MIDAS

Precalculus

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Core Code Alignment

Mathematics
Calculus
07040000020: Precalculus (10-12)

Recommendation

Reviewed, Not Recommended

Evaluation

This is a direct instruction, limited connection type of text. Advantages are that the sections are concise and to the point. The mathematics flows well, but it lacks connections, applications, and reasoning. This is great for a student or teacher that needs a quick refresher on a specific math topic, but users may struggle with deep understanding with the limited depth and rigid progression.

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.
There is a lot of review of math 1-3 (an extensive look at linear functions, polynomials, and quadratics) but it seems to lead into the pre-calculus standards fairly well. It includes almost all the state pre-calculus standards but is missing a few such as Cavalieri's principle and DeMoivre's formula).

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 focus of this text is on students fluency with procedures. There are very few, if any, application or contextual problems to help students with 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
This is the one strength of this text. It provides multiple procedural examples in each lesson with clear steps. It also contains an extensive amount of practice problems for each lesson (30-60 problems).
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
This text contains minimal time working within contexts and applications. A few specific sections mention applications in the written out examples, but it rarely has students working in applications and contexts.

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
None of the practice standards are explicitly discussed or implemented. Perseverance in problem solving could be seen in the sheer number of practice problems present, but little of the other standards are present.
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
This text does not include tasks or assessments.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
This text supports students mathematical reasoning by having many clear example problems. It fails to encourage reasoning and making connections by focusing too much on procedures.

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
It seems that the text is written in a way that clearly explains concepts and shows explicit examples. It also provides prerequisite knowledge so a student below pre-calculus level could access the material. Beyond that, there aren't any specific supports for ELL and other populations.
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
This text is very thorough and has a well thought out sequence (just includes more than the Utah Pre-Calculus standards). Low entry points of learning that quickly lead to harder and more complex problems.
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
This text contains clear and concise vocabulary. There are few instances of multiple representations, but worked out problems and solutions are very thorough.
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
No measures of student progress are present.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
No assessments included.

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