Core Connections 2nd Edition High School Traditional
Core Code Alignment
Mathematics
Other Mathematics
07070000010: Mathematics Electives-Algebra or Higher
Other Mathematics
07070000010: Mathematics Electives-Algebra or Higher
Recommendation
Recommended Limited
Evaluation
This text is an excellent choice for classroom use except it is not integrated and it would be difficult for a teacher to jump around within the 3 years of text to find and complete all the Utah core standards.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
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 | ||
| If we are considering a regular class and not an Extended class, then all the material supports the conceptual understanding of the content strands key concepts. | ||||||
| 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 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 | ||
| Evidence of this is shown in each student lesson and in the Test Generator | ||||||
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 | ||
| All standards for mathematical practice are address explicitly in the teacher materials as they occur in the lessons. | ||||||
| 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 | ||
| lessons are alinged to the Standards of Mathematical Practice and easily seen in the lesson introduction | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Each lesson is set up to support student learning by the tasks and assign | ||||||
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 | ||
| Spanish version of each lesson, Translate tool available | ||||||
| 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 lessons offer many types of scaffolding and the Test Generator ensures that the teacher can test a student's knowledge on any level. Lesson outlines for teachers contain evidence of many of the supports for this list of items. | ||||||
| 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 | ||
| CPM offers strategies in the lesson to ensure progress for all learners. The lessons have guides and hints. | ||||||
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 | ||
| Many ways are provided to formatively assess student throughout the lessons and unit/chapter. | ||||||
| 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 have very well designed math tasks and applications | ||||||
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Phone: 801.538.7807