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Grade 8: Georgia Virtual Learning MS Math 8th Grade

Georgia Virtual Learning

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This resource was reviewed by OSPI in Spring 2015. Learn more about the review process and the data analysis approach.

The version reviewed was last updated: 6/17/2013.

Background from OER Project Review Team
Georgia Virtual Learning is part of the Georgia Department of Education. Existing OER resources are combined with created material into a structured course format. Though designed to take advantage of digital media, a print option is available to reproduce much of the content. This 8th Grade Mathematics resource is intended as an online course and was designed to align with the Georgia Performance Standards. While assessments are created, they are not available for wide distribution in order to maintain their usefulness for Georgia teachers implementing the resource. This should factor into the viewer

IMET (Learn more)

Chart with scale from 0 (Strongly Disagree) to 3 (Strongly Agree). Consistent Content: , Rigor & Balance: , Practice Connections: , Standards for Math Content: , Quality Indicators: .

EQuIP (Learn more)

Revision needed (5.5)
Chart with scale of 'meets criteria' from 0 (None) to 3 (All). Alignment: 1.5, Key Area of Focus: 2.0, Instructional Supports: 1.25, Assessment: 0.75.
Functions (10 sections) and Linear Functions (5 sections)

Achieve OER (Learn more)

Chart with scale from 0 (Weak) to 3 (Superior). Explanation: 1.5, Interactivity: 1.5, Exercises: 1.0, Deeper Learning: 1.0.
Functions (10 sections) and Linear Functions (5 sections)

See standard error chart for the review scoring

Reviewer Comments (Learn more)

Moderate (2.25)

Strengths/Ideal Use:

This material would best be used by an independent learner, working online, who is trying to get a review of grade 8 math. It could also be used by a highly-motivated and capable learner working online independently to master 8th grade standards, although the student may not develop sufficient conceptual understanding. The interactive features are varied and there are different kinds of self-checks that students can take.


  • Students are not asked to engage in productive struggle. Exercises are at a low DOK level and are procedural in nature.
  • Lessons are procedural in nature. Concepts are explained and procedures presented without sufficient thinking and engagement by students.


  • Include more deep and open-ended problems.
  • Provide more investigations and places for students to discuss, justify, conjecture, find structure, etc.

Strengths/Ideal Use:

Standards are addressed well and lessons are designed well for teaching students mathematical skills. Videos are present for student help, explanations are clear and easy to follow.

This resource is best used as a review material for skills students needed to refresh on, more of a student led resource for online support of classroom instruction. I don't think it addresses the level of understanding or makes enough meaningful connections for students to use as a primary resource for instruction.


  • Re-explains previous learning anew instead of getting students to make sense of new learning through the previous work.
  • No calling out of mathematical practices for students/teachers.


  • Make more connections with standards and previous learning.
  • When students are presented with a difficult task, let them make sense before telling how to do the math to give them an opportunity to engage in mathematical practices.

Strengths/Ideal Use:

Content is substantially complete. The inclusion of the projects and discussions encourage opportunities for deeper learning.

This curriculum is intended for use in an online class. An experienced teacher could implement this (online) well but would need to know where/how to provide appropriate scaffolding and monitor students' progress.


  • Could not find evidence that students must construct scatter plots and two-way tables.
  • Assessments not available for review so unsure of quality.
  • This curriculum appears to be available (in its complete form) only to Georgia students. Teachers outside this system would need to create quizzes and tests.


  • Add construction of scatter plots and two-way tables to the homework.
  • Make assessments available to registered teachers.

Strengths/Ideal Use:

The units are very well organized and easy to follow, and they stick with the CCSS. The key units are divided by the major work in the grade level that students are responsible for. With corrections, it would make an excellent MS curriculum, and could replace the textbooks.


  • Lack of Assessments available.
  • Lack of depth and relevance - practice assignments involved mostly regurgitating math facts or simple problem solving.


  • As an OER, it would be beneficial to have a generic assessment available for teachers wanting to use this resource.
  • Find a way to create assignments that are relevant to our students today. You want them to know why they need to know this.

Creative Commons License
This work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.