MIDAS

Precalculus 3rd Edition

Back

Core Code Alignment

Mathematics
Calculus
07040000020: Precalculus (10-12)

Recommendation

Recommended Primary

Evaluation

This text is an excellent choice for classroom use by a skilled teacher. CPM books are not designed for direct instruction. Rather, they rely on a skilled teacher who organizes effective student groups who work together through carefully chosen tasks. The teacher is meant to circulate and provide hints and gentle guidance. The teacher notes say, “Avoid giving too much away.” This means that this book is not recommended for independent study or for teachers who are not ready to embrace more constructivist learning methods. While this may require a philosophical shift for many teachers, the potential for developing deep student learning is immense.

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.
All Major Works and standards are focused on. Material is coherent and related to the PreCalc Utah State Core Standards.

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
Many key mathematical ideas are built on students' conceptual understanding. Many ideas and concepts are built on real-world problems, examples, or data. And many other concepts are first introduced by experiments or hands-on activities.
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
Materials have built in norms and guidelines for working in groups or with partners. Working with others helps students attain fluencies and procedural skills. Each lesson also has a learning log where students record, describe or explain what they learned during that lesson. There are also homework problems about the particular concept for each lesson. Concepts are also re-visited in other lessons during homework in spiral review questions.
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
Many lessons have been designed to begin with applications or problem-solving. Other lesson seemed to focus on algorithmic skill more than modeling. However, there were attempts to reason through procedures. Topics are also revisited during the homework or in a spiral review later on. Each lesson task is developed in such a way to bring into focus the content standard of the lesson.

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
Core Pre-Calculus content is contained in this text. When ideas are developed in-class, students are invited to make use of available tools to solve a problem, with appropriate tools are introduced at valuable times.
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 is a good balance between algorithmic skill and mathematical modeling tasks in the assessment prompts. All eight mathematical practices are represented in some way throughout the materials viewed. CPM also helps students become proficient in the Practice Standards because CPM is based on trying to get students to engage at a deep level and persist through problems.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
These materials do an adequate job emphasizing mathematical reasoning. There is a balance between algorithmic skill exercises and modeling problems. There are areas of the text that seem to value one over the other at times. The whole premise of the text is to develop student reasoning. Every step of the text is designed to help students reason through each type of problem largely on their own and in groups with as little teacher intervention as possible so long as students are making adequate progress.

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
3- The main supports for ELL and SPED learners is by creating intentional groups and building group-based reasoning. This allows different learners to interact with the text and the teacher in different ways to accommodate their unique needs. This model helps put the emphasis not only on what needs a student has, but also on what strengths they might also have.
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 main supports for ELL and SPED learners is by creating intentional groups and building group-based reasoning. This allows different learners to interact with the text and the teacher in different ways to accommodate their unique needs. This model helps put the emphasis not only on what needs a student has, but also on what strengths they might also have.
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
The lesson design relies on group work and expects students to represent problems in multiple ways. Notes for the teacher for each lesson point out common areas of misunderstanding, and ways to build group interactions and give hints to overcome those misunderstandings.
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
Review prompts after each lesson are generally comprehensive in nature, allowing for formative review. Teachers are able to use a test bank to build either comprehensive or focused assessments of student learning at desired intervals.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
CPM provides fewer tasks than many textbooks, but they are carefully designed to help groups of students reason through the new concepts in the lessons. Success on those tasks should provide genuine assessment of student knowledge and development in mathematical reasoning.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807