A Survey of Mathematics with Applications
Core Code Alignment
Mathematics
Other Mathematics
07070000060: College Prep Math
Other Mathematics
07070000060: College Prep Math
Recommendation
Reviewed, Not Recommended
Evaluation
This material covers 52% of the standards of the College Prep Mathematics Strands. The 52% covered has multiple tasks, materials for students to study, and feedback on learning is easily accessible to learners. Accessibility to all learners was not evident in the Study Plan; however, tools are available in the Multi-Media Learning Aids and Learning Tools. Chapters 2, 3, 4, 7, 10, 13, and 14 are not covered in the College Prep Mathematics Strands. This material is not comprehensive for use in the College Prep Mathematics course.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
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 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
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. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| 52% of the Standards are covered in this material. | ||||||
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 | ||
| 52% of the Standards are covered - 1.1 is a part of in Chapter 6 and 9 - 1.2 is a part of Chapter 6 - 1.3 is a part of Chapter 6 - 1.4 is not covered - 2.1 is a part of Chapter 6 with the exception of operations, composing, restricting, transformations - 2.2 is a part of Chapter 6 with the exception of graphing square roots, cube roots, piecewise, and polynomials - 2.3 is not covered - 2.4 is a part of the Additional Review - 2.5 is a part of the Additional Review - 3.1 is a part of Chapter 8 but not conclusive - 3.2 is not covered - 4.1 is Chapter 12 - 4.2 is Chapter 12 - 4.3 is Chapter 11 | ||||||
| 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 | ||
| Not fully | ||||||
| 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 | ||
| Only 52% of the Standards are covered; therefore, students will not have sufficient practice. | ||||||
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 | ||
| For the 52% of the Standards covered, materials do enrich the Major Work with ample practice on skills and modeling with real-world applications. | ||||||
| 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 | ||
| The Quiz Me part of the Study Plan provides student's with evidence of proficiency in an quick and straight forward manner. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Only 52% of the Standards are covered. The 52% the is covered does emphasize mathematical reasoning with application problems. | ||||||
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 | ||
| No evidence was supported for accessibility for all students. | ||||||
| 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 | ||
| Scaffolding of materials is evident in the progression of each chapter. Intervention is evident in the Recommendations part of the Study Plan. Differentiation is evident in the Learning Tools and Multi-Media Learning Aids. | ||||||
| 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 | ||
| There are multiple tools to use during lessons to demonstrate learning. Students have multiple entry points to solve problems with the help of the external tools. | ||||||
| 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, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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 | ||
| I was unable to view assessments. I was able to view Quiz Me which students can utilize at any time for feedback. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| I was unable to view assessments. I was able to view Quiz Me which students can utilize at any time for feedback. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807