Core Curriculum by MidSchoolMath
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Primary
Evaluation
The online platform does provide access to all materials in one place. The materials are not organized in a manner that is easy to navigate, but they are all there and accessible.
Educators Using These Materials
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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. | ||
| .The lesson plans do not provide activities and discussions that build conceptual understanding. There are teacher instructions that provide a summary of the experiences, but those mainly contain procedural instructions that do not help students understand why the procedure works. There is no evidence of lessons facilitating discussions around conceptual understanding. | ||||||
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 | ||
| The lesson plans do not provide activities and discussions that build conceptual understanding. There are teacher instructions that provide a summary of the experiences, but those mainly contain procedural instructions that do not help students understand why the procedure works. There is no evidence of lessons facilitating discussions around conceptual understanding. The material itself does not explain the why behind the rule or procedure. The teacher will have to provide direct instruction for the rule or procedure for standards, which is not provided in the teacher or student rescores. | ||||||
| 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 | ||
| The student workbook has procedural exercises; more may be needed to help students retain the material past the standard lesson. | ||||||
| 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 | ||
| The lessons are directed or taught through middle school level videos that are overacted but provide them with a question at the end before the lesson proceeds to the exercises. These videos may be a distraction or not follow well with how teachers may best deliver the material and concepts to their students. | ||||||
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 | ||
| The material meets the standard. Each lesson connects to a mathematical practice and how it is used in the lesson. Assessments also connect to the SMPs. | ||||||
| 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 material meets the standard. Assessments include open-ended problems that include rubrics with proficiency scoring and connections to SMPs. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The material structure provides the students opportunities to think through a problem using questions to promote their thinking and reasoning. | ||||||
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 | ||
| Resources for language routines are provided and there is evidence of culturally relevant pedagogy resources. | ||||||
| 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 | ||
| There are resources and suggestions for differentiation, intervention, and extension in each lesson along with evidenced-based practices for meeting the needs of all students. | ||||||
| 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 resources and suggestions for differentiation, intervention, and extension in each lesson along with evidenced-based practices for meeting the needs of all students. Common misconceptions are listed for each concept/lesson. | ||||||
| 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 | ||
| . There are multiple forms of assessment and regular checks of understanding. Students are offered the opportunity to journal, self-assess, and engage in open-ended questions. There are scoring rubrics for proficiency. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Milestone Assessments with multiple item types, along with an associated rubric are provided for each cluster. Additionally, in collaboration with Jo Boaler, daily assignments are to be utilized as formative assessments in conjunction with a rubric included below: The Progress Monitoring dashboard provides teachers with real-time levels of proficiency for individual students, classroom & school aggregates. Proficiency levels are additionally provided over time for each domain, and/or the grade level aggregate proficiency. Data output is provided for Core Skills (Grades 1 to 4), specific grade level domains, and aggregated at the full grade level proficiency. Student data and metrics from prior years is available to current teachers. See the following example of the Progress Monitor available on the Teacher Dashboard | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807