MIDAS

Precalculus

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Core Code Alignment

Mathematics
Calculus
07040000020: Precalculus (10-12)

Recommendation

Recommended Limited

Evaluation

Overall, this material's strengths are that it provides many opportunities for assessment (each lesson, each unit, and each semester) and includes discussion/unit activities that provide opportunities beyond the normal math test questions for students to engage with each other and apply and problem solve about mathematics. Its weaknesses are its lack of support for students who lack prerequisite knowledge and not acknowledging and considering the mathematical practices.

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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 layout and lessons align with the standards well. The progression is consistent with the progression in the standards. They outline the prerequisite skills needed in the discussion of each unit.

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
This course provides unit activities and discussions that focus mostly on conceptual understanding. These types of activities are limited as they only occur once per unit. Lessons are presented in a way that often highlights why they work, but presented in a wordy, written form that might not be as accessible to students.
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 course contains multiple representations (diagrams, written descriptions, and videos) demonstrating procedural skills for students. For each lesson, there are 5 procedural questions for students to practice each skill.
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
Many of the lessons have a context introduction, but some units (logarithms, functions, and probability) include more contexts than others. They could strengthen their other units with more application problems.

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 materials address the standards in some of the Major Work, but often the lessons aren't focused on the mathematical practices as much as the content standards. The only practice standard mentioned in the standard alignment in the teacher guide is mathematical modeling. Some of the other practices are implemented lightly in other places, but aren't explicitly discussed.
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
Through the unit activities and discussions, students are required to engage in a variety of practice standards. In the discussions, students are often required to construct viable arguments (MP.3) and express regularity in repeated reasoning (MP.8). In the unit activities, students often have to model with mathematics (MP. 4) and use appropriate tools strategically. Unit assessments do a good job of assessing making sense of problems and reasoning abstractly and quantitatively (MP.1 and 2)
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
Evidenced in some of the types of questions students have to answer, not all question are expression or multiple choice, but some questions are essay questions that ask students to explain and justify. They provide multiple opportunities per unit for students to reason mathematically if the students choose and are able to do so. I think they are lacking in the guided implementation of 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 lessons provide an on-screen translation tool where students can type in or copy text to translate to a variety of languages. They also have a read-aloud option, dictionary, and calculator tools available to 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
Based on the instructions and high expectations on some of the activities in this course, I think many students would struggle to demonstrate their understanding without a great deal of support from the teacher. There doesn't appear to be any evidence of removal or addition of supports.
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 lesson rarely discuss language and suggestions for common student difficulties. Often, multiple representations are implemented including graphs, tables, and equations which helps with student understanding.
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
This course includes multiple measurements of student progress including pre and post tests for each unit, mastery tests at the end of each lesson, and end of semester tests. It also includes unit activities and discussions that allow the student to test students' conceptual knowledge and ability to apply the mathematics.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The pre/post assessments and mastery test mostly assess procedural fluency, but about a quarter of the questions involve a real world context. The unit activities provide opportunities for students to demonstrate their understanding through real world applications and history explorations, while also providing rubrics that clearly outline the expectations.

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