MIDAS

enVision Mathematics c2024, National Grades 3-5

Back

Core Code Alignment

Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5

Recommendation

Recommended Primary

Evaluation

The program is comprehensive in it's offerings. The curriculum utilizes some visual learning techniques like models, diagrams, and interactive tools, aiding students in visualizing and comprehending mathematical concepts. However, too much detail is given to these and not enough to the creation of materials that further student understanding of key concepts and ideas. The program lacks conceptual thinking and application. It does not focus on student reasoning and sense-making, but rather on teacher-directed instruction.

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.
The program is all encompassing and includes thorough instruction. Standards are addressed in-depth with multiple layers of instruction.

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
There is an overarching conceptual approach but the program has a lot of elements that detract from the thinking portion. Assignments and tests have a lot of multiple choice questions rather than constructed response or explanation. The inclusion of model drawing and mathematical principles do seem to focus on the conceptual understanding, I just worry that it is crowded by too many other elements.
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 program has fluency practices in place with basic computation and a lot of review in lessons.
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
The program has an embedded problem solving section in the daily routine, alongside opportunities to "convince me" in mathematical thinking. The breadth of the program is concerning in that teachers have a lot of various components to complete and the problem solving elements could easily be neglected because they aren't as prominent in the bulk of the 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
The components are all focused on the content and standards. If anything there are too many materials and that can be overwhelming.
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 assessments are focused on the standards well, however, they are all multiple choice. The lack of constructed response and inquiry doesn't support students demonstration of their ability to apply their knowledge.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
Mathematical reasoning is fairly consistent in lesson structures; however, many of the lessons have a heavy focus on algorithms.

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
Each lesson has a description of accommodations and adaptations for students who are language learners. The ideas are in line with good ELL practices and include things such as; reading aloud problems, drawing pictures, defining words in multiple ways, etc. There is a lot of direct instruction and text rich materials that could be burdensome on ELL students.
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
Each unit has a reteaching component at the end and some elements of review embedded in the lesson. There doesn't seem to be a distinct differentiation for advanced learners. Most lessons seem geared toward 'the middle'.
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
It appears some lessons include more respresentations and deconstructing of understanding. There are lessons in computation that I think could use more understanding but students are pushed into algorithms.
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
Assessment components are built in throughout the program. Students have daily reviews of previous content, regular check-ins with daily work, and end of unit tests.
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 are multiple choice and not mathematical tasks.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807