USBE Logo MIDAS Logo

College Algebra and Trigonometry

 Back

Core Code Alignment

Mathematics
    Other Mathematics
        07070000060: College Prep Math

Recommendation

No recommendation provided.

Evaluation

No evaluation provided.

Educators Using These Materials

Jill Buers  
Jordan District, Welby School, Educator

Rubric : Mathematics

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. This item has not been graded.
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. This item has not been graded.
The materials are designed so that students attain the fluencies and procedural skills required by the Standards. This item has not been graded.
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?) This item has not been graded.
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. This item has not been graded.
Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. This item has not been graded.
Materials support the Standards’ emphasis on mathematical reasoning. This item has not been graded.
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. This item has not been graded.
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. This item has not been graded.
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. 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. This item has not been graded.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. This item has not been graded.
Utah State Board of Education logo
UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807 

© Copyright 2024 Utah State Board of Education