The instructional material for Grade 8 partially meets the expectation for rigor and mathematical practices. The materials reviewed for Grade 8 only partially meet the expectation for rigor by not providing a balance of all three aspects of rigor throughout the lessons. Within the concept-development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings**.** In Grade 8, procedural skill and fluency is evident in almost every unit, which develop the relevant standards. However, application of the mathematical concepts is lacking throughout each unit. Overall, while conceptual development and procedural skills and fluency are fairly strong, the application is so disproportionately lacking that the three aspects are not balanced within the units. Therefore, the Grade 8 materials only partially meet the criteria for rigor and balance.

However, the materials reviewed for Grade 8 do meet the criterion of meaningfully connecting the CCSSM and the MPs. Materials attend to the full meaning of each practice standard in limited opportunities. Throughout the lessons, though, the materials are lacking in prompting students to construct viable arguments concerning grade-level mathematics. The teacher’s guide will occasionally assist teachers in engaging students in this task. On the other hand, materials very explicitly attend to the specialized language of mathematics. Correct mathematical terminology is consistently used, enforced, and reinforced. Overall, the materials partially meet the expectations for Gateway 2 in rigor and mathematical practices.