MIDAS

Martin-Gay, Intermediate Algebra, 8e ©2023 NASTA

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Core Code Alignment

Mathematics
Other Mathematics
07070000060: College Prep Math

Recommendation

Recommended Limited

Evaluation

These materials cover most of the College Prep Math core, but it was missing some standards, the ELL support was not evident, and the resource had a lack of tasks. This is therefore not a complete resource, so teachers will not be able to rely on it fully and will have to do some supplementation.

Educators Using These Materials

No educators found.

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 online textbook had most of the College Prep Math core; however, it was missing standards from statistics, probability, and geometry. Teachers would need to supplement those topics.

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
There was a good variety of problem types the teacher could select for student assignments (vocabulary, skills, and applied); however, the video lessons were primarily of a person stating vocabulary then doing example problems.
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
Students are given various representations of each concept on their study plan/homework. Homework problems are broken down into concepts so that students can identify and practice areas of weakness. There is a worked out example "View an Example" and a "Help me Solve this" option. It may be hard for some students to understand the worked out solution. The teacher has the ability to turn off the helps if desired.
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
There are some contextual problems and applications. The way the course is set out, they teach how to do the math first, then how to apply it to problems last.

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 instructor in the videos and the text are all very straight forward and clear about the objective they are teaching. It is very direct about what they are teaching and what the students are learning and practicing.
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
After students practice problems from their study plan, they then do a short quiz on that topic. All students get the same questions on the same homework. Teachers can also create their own assessments where students can receive the same problem types or different questions from a pool of questions the teacher selected. Teachers do have access to all textbook question banks from other books. Can give multiple chances to get an answer correct. The materials do not appear to include tasks.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
There was a good sized question bank for teachers to choose from when creating assignments and tests. There are contextual problems available. The questions the students see is entirely dependent upon what the teacher chooses to select. There aren't preset questions already picked, the teacher has to take the time to select what they want their students to do. There does not appear to be a place where the students need to show or explain their reasoning. The videos gives examples, but not examples of other ways to get the same result. There were questions such as, "What is the first step of solving this problem?"

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 of ELL support. Teaching practices to support ELL's were not clearly evident. There was an email listed (disability.support@pearson.com) if you needed extra assistance, but whatever supports the program has available were not obvious.
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
The online program has as much support or as little support as the teacher selects. The teacher could choose to create assignments or assessments that do not allow the "View and Example" or "Help Me Solve It," thus providing scaffolding and intervention question by question.
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
Vocabulary is clearly define at the beginning of each lesson and incorporated throughout the lesson. The online instructor is very clear about what she is doing while working through an example. There are also PowerPoints available for the teacher to use when teaching their lesson. It covers the vocabulary and uses different representations.
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
Students can complete practice problems through their study plan, the homework problems a teacher selects, and with online quizzes. The teacher has control over the intervals of measurement.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The assessment will be whatever the teacher elected. There are application questions the teacher could choose. There does not appear to be mathematical tasks.

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