MIDAS

Precalculus: Mathematics for Calculus, 8E

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Core Code Alignment

Mathematics
Calculus
07040000020: Precalculus (10-12)

Recommendation

Recommended Limited

Evaluation

This text has a lot of support including multiple examples, practice problems with answers, assessment questions, videos, and multiple representations. It lacks the development of student conceptual understanding and applications.

Educators Using These Materials

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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.
Covers the standards plus a lot of prerequisite knowledge. Some of the Utah Pre-Calc standards are found in the Appendix and supplemental sections rather than in the main text.

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
They use different representations (algebraic, visual, graphical) to help students develop conceptual understanding, but do not have great tasks that help students make connections themselves. There are a few questions at the end of the student assignment that could help with developing conceptual understanding and making connections.
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
Each section has hundreds of practice problems with answers so that students can develop their procedural skills. Practice questions are also linked to specific sections in the lessons so that students can link what they are learning to the corresponding practice 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
Very few instances of applications present. A few problems are found at the very end of some lessons.

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
Skills from the practice standards are needed, but they are not explicitly or implicitly taught.
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
The last part of the student exercises measures more of the conceptual understanding as well as the mathematical practices. The majority of tasks and exercises are procedural.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
Reasoning is found both in explanations in the lessons as well as exercises the students complete.

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
Has options to read aloud and change text size which could help students with disabilities. Also includes many diagrams and color coding which could help ELL students. Glossary shows as an available tool, but did not seem to be working.
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
Provides clear examples but doesn't have much differentiation beyond going over prerequisite knowledge. Text contains limited scaffolding and differentiation. Appears all students are expected to follow same pathway of learning
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
Lessons often have multiple representations that appeal to different types of learners.
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
Practice problems are attached to each lesson and at the end of the lesson. There is also a test bank available that has a variety of type of questions and content assessed.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
There are both procedural questions and "Discuss, Discover, Prove, Write" questions that include conceptual questions that require students to make connections.

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