classroom tasks provides consistent opportunities for ELLs to engage with content meaningfully and develop both mathematical reasoning and language proficiency. | ||||||
| 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 | ||
| HMH Into Math Version 2 (Grades 6–8) provides multiple opportunities for students to practice mathematical skills at various levels of understanding, ensuring access for all learners. The materials include structured scaffolds, differentiation strategies, and intervention supports that guide students toward independent mastery. Sentence frames are embedded to help students connect mathematical symbols with word phrases and to develop written explanations. Lessons encourage multilingual learners to use their home language and visual models to reason through problems before translating their ideas into English. Teachers are supported through clear examples of language scaffolding within each lesson, including suggested sentence stems, discussion prompts, and word banks that build mathematical vocabulary and conceptual understanding. These supports are designed to be gradually removed as students gain confidence and independence, allowing them to demonstrate their mathematical understanding without reliance on scaffolds. | ||||||
| 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 | ||
| HMH Into Math Version 2 (Grades 6–8) thoughtfully designs lessons to promote grade-level progress for all learners. Each lesson integrates multiple representations—visual, numerical, verbal, and symbolic—and explicitly labels the mathematical practices emphasized in each task. The materials guide teachers in deconstructing and reconstructing the language of problems to support comprehension and include suggestions for addressing common student misconceptions. Peer Coach Videos further extend learning by modeling problem-solving strategies and mathematical reasoning for students. | ||||||
| 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). | ||
| 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) | ||
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 | ||
| Material includes end of module assessments, module projects, and chances for teachers to work with students. Quick checks with students choosing how much they have learned - enhances engagement. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments follow a typical math task, rather than the in-depth or build on tasks comparable to state assessments. Multiple tasks are presented, however they are common word problems presented with walk through scaffolding for the teacher to guide students. While indication of group work and student learning through their groups is not evident, teacher would need to redesign tasks to help support teacher moves. Turn-and-Talk routines emphasize a bit of student discussions with each other without utilizing a full on group for task work. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807