MIDAS

Mathematics I A/B

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Core Code Alignment

Mathematics
Secondary Mathematics (7-12)
07080000090: Secondary Mathematics I

Recommendation

Recommended Limited

Evaluation

This program is designed for applications with online school, for credit recovery only programs. If this is a program chosen, LEAs need to be very purposeful with how the program is integrated within the wider system. It should not be used for a stand-alone program, but could be used as an independent supplement.

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.
The major work is not the focus with the progressions of standards. The focus is mainly around standards and major works from previous grades and does not align with the progressions of standards for the State of Utah.

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 materials do not support conceptual understandings with key mathematical concepts. The learning activities that are presented are mostly DOK 1 and 2. The learning activities are designed for students to use algorithms rather than using reasoning and problem-solving skills.
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 materials are designed for fluency and procedural skills that only partially meet the standards. The math practice standards are not visible in the learning activities. They are crucial for developing student fluency with the grade-level standards.
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 learning platform is designed for students to get minimal time working with applications without teacher feedback. The feedback given is very minimal. There are some single and multi-step problems, but not nearly enough practice for students to master and build fluency with the concepts.

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
There are a few standards that are not addressed and taught within the learning activities. The learning progressions are evident but the lack of rigor and deeper applications do not strengthen the focus on Major Work. The program is scaled down to focus only on Major Work so it is not enhanced by the deeper applications that come with integration into other grade-level standards. There is not much differentiation between teacher and student materials so there is not a place for student remediation.
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
Tasks and assessments are designed for students to show proficiency with the algorithm, but lacks support for students to show reasoning and problem-solving. Retaking the quick formative checks for understanding can be easily manipulated by the user with just a quick change of an answer. When students do not meet mastery on summative assessments, they are instructed to go back and look at their notes and the learning activities and there is minimal support for reteaching. So it is difficult for students to show proficiency application of the standards.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The materials do not offer places for students to explain their reasoning, but is more of a click on the correct answer or identifying the correct order of step-by-step procedures that are given. There are minimal places for students to describe and share their reasoning. It offers self-checks for students to check their own reasoning, but lacks teacher or facilitator feedback unless a student or teacher reaches out for support.

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 are pop-up definitions for vocabulary words, but it lacks the visual scaffold as well as the high-level of academic vocabulary our students need to be immersed in for developing fluency with grade-level academic vocabulary. If students do not meet the initial standard, they have little, to no scaffolds to rely on to revisit the standards for mastery. When students are not able to meet proficiency standards, they are directed to revisit their notes and the materials and activities in the learning unit. Although there is a deficit in grade-level rigor in the learning platform, ELLs and other populations have access to the same level of rigor the program offers.
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 program is designed for students who did not master the Math I concepts. The program says that differentiation is based on self-pacing but the content itself offers minimal differentiation and interventions. Students can easily manipulate the system and change answers on formative assessments without out showing growth towards mastery.
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 program does offer a "Clarifying Big Ideas" element, but it is just a "sit and get" and does not offer students the opportunity to develop reasoning and deepen their understanding and knowledge. The program lacks feedback or strategies for the instructor when the student is struggling or needs extra support. The representations used in the learning activities are not designed to move learning from concrete to abstract learning and applications.
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 task bar that shows students their grade and they can easily identify amount of course completion. There is not a deep level of progress aligned with mastery of grade-level standards.
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 tasks, but they lack rigor and deeper applications needed to build conceptual understanding. The formative assessments are easily manipulated. The summative assessment lacks the rigor of deeper applications and are designed for rote algorithmic practice.

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250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807