Alignment: Overall Summary

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet the expectations for alignment. The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials partially meet the expectations for Gateway 2, rigor and practice-content connections. The materials partially meet the expectations for rigor by reflecting the balances in the Standards and giving appropriate attention to procedural skill and fluency. The materials partially meet expectations for practice-content connections. The materials identify the practices and attend to the specialized language of mathematics, however, they do not attend to the full intent of the practice standards.

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Gateway 1:

Focus & Coherence

0
7
12
14
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
11
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

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Gateway 3:

Usability

0
22
31
38
N/A
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be modified or omitted. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content, but these can be modified or omitted.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet the expectations for assessing the grade-level content and if applicable, content from earlier grades.

Above grade-level assessment, items could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Overall, summative assessments focus on Grade 8 standards with minimal occurrences of above-grade-level work. Examples of assessment items which assess grade-level standards include:

• Chapter 2, Performance Assessment, Item 2, students determine the two types of transformations needed to show the shadow of a kit moving left and up, then becoming smaller as it moves away from the audience. (8.G.3-4)
• Chapter 4, Test B, Item 4, students compare an equation that represents the distance Train A travels in x hour to a graph that shows the distances that Train B travels to determine the faster train. (8.F.2)
• Course Benchmark 2, Item 22, students determine the number of solutions to the system y = -4x -1 and y = -4x -4. (8.EE.8b)
• Chapter 8, Alternative Assessment, Item 2, students deal with the distance of stars and the sun from each other.  Students work with values written in scientific and standard notation to calculate distances and to explain why it is helpful to express answers in scientific notation.  (8.EE.4)

There is one example of an assessment item which assesses above grade-level content in Chapter 6, Quiz 1, Item 6, students determine which of two correlation coefficients indicates the stronger relationship.  This aligns with S-ID.8: Compute (using technology) and interpret the correlation coefficient of a linear fit. This item can be omitted.

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. Approximately 85% of the time is spent on the major work of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet expectations for spending a majority of instructional time on major work of the grade. This includes all the clusters in 8.EE.A, B, C, 8.F.A , B, and 8.G.A, B.

To determine focus on major work, three perspectives were evaluated: the number of chapters devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work.

• There are 10 chapters, of which 7.5 address major work of the grade, or approximately 75%
• There are 146 lessons, of which 124 focus on the major work of the grade, or approximately 85%
• There are 146 instructional days, of which 124 focus on the major work of the grade, or approximately 85%

A day-level analysis is most representative of the instructional materials because the number of days is not consistent within chapters and lessons. As a result, approximately 85% of the instructional materials focus on the major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
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Criterion Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, and the materials describe how the lessons connect with the grade-level standards. However, above grade-level content is present and not identified.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Supporting domains for Grade 8 are 8.NS and 8.SP.  These domains enhance focus and coherence by engaging students in the major standards/clusters of the grade. For example:

• In Chapter 6, Section 6.2, Lines of Fit, supporting Standard 8.SP.2 connects to 8.EE.B. Students are introduced to lines of fit to model data. Students write and interpret an equation of a line of fit, find the equation of a line of best fit. Example 1, students make a scatter plot and draw the line of fit for data in a table. Then they write an equation for the line of fit and interpret the slope and y-intercept.
• In Chapter 9, Section 9.1, 8.NS.A connects to the Pythagorean Theorem, Cluster 8.G.B as students use and interpret irrational numbers to solve problems using the Pythagorean Theorem.
• In Chapter 9, Section 9.5, Example 5, Self-Assessment, Problem 23, students solve $$3600b^2=hw$$ for b, representing the solution using square root (8.EE.2), then use rational approximations to determine the value of the solution to the nearest tenth (8.NS.2). This connects and extends their work of finding square roots of perfect squares (8.EE.2), to the work of approximating square roots, (8.NS.2). This connection is explicitly stated in the Teacher Edition, Laurie’s Notes.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet expectations that the amount of content designated for one grade-level is viable for one year. As designed, the instructional materials can be completed in 146 days. This is comprised of:

• 116 days of lessons (62 lessons),
• 20 days for assessment (one day for review, one day for assessment), and
• 10 days for “Connecting Concepts”, which is described as lessons to help prepare for high-stakes testing by learning problem-solving strategies.

The print resources do not contain a pacing guide for individual lessons. The pacing guide allows three days for this section. Additional time may be spent utilizing additional resources not included in the pacing guide: Problem-Based Learning Investigations, Rich Math Tasks, and the Skills Review Handbook. In addition, there are two quizzes per chapter located in the Assessment Book which indicates where quizzes should be given. The Resources by Chapter materials also include reteaching, enrichment, and extensions.  In the online lesson plans, it is designated that lessons take between 45-60 minutes. The day to day lesson breakdown is also noted in the teacher online resources.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
1/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations for the materials being consistent with the progressions in the Standards.

The materials concentrate on the mathematics of the grade, and are consistent with the progressions in the Standards. The publisher recommends using four resources together for a full explanation of the progression of skill and knowledge acquisition from previous grades to current grade to future grades. These resources include: “Laurie’s Notes”, “Chapter Overview”, “Progressions”, and “Learning Targets and Success Criteria”. For example:

• Laurie’s Notes, “Preparing to Teach” describe connections between content from prior grades and lessons to the current learning. In Chapter 4, Section 4, it states, “Students should know how to graph numbers on a number line and how to solve one-variable inequalities using whole numbers. In the exploration, students will be translating inequalities from verbal statements to graphical representations and symbolic sentences.”  Chapter Overviews describe connections between content from prior and future grades to the current learning, and the progression of learning that will occur. For example, In Chapter 5, in “Laurie’s Notes: Chapter Overview”, “The study of ratios and proportions in this chapter builds upon and connects to prior work with rates and ratios in the previous course.” (6.RP). In sections 5.1 and 5.2, students decide whether two quantities are in a proportional relationship using ratio tables (7.RP.2a) and use unit rates involving rational numbers. Then during the next three sections, students write, solve, and graph proportions (7.RP.2a-d, 7.RP.3). “Graphing proportional relationships enables students to see the connection between the constant of proportionality and equivalent ratios”, but the term, “slope” (8.EE.5-6), is not included. In the final lesson, students work with scale drawings (7.G.1).
• Each chapter’s Progressions page contains two charts. “Through the Grades”, lists the relevant portions of standards from prior and future grades (grades 6 and 7) that connect to the grade 8 standards addressed in that chapter.  This continues to show how grade-level content connects to future grades. For example, in Chapter 5, the table explains that the work in this chapter builds on 7th grade content around “write, graph, and solve one-step equations”(7.EE.A), and “solve two-step equations” (7.EE.B). It continues by explaining that this will go on to support high school around systems of linear equations (HSA.REI.C).
• In Chapter 6, the Progressions page explains that the work in this chapter builds on the 7th grade content around using samples to draw inferences about populations and comparing two populations from random samples using measures of center and variability (7.SP). It continues by explaining that this will go on to support high school around classifying data as quantitative or qualitative  and making two-way tables to recognize associations in data (HSS.ID.B).

Each lesson presents opportunities for students to work with grade-level problems. However, “Scaffolding Instruction” notes suggest assignments for students at different levels of proficiency (emergent, proficient, advanced). These levels are not defined, nor is there any tool used to determine which students fall into which level. In the Concepts, Skills, and Problem Solving section at the end of each lesson, problems are assigned based on these proficiencies, therefore, not all students have opportunities to engage with the full intent of grade-level standards. For example:

• In the Teacher Edition, Chapter 1, Section 1.4, page T-2, the assignments for proficient and advanced students include a reasoning task in which students solve a formula, that converts temperatures from degrees Fahrenheit to Kelvin, for F, and use the new formula to convert a temperature of 0.95 Kelvin to degrees Fahrenheit (page 30, number 29). This reasoning task is omitted from the assignments for emerging students, even though the learning target for this section is for students to “solve literal equations for given variables and convert temperatures.” (page T-25)
• In the Teacher Edition, Chapter 2, Section 2.5, page T-74, the assignments for proficient and advanced students include a critical thinking task in which students determine the transformations described using coordinate notation, for example (x,y) (2x + 4, 2y -3). This reasoning task is omitted from the assignments for emerging students, even though one of the success criteria for this section is, “Identify a dilation.”
• In Chapter 7, Section 7.3, Example 4, students determine which company charges more per cubic foot of mulch by comparing the slopes of two functions. One function is represented by a table and the other is represented by an equation. In practice problem, number 16, students determine which activity, kayaking or hiking, burns more calories per minute by comparing. One function is represented by an equation and the other is represented by a graph. Students compare slopes, but have no opportunities to compare other properties, such as y-intercepts, as stated in Standard 8.F.2.
• Each section within a chapter includes problems where the publisher states, “students encounter varying Depth of Knowledge levels, reaching higher cognitive demand and promoting student discourse.” For example, in Chapter 7, Section 7.4, students look for numeric patterns of falling objects in order to determine if the data represent a linear or nonlinear function. This supports Standard 8.F.3.
• In Chapter 7, Section 7.4, Exploration 1, students graph given equations representing the distance/time of a skydiver and a bowling ball. Students then decide if they represent linear or nonlinear functions. Finally, students compare the linear and nonlinear functions.
• In Chapter 7, Section 7.4, Problems 1 and 2 asks students to distinguish between linear and nonlinear equations, first with tables and then equations. They explain their thinking.
• In Chapter 4, Section 4.3, Example 3, students determine which ski lift is faster by identifying and comparing the slopes of the two proportional relationships. One relationship is represented by a graph and the other is represented by an equation.
• In Chapter 4, Section 4.3, Practice Problems 15 and 16, students identify, interpret, and compare slopes of proportional relationships represented by an equation and a graph, Problem 15, and by a narrative and a table, problem 16. Although there are no opportunities to compare y-intercepts, this is not specifically required by Standard 8.EE.5. Therefore, the materials meet the full depth of Standard 8.EE.5, which calls for comparisons of two different proportional relationships represented in different ways.
• Standard 8.EE.2, use square root and cube root systems to represent solutions to equations of the form $$x^2=p$$ and $$x^3=p$$, where p is a positive rational number.  Evaluate square roots of small perfect squares and cube roots of small perfect cubes.  Know that $$\sqrt{2}$$ is irrational. This standard is fully developed over the course of four sections in Chapter 9. For example:
• In Section 9.1, students use the radical sign to solve problems where ‘p’ is a rational number.  Chapter 9, Section 9.1, problem 5, students evaluate $$\sqrt{-81}$$.  This continues and students solve problems with the square root sign in example 5a: $$x^2=81$$. This is also embedded with work on perfect squares.
• In Section 9.2, students apply their knowledge of square roots to discovering the Pythagorean Theorem.
• In Section 9.3, students identify cubed roots and use approximate symbols to solve problems. Chapter 9, Section 9.3, Example 1: $$^3\sqrt{8}=?$$. Students identify perfect cubes and evaluate for them.
• In Section 9.5, Key Idea, students identify that $$\sqrt{2}$$ is an irrational number.

Materials explicitly relate grade-level concepts to prior knowledge from earlier grades. At the beginning of each section in Laurie’s Notes, there is a heading marked “Preparing to Teach” which includes a brief explanation of how work in prior courses relates to the work involved in that lesson. For example:

• In Chapter 1, Section 1.1, it explains that students worked with one and two-step equations, Standard 7.EE.A, and that they will build upon their understanding of solving linear equations with rational coefficients, Standard 7.EE.B.
• In the Teacher Edition, Chapter 2, Section 2.1, page T-43, the “Preparing to Teach” notes connect students’ prior work plotting points in the coordinate plane to the grade-level work of finding the coordinates of a translated figure and using coordinates to translate a figure. This supports Standards 8.G.1 and 8.G.3.
• In Chapter 2, Section 2.2, students use their understanding of lines of symmetry (4.G.3), and skill at plotting points in the coordinate plane (6.NS.8, 6.G.3), which supports the grade-level work of experimentally verifying properties of reflections (8.G.1). The Teacher Edition, “Preparing to Teach” notes, page T-49, make note that symmetry is content from a prior grade.
• In Chapter 3, Section 3.1, it states, “Students worked with transformations and congruent figures in the previous chapter, Standard 8.G.A 14. Now they will make conjectures about angles created by parallel lines and transversals, Standard 8.G.5.”
• Chapter 4, Laurie’s Notes on page T-141, states that “in previous courses, students used tables of values to show proportional relationships,” Domain 7.RP and that “in this lesson, they will use a table of values to create a graph of a linear equation, Standard 8.EE.5.” This follows the progression from the concept of proportional relationships to the concept of function.
• In Chapter 8, Section 8.1, it states, “Students should know how to raise a number to an exponent. The work in this section should be review for students, except powers with negative bases are now included.” In the Exploration 1, students complete a table that represents products from exponents and adds negative bases. This builds on their understanding of, Know and apply the properties of integer exponents (8.EE.1).
• In Teacher Edition, Chapter 9, Section 9.1, pg. T-373, the “Preparing to Teach” notes connect students’ prior work of find squares of numbers (6.EE.1), and areas of squares, (4.G.3 and 6.G.1), to the grade-level work of finding square roots, (8.EE.2).

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings. Chapter headings indicate the learning targets for each section and are outlined at the beginning of each chapter in the Teacher Edition. Each chapter also begins with a table that identifies the standard that is taught in each section with an indication if the lesson is preparing students, if it completes the learning or if students are learning or extending learning. For example:

• In Chapter 4, 8.EE.B, Understand the connections between proportional relationships, lines, and linear equations shapes the learning targets in Section 4.3, as students, “Graph and write an equation that represents a proportional relationship and use the graphs to compare proportional relationships.”
• In Chapter 8, Section 8.7, the Learning Target, “Perform operations with numbers written in scientific notation” is shaped by 8.EE.A, Expressions and Equations work with radicals and integer exponents.
• In Chapter 9, Section 9.2, success criteria lists for students to “explain the Pythagorean Theorem and use it to find unknown side lengths.” (8.G.B)

Materials consistently include problems and activities that connect two or more clusters in a domain or two or more domains in a grade, in cases where these connections are natural and important. Multiple examples of tasks connecting standards within and across clusters and domains are present. These connections build deeper understanding of grade-level concepts and the natural connections which exist in mathematics. For example:

• Chapter 3, Section 3.4, Using Similar Triangles, 8.G.A, has students writing and solving equations to find the unknown angle of a pair of similar triangles, and write and solve proportions to find missing lengths, (8.EE.C).
• In Chapter 4, students make connections between proportional relationships, lines and linear equations (8.EE.B), using angle-angle criterion for triangle similarity underlies the fact that a non-vertical line in the coordinate plane has equation y = mx + b.  Students work with congruence and similarity (8.G.A), before they justify the connections among proportional relationships, lines, and linear equations.
• In Chapter 7, Section 7.3, students identify if functions are linear (8.F.A), and write functions that model linear relationships by determining the rate of change and initial value (8.F.B).
• In Chapter 9, Section 9.2, students use square roots (8.EE.B), and the Pythagorean Theorem to find missing side lengths of the hypotenuse and three-dimensional diagonal of a rectangular solid (8.G.B).

Rigor & Mathematical Practices

Partially Meets Expectations

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Gateway Two Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet the expectations for rigor and mathematical practices. The materials partially meet the expectations for rigor by reflecting the balances in the Standards and giving appropriate attention to procedural skill and fluency. The materials partially meet the expectations for practice-content connections, they identify the Standards for Mathematical Practices, and attend to the specialized language of mathematics, but do not attend to the full intent of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
5/8
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Criterion Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 partially meet the expectations for rigor and balance. The instructional materials give appropriate attention to procedural skill and fluency, but only partially give appropriate attention to conceptual understanding and application, due to the lack of opportunities for students to fully engage in the work. The materials partially address these three aspects with balance, treating them separately but never together. Overall, the instructional materials partially help students meet rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
1/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The instructional materials do not always provide students opportunities to independently demonstrate conceptual understanding throughout the grade-level.

Each lesson begins with an Exploration section where students develop conceptual understanding of key mathematical concepts through teacher-led activities. For example:

• In Chapter 9, Lesson 1, Exploration 1, students are given the area of squares and asked to find the side lengths introducing square roots. The remaining work of the lesson is procedural with the exception of three questions (7,8 and 9) in Concepts, Skills, and Problem Solving in which students apply the understanding of square root to the area of a square. (8.EE.2)
• In Chapter 2, Lesson 1, Exploration 1, students create a figure on the coordinate plane. They copy this figure onto transparent paper and move it around the coordinate plane describing its location in comparison to the original location. The lesson continues on with figures, examples, illustrations and models to explain and facilitate the understanding of translations conceptually. (8.G.1)

The instructional materials do not always provide students opportunities to independently demonstrate conceptual understanding throughout the grade-level. During the “Example” sections, the focus is on explaining procedures. For example:

• In Chapter 10, Lesson 1, students find the volume of cylinders. In Exploration 2, students discover the formula for volume through an investigation using nets. In the remainder of the lesson gives and applies the formula for volume procedurally.
• Chapter 1, Lesson 3, students solve equations with variables on both sides. In Exploration 1, students conceptually solving for both variables using perimeter and area, however, the remaining work of the lesson is procedural as students solve and check their equations.

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 meet expectations that they attend to those standards that set an expectation of procedural skill. The instructional materials attend to the focused attention to analyzing and solving linear equations and pairs of simultaneous linear equations (8.EE.7) and solving systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations (8.EE.8.b). For example:

• In Chapter 1, Lesson 3, Solving Equations with Variables on Both Sides, students learn to solve systems of two linear equations. Examples 1-5, provide step-by-step explanations about how to solve multi step equations. In the Concept, Skills, and Problem Solving section, students have many opportunities to demonstrate their skill of solving systems. (8.EE.5)
• In Chapter 5, Lesson 1, Solving Systems of Linear Equations by Graphing, students learn to solve systems of linear equations by graphing. Examples 1-3, provide step-by-step explanations of the skill. In Concepts, Skills, and Problem Solving section, students have many opportunities to demonstrate their skill of solving linear equations by graphing both in isolation and within the context of a story problem. (8.EE.8)
• In Chapter 5, Lesson 4, Solving Special Systems of Linear Equations, students solve a system of linear equations with any number of solutions. Examples 1-3, provide step-by-step explanations of the skill. In the Concepts, Skills, and Problem Solving section, students have many opportunities to demonstrate their understanding of solving a system of equations. (8.EE.8)

In each lesson there is a “Review & Refresh” section, which provides additional practice for skills previously taught. Within these sections are further opportunities to practice the procedural skill. For example:

• In Chapter 1, Lesson 1, there are three problems requiring evaluation of expressions. For example: “Problem 1: $$(3^2- 8) + 4$$; Problem 2: $$1 + 5 \times 3^2$$; Problem 3: $$4 \times 3 + 10^2$$”. (8.EE.7)
• In Chapter 1, Lesson 2, there are four problems requiring solving an equation. For example: “Problem 1: y + 8 =3; Problem 2: h-1 =7.2 ; Problem 3: 5 = -2n; Problem 4: -3.3m =-1.1.” (8.EE.7)
• In Chapter 1, Lesson 3, there are four problems asking students to solve the equation. For example, "Problem 1: -9z +2=11; Problem 2: -3n-4n-17=25; Problem 3: -2(x+3)+5x=-39; Problem 4: -15+7.5(2d-1)=7.5”. (8.EE.8b)

In addition to the Student Print Edition, Big Ideas Math: Modeling Real Life Grade 8 has a technology package called Dynamic Classroom. The Dynamic Student Edition includes a middle school game library where students can practice fluency and procedures. The game library is not specific for any one grade in grades 6-8, so teachers and students may select the skill for which they wish to address. Some of the activities are played on the computer. For example, the game “Tic Tac Toe” allows up to two players to practice solving one-step, two-step, or multi-step equations. The game “M, M & M” allows up to two players to practice mean, median, and mode. There are also non-computer games within the game library that are printed and played by students. For example, “It’s All About the Details” is a game that reinforces details about shapes and played with geometry game cards that are also included and prepared by the teacher. In addition to the game library, the Dynamic Student Edition includes videos that explain procedures and and can be accessed through the bigideasmath.com website.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
1/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of mathematics.

The instructional materials present opportunities for students to engage in application of grade-level mathematics; however, the problems are scaffolded through teacher-led questions and procedural explanation. The last example of each lesson is titled, “Modeling Real Life,” which provides a real-life problem involving the key standards addressed for each lesson. This section provides a step-by-step solution for the problem; therefore, students do not fully engage in application. For example:

• Chapter 2, Lesson 3, Example 4, Modeling Real Life, “A carousel is represented in a coordinate plane with the center of the carousel at the origin. You and three friends sit at A(−4, −4), B(−3, 0), C(−1, −2), and D(−2, −3). At the end of the ride, your positions have rotated 270° clockwise about the center of the carousel. What are your locations at the end of the ride? A rotation of 270° clockwise about the origin is the same as a rotation of 90° counterclockwise about the origin. Use coordinate rules to find the locations after a rotation of 90° counterclockwise about the origin.” [Coordinate plane with original and rotated positions included.] The example provides step-by-step instructions on how to solve the problem. “A point (x, y) rotated 90° counterclockwise about the origin results in an image with coordinates (2y, x). [Each origin point with solution included] Your locations at the end of the ride are A′(4, -4), B′(0, -3), C′(2, -1), and D′(3, -2).” (8.G.2, 8.G.3)
• Chapter 4, Lesson 7, Example 3, Modeling Real Life, “You finish parasailing and are being pulled back to the boat. After 2 seconds, you are 25 feet above the boat. At what height were you parasailing? You are 25 feet above the boat after 2 seconds, which can be represented by the point (2, 25). You are being pulled down at a rate of 10 feet per second. So, the slope is −10. Because you know a point and the slope, use point-slope form to write an equation that represents your height y (in feet) above the boat after x seconds.” [Step-by-Step solution provided.] “The height at which you were parasailing is represented by the y-intercept. So, you were parasailing at a height of 45 feet.” (8.EE.6)

Throughout the series, there are examples of routine application problems that require both single and multi-step processes; however, there are limited opportunities to engage in non-routine problems. For example:

• Chapter 7, Lesson 3, Problem 15, Dig Deeper, “You and a friend race each other. You give your friend a 50-foot head start. The distance y (in feet) your friend runs after x seconds is represented by the linear function y=14x+50. The table shows your distance at various times throughout the race. For what distances will you win the race? Explain. [Table provided.]” (8.F.3, 8.F.2, multi-step, routine)
• Chapter 9, Lesson 2, Problem 14 Dig Deeper, “Objects detected by radar are plotted in a coordinate plane where each unit represents 1 mile. The point (0, 0) represents the location of a shipyard. A cargo ship is traveling at a constant speed and in a constant direction parallel to the coastline. At 9 a.m., the radar shows the cargo ship at (0, 15). At 10 a.m., the radar shows the cargo ship at (16, 15). How far is the cargo ship from the shipyard at 4 p.m.? Explain." (8.G.7, multi-step, routine)
• Chapter 3, Lesson 4, Problem 19, “A map shows the number of steps you must take to get to a treasure. However, the map is old, and the last dimension is unreadable. Explain why the triangles are similar. How many steps do you take from the pyramids to the treasure?" (8.G.6, multi-step, routine)

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
1/2
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Indicator Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.

The instructional materials present opportunities in most lessons for students to engage in each aspect of rigor, however, these are often treated together. There is an over-emphasis on procedural skill and fluency. For example:

• Chapter 2, Lesson 5, Dilations, begins with a visual to represent the meaning of the word ‘dilate’. In Exploration 1, students conceptualize what it means to dilate a polygon. The lesson provides five examples showing step by step procedures for dilating a figure using scale factor. During Concepts, Skills and Problem Solving, students independently solve problems procedurally. For example, in Problems 9-14, students “Tell whether the blue figure is a dilation of the red figure” with figures given for each problem. In Problems 15-21, students dilate and identify a figure based on given vertices and scale factors.
• Chapter 4, Lesson 4, Graphing Linear Equations in Slope-Intercept Form, Exploration 1, Deriving an Equation, builds on the prior learning of graphing proportional relationships. The students conceptualize and understand graphing linear equations using slope intercept. The lesson continues with two examples that show step by step procedures for identifying slopes and y-intercepts and graphing linear equations. For example, Example 1 “Find the slope and the y-intercept of the graph of each linear equation. y = -4x - 2”. Example 2, “Graphing a Linear Equation in Slope Intercept Form. Graph y = -3x + 3. Identify the x-intercept." The lesson continues with independent, procedural practice. For example, in the Concepts, Skills and Problem Solving section, Problems 14-22, students find the slope and the y-intercept of the graph of the linear equation.
• Chapter 9, Lesson 2, The Pythagorean Theorem, Exploration 1, Discovering the Pythagorean Theorem, students work with a partner to conceptually explore an informal proof. The lesson continues with four examples that model and provide step by step procedures for: “Finding the Length of a Hypotenuse”, “Finding the Length of the Leg,” Finding the Length of the Three-Dimensional Figure” and “Finding a Distance in a Coordinate Plane”. During independent practice in Concepts, Skills and Problem Solving section, Problems 7-12, students find the missing length of a triangle.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
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Criterion Rating Details

The instructional materials for Big Ideas Math: Modeling Real Life Grade 8 partially meet the expectations for practice-content connections. The materials identify the practice standards and explicitly attend to the specialized language of mathematics. However, the materials do not attend to the full meaning of each practice standard.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematical content.

The Standards for Mathematical Practice (MP) are identified in the digital Teacher's Edition on page vi. The guidance for teachers includes the title of the MP, how each MP helps students, where in the materials the MP can be found, and how it correlated to the student materials using capitalized terms. For example, MP2 states, "Reason abstractly and quantitatively.

• "Visual problem-solving models help students create a coherent representation of the problem.
• Explore and Grows allow students to investigate concepts to understand the REASONING behind the rules.
• Exercises encourage students to apply NUMBER SENSE and explain and justify their REASONING."

The MPs are explicitly identified in Laurie’s Notes in each lesson, and are connected to grade-level problems within the lesson. For example:

• Chapter 5, Lesson 2, Solving Systems of Linear Equations by Substitution, Example 1 (MP6), students “solve the system using any method.” In the Teaching Notes, MP6 is identified, “Students may get sloppy and say they are “plugging in for y.” “Plugging in” is not a mathematical operation or process. It is better to say that they are “substituting for y,” so they become familiar with the mathematical terminology they are expected to know.”
• Chapter 2, Lesson 7, Perimeters and Areas of Similar Figures, Preparing to Teach section of the teaching notes, MP8 is identified, “Students will investigate how perimeters and areas of similar figures are related by finding a pattern.” This teaching note is to be attended to throughout the lesson.

The MPs are identified in the digital Student Dashboard under Student Resources, Standards for Mathematical Practice. This link takes you to the same information found in the Teacher Edition. In the Student Edition, the MPs are identified in the Explore and Grow, Apply and Grow: Practice and Homework, and Practice Sections. For example:

• Chapter 8, Lesson 2, Product of Powers Property, Exploration 1, with a partner, students complete a table with the columns, “Product, Repeated Multiplication Form, and Power” with the Product column provided (ex. 22∙24). In the blue box labeled “Math Practice - Consider Similar Problems,” students are provided with the following question, “How are the expressions in part (b) similar to the expressions in part (a)?”
• Chapter 7, Lesson 2, Representations with Functions, Concept, Skills, and Problem Solving, Problem 38: “MP Reasoning” is identified, “You want to take a two-hour airboat tour. Which is a better deal, Snake Tours or Gator Tours? Use functions to justify your answer.”
• Chapter 1, Lesson 3, Solving Equations with Variables on Both Sides, Concept, Skills, and Problem Solving, Problem 42: “MP Precision” is identified, “The cost of mailing a DVD in an envelope using Company B is equal to the cost of mailing a DVD in a box using Company A. What is the weight of the DVD with its packing material? Round your answer to the nearest hundredth.”

MP4 and MP5 are under-identified in Grade 8.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 do not meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. The materials do not attend to the full meaning of three or more Mathematical Practices.

The instructional materials do not present opportunities for students to engage in MP1: Make sense of problems and persevere in solving them, MP4: Model with mathematics, MP5: Use appropriate tools strategically and MP7: Look for and make use of structure.

MP1: The instructional materials present few opportunities for students to make sense of problems and persevere in solving them. For example:

• Chapter 8, Lesson 4, Laurie’s Notes, Example 2, “Work through the steps slowly. It takes time for students to make sense of all that is going on in each problem. Because there is often more than one approach to simplifying the expression, it can confuse students. Instead of seeing it as a way to show that the properties are all connected, students see it as a way of trying to confuse them. Students will better recognize these connections if they write the properties or reasons that justify each step of their work.” Example 1 is a worked example for students and does not require students to solve the problem.
• Chapter 4, Lesson 5, Laurie’s Notes, Example 1, “‘In what other ways can you buy \$6 worth of apples and bananas?’ Sample answer: 4 pounds of apples, or 10 pounds of bananas, or some other combination that is a solution. You are helping students make sense of the problem by asking them to interpret the symbolic representation.” Example 1 is a worked example for students and does not require students to persevere in solving the problem.

MP4: The instructional materials present few opportunities for students to model with mathematics. For example:

• Chapter 7, Lesson 1, Laurie’s Notes, Example 1, “A mapping diagram is a helpful model to show the set of all the inputs and the set of all the outputs, while also showing the relationship between each input and its output(s).” The example and model are provided for students.
• Chapter 9, Lesson 2, Laurie’s Notes, Example 5, “Explain that east is the positive x-direction and north is the positive y-direction. Draw the situation in a coordinate plane. ‘Is there enough information to use the Pythagorean Theorem? Explain.’” This model is provided for students and therefore are not using a model independently to solve problems.

MP5: While the Dynamic Student Edition includes tools for students, the instructional materials present few opportunities for students to choose their own tool, therefore, the full meaning of MP5 is not being attended to. MP5 is only identified seven times throughout the instructional materials and only in four of 10 chapters. The instructional materials provide limited opportunities for students to choose tools strategically, as the materials indicate what tools should be used.

• Chapter 6, Lesson 2, Laurie’s Notes, Exploration 1, “Define and discuss a line of fit. It is helpful to model this with a piece of raw spaghetti. Draw a scatter plot on a transparency. Model how the spaghetti can approximate the trend of the data. Move the spaghetti so that it does not represent the data. Then move the spaghetti so that it does. Tell students to use their eyesight when judging where to draw the line.” This information, labeled MP5, does not attend to the full meaning of MP5. In this example, students are not selecting their own tools to solve a problem.
• Chapter 8, Lesson 2, Laurie’s Notes, Exploration 2, “Have students use calculators to evaluate the products and the powers to confirm their answers.” Teachers select the tool for the students, therefore this example does not attend to the full intent of MP5.

MP7: The instructional materials often label content MP7 Structure, but the teaching notes and problems do not attend to the full meaning of the MP. For example:

• Chapter 7, Lesson 1, Laurie’s Notes, Exploration 1, “Mathematically proficient students will study the first diagram to discover a relationship between the inputs and the outputs. They will recognize that a mapping diagram is similar to a table of values.” This is labeled MP7 in Laurie’s Notes, but does not ask students to discern patterns or structures to solve problems.
• Chapter 1, Lesson 3, Laurie’s Notes, Example 1, “It may not be necessary to completely solve the equation. Students should notice that the same quantity, 4x, is being subtracted from different numbers, 3 and −7. They should reason that the two sides of the equation can never be equal, so there is no solution. “How do you know when an equation has no solution?” This example is worked for the student and therefore not solving the problem independently.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
1/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

“You be the Teacher” found in many lessons, presents opportunities for students to critique the reasoning of others, and construct arguments. For example:

• Chapter 1, Lesson 1, Problem 31, You Be the Teacher, “Your friend solves the equation. Is your friend correct? Explain your reasoning.” The student work is provided to examine.
• Chapter 2, Lesson 3, Problem 12, You Be the Teacher, “Your friend describes a sequence of rigid motions between the figures. Is your friend correct? Explain your reasoning.” The student work is provided to examine.
• Chapter 5, Lesson 3, Problem 15, You Be the Teacher, “Your friend solves the system. Is your friend correct? Explain your reasoning.” The student work is provided to examine.

The Student Edition labels Standards of Mathematical Practices with “MP Construct Arguments,” however, these activities do not always require students to construct arguments or analyze arguments of others. In the Student Edition “Construct Arguments” was labeled once for students and “Build Arguments” was labeled once for students.  Examples of missed opportunities include the following:

• Chapter 4, Lesson 2, Exploration 1, Construct Arguments is identified in the Math Practice blue box with the following question, “Do your answers to parts (b) and (c) change when you draw △DEF in a different location in part (a)? Explain.”
• Chapter 7, Lesson 1, Exploration 2, Construct Arguments is identified in the Math Practice blue box with the following question, “How does the graph help you determine whether the statement is true?”

Chapter 8, Lesson 1, Exploration 1, Build Arguments is identified in the Math Practice blue box with the following questions: “When is the value of (-3)n positive? Negative?”

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
1/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 partially meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

There are some missed opportunities where the materials could assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others. For example:

• In Chapter 2, Lesson 5, Example 2 students are shown how to dilate a figure and identify it. Laurie’s Notes identifies MP3, prompting teachers to ask, “How do you think the perimeters of the two triangles compare? Explain.” “How do you think the areas of the two triangles compare? Explain.” Neither of these questions allow students to construct viable arguments or critique the reasoning of others because the work and explanations are given to the students.
• In Chapter 4, Chapter Exploration, Laurie’s notes, identifies MP3 and prompts teachers to “listen to and discuss students' responses to the generalizations in parts (e) and (g)”.
• Chapter 8, Lesson 7, Example 2, students multiply using scientific notation. Laurie’s Notes identifies MP3 and  prompts teachers to “Make sure that students realize that the Commutative and Associative Properties allow this to happen. The Product of Powers Property is used to multiply the powers of 10.”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
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Indicator Rating Details

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 8 meet expectations that materials use precise and accurate mathematical terminology and definitions when describing mathematics and the materials support students to use precise mathematical language.

• The materials attend to the vocabulary at the beginning of each chapter in the Getting Ready section. For example, in Chapter 2, students read, “The following vocabulary terms (translation, rotation, dilation, reflection, rigid motion, and similar figures) are defined in this chapter. Think about what each term might mean and record your thoughts.” In Laurie’s Notes for the chapter, teachers are provided with the following notes regarding the vocabulary: “These terms represent some of the vocabulary that students will encounter in Chapter 2. Discuss the terms as a class. Where have students heard the term reflection outside of a math classroom? In what contexts? Students may not be able to write the actual definition, but they may write phrases associated with a reflection. Allowing students to discuss these terms now will prepare them for understanding the terms as they are presented in the chapter. When students encounter a new definition, encourage them to write in their Student Journals. They will revisit these definitions during the Chapter Review.”
• Key vocabulary for a section is noted in a box in the margins of the student textbook, along with a list of pages where the students will encounter the vocabulary. Vocabulary also appears in some of the Key Ideas boxes. For example, in Chapter 4, Lesson 5, the Key Idea box contains the definition for “standard form” with an example of the standard form of a linear equation.
• Each chapter has a review section that includes a list of vocabulary important to the unit and the page number the students will find the terms. In the Chapter 5 Review, the Teaching Edition prompts teachers, “As a review of the chapter vocabulary, have students revisit the vocabulary section in their Student Journals to fill in any missing definitions and record examples of each term.” In the Student Edition, the terms and page number are provided and students are asked to “Write the definition and give and example of each vocabulary term.” Additionally, there is a Graphic Organizer Section where students use a Four Square to organize information about the concept.

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. For example:

• Chapter 2, Lesson 2, the Key Idea note in the margin provides statements about reflections in words and using algebra. Laurie’s Notes remind teachers that students may think (x,-y) means there is a positive x-coordinate and a negative y-coordinate. It is suggested that the ordered pair be read as “(x, the opposite of y)” and that students should read the ordered pair this way, as well.
• Chapter 3, Lesson 1, contains a hint in the margin for students to use clear definitions, and asks how a clear definition helps them to complete the Exploration on the page.
• Chapter 6 Overview, Laurie’s Notes, teachers are provided with information to support student understanding and use of terms, “In the third lesson a new type of data display is introduced, a two-way table. Typically, students find reading a two-way table to be easy, but make sure they understand the difference between a joint frequency and a marginal frequency. These terms sound similar, so students often confuse them. Tell students to think of the marginal frequencies as appearing in the margins of a two-way table.”

Overall, the materials accurately use numbers, symbols, graphs, and tables. The students are encouraged throughout the materials to use accurate mathematical terminology. The teaching guide reinforces the use of precise and accurate terminology.

Usability

Not Rated

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Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
N/A

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3q

Materials encourage students to monitor their own progress.
N/A

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
N/A

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
N/A

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A
abc123

Report Published Date: 12/05/2019

Report Edition: 2019

Title ISBN Edition Publisher Year
BIG IDEAS MATH: MODELING REAL LIFE GRADE 8 STUDENT EDITION 9781635989052 BIG IDEAS LEARNING, LLC 2019
BIG IDEAS MATH: MODELING REAL LIFE GRADE 8 TEACHER EDITION 9781635989076 BIG IDEAS LEARNING, LLC 2019
BIG IDEAS MATH: MODELING REAL LIFE SKILLS REVIEW HANDBOOK 9781642080155 BIG IDEAS LEARNING, LLC 2019
BIG IDEAS MATH: MODELING REAL LIFE GRADE 8 STUDENT JOURNAL 9781642081695 BIG IDEAS LEARNING, LLC 2019
BIG IDEAS MATH: MODELING REAL LIFE GRADE 8 ASSESSMENT BOOK 9781642081701 BIG IDEAS LEARNING, LLC 2019
BIG IDEAS MATH: MODELING REAL LIFE GRADE 8 RESOURCES BY CHAPTER 9781642081718 BIG IDEAS LEARNING, LLC 2019
RICH MATH TASKS GRADES 6 TO 8 9781642083057 BIG IDEAS LEARNING, LLC 2019

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

• Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
• Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

• Indicator Specific item that reviewers look for in materials.
• Criterion Combination of all of the individual indicators for a single focus area.
• Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
• Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
• Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways.

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom.

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

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