MIDAS

Core Connections 2nd Edition - High School Integrated

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Core Code Alignment

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

Recommendation

Recommended Primary

Evaluation

Recommend Primary Resource. All the Major works for secondary math I, II, and III are covered. This resource would need to be supplemented for the extended courses.

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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.
All Major Works and standards are focused on. Material is coherent and related to the Utah State Core Standards. There are resources for Sec I, II, and III. This resource would need to be supplemented for Extended Courses.

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
All lessons use a variety of teaching methods to support understanding. Students use "Think/Pair/Share, drawing, justification of answers, discussions, and team work. The homework also has a variety of questions/problems. This source starts lessons with activities or investigations to help students develop mathematical concepts. 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 doing homework in spiral review questions. Each lesson has homework problems; however, they are limited. Fluency may only occur when more questions are given to students.
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. This text is does a good job of including application problems in each section.

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
This resource address the practice standards and it supports the Major Work. There is a video with each lesson in Teacher Notes that the teacher can view if they need help or tips for teaching the lesson. 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. This text reinforces all the mathematical practices.
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. Assessments use a variety of methods to check student understanding and learning. The book is filled with tasked based learning.
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. This resource emphasizes mathematical reasoning by asking students questions, having them draw their thoughts, having them use manipulatives, use a Learning Log, and Review/Preview.

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 tab that had each lesson in Spanish. There was also a Translate tab. It was quick and easy to copy the English text and paste it into the Google Translate. Each lesson or assignment could be translated into probably any language a teacher would need. It was easy enough to do that students could do it quickly on their own if needed. 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. There is an expansive etools and videos library for students and parents. The lessons are all reading intensive, so if a student has reading difficulties, this textbook may be challenging. There were no video supports for students. The exercises do have a homework help link the students can use if they need extra support, but again, it is reading intensive.
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 lessons do incorporate a multiple representations and have the vocabulary words bolded. In the Closure at the end of the chapter, all the vocabulary for the chapter is there and it is quick to click on a word to pop up the definitions. There are supports for the teacher in the Teacher Notes to help support the teacher in the lesson. 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
There is a good test bank and there are some practice examples with each lesson, but this resource is missing already put together section quizzes. There is a sample test for each chapter. 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
Assessments provide a variety of learning methods and can be modified by the teacher. There are group tests and individual tests. 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. The test bank has a variety of problems, so the teacher can select tasks and applications as they deem appropriate. The sample tests are in Google Docs, so the teacher can quickly make a copy of it and edit it if desired.

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Phone: 801.538.7807