MIDAS

Carnegie Learning High School Math Solution 4e - Integrated Math III

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Core Code Alignment

Mathematics
Secondary Mathematics (7-12)
07080000110: Secondary Mathematics III

Recommendation

Recommended Primary

Evaluation

This material covers all the standards for SM III, so it could be used as a primary resource for that class; however, if a teacher needs SM III extended material, the teacher would need to supplement with other materials, so for SM III Extended, this resource would be recommended limited.

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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 material covers the Secondary Math III material; however, it doesn't cover all of the material for SM III Extended. The teacher would need to supplement for those lessons.

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 online lesson starts with vocabulary, then the students answer questions. The lesson have a clear path from discovery to understanding. It appears the student can't skip to the math until they go through the vocabulary and answer questions.
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 lesson offer multiple ways for student's to attain the fluencies of the skills required. The online problems take the students step by step through working them out. This can be really good for an online classroom, remedial class, or a class with language barriers where students are in need of extra support; however, it is too much support for the regular education student. If there is a way to turn off all the step by step support, it wasn't readily obvious. Use of hard copy worksheets as additional practice could eliminate the supports when needed.
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 sufficient application problems and examples.

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 online material combined with the hard copy materials enrich the topics in SM III.
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
There are various assessment formats available (at least 7). The teacher can choose from free response or multiple choice. There are also a mixture of skill based questions and word problems.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The online portion seems to aim at getting the students to understand the content through multiple representations; however, it is important for the teacher to back that up with the hard copy materials because it is possible for a student to just click on answers on the online portion until they get the correct answer if the student just wanted to get it done and wasn't really interested in learning. The student lessons have 3-4 methods to have students show mathematics 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
There was a place in settings where you can change the written language to a language of your choosing using Google Translate. Once you select the language, the translation happened immediately; however, on the videos, the only language available for subtitles was Spanish, so written text can be translated into probably any language you want, but videos are done in English with only Spanish or English subtitles available. There is a family guide for home support; however, the glossary is only in English.
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 portion had many supports, there were less supports as you progressed through the lesson. If the online portion is then backed up with the hard copy materials, then the students can demonstrated their mathematical understanding independently.
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
Multiple representations are used throughout the materials. There are also PowerPoints and Google Slides that the teacher can use.
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 measurements of student progress (at least 7). The online material starts with low entry, so it would be accessible for all students. The material then removed supports as the student makes progress through the lesson.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The assessments cover both skill based topics and have multiple representations and word problems as appropriate. The assessment are clearly thought out with a student's progress in mind.

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