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Core Code Alignment

Mathematics
    Elementary Mathematics
        07018800006: Mathematics Grade 5

Recommendation

Recommended Student Resource

Evaluation

The curriculum is closely tied to third-grade fraction standards. Other grades and domains are not tied. The sequencing of content is logical and well-paced. Teachers do not have the ability to reorganize lessons. Teacher resources are meaningful, providing pacing and meaningful questions to ask students. The teacher dashboard is easy to use. Data is easy to find and alerts are available for students who are not passing levels or using the software appropriately. The software is adaptive to meet student needs and provide student support for misconceptions. The program is very language-heavy and only available in English. This would be a challenge for multi language learners or students with receptive language disabilities.

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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.
Lessons are tied clearly with the state standards and are logically sequenced.
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
Students are meaningfully engaged in tasks that require and support conceptual understanding.
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
There are multiple opportunities for fluency practice. These tasks are presented in a way that is engaging and meaningful.
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
Curriculum provides many opportunities for single-step problems. Limited opportunities for multi-step problems. Tasks are in an imaginary context. While the context of ferrets in space is engaging, it doesn't directly tie to the real world. The curriculum would benefit from more opportunities for students to connect their learning to the real world.
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
Students are meaningfully engaged in working with the grade-level standards for fractions. Teacher guides and materials are meant to support students in using the software but does not provide many opportunities for engaging in the standards themselves.
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
Assessment is embedded as students progress throughout the software. Supports are provided and teachers are notified if students need support. However, formal assessment is not provided in this curriculum.
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
Student tasks require mathematical 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
The software is text-heavy and not translated to languages besides English. Not all language is meaningful or required for student understanding. This may detract from student learning, particularly for students who are multilingual or have receptive language disabilities.
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
Supports for students who are incorrectly answering questions is provided. Some students may benefit from greater scaffolding. Teacher materials are not provided for intervention.
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
Students have opportunities to work with multiple representations. Common misunderstandings are addressed. However, students do not have exposure to deconstructing/reconstructing language of problems.
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 are assessed based on task completion within the software. Formal assessment is not provided. Students are not assessed in multiple ways.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Assessment is embedded in software tasks. Many of these tasks do not require a high level of knowledge or depth of understanding.
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