USBE Logo MIDAS Logo

Reflex

 Back

Core Code Alignment

Mathematics
    Elementary Mathematics
        07018800004: Mathematics Grade 3

Recommendation

Reviewed, Not Recommended

Evaluation

The reviewed online platform focuses exclusively on assessing students' speed and automaticity in basic math fact recall without extending into the application or contextualization of these facts within problem-based settings. While it might be engaging due to its game-based format, it lacks the broader mathematical fluency that enables students to reason, use fact families, or apply facts in real-world scenarios. By prioritizing quick recall over meaningful understanding and problem-solving, the platform falls short of supporting students’ full fluency development, as fluency encompasses more than memorization—it requires the ability to apply knowledge flexibly and effectively within various contexts. As a result, this platform may be limited for classrooms prioritizing conceptual understanding, strategic use of tools, and sense-making in mathematics.

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 are no teacher lessons. All the student facing materials simply go through the "math facts". They do not follow a progression and do not encourage number relationships, making sense of, or using the properties of addition/subtraction and multiplication. The student materials focus on speed and memorizing without any meaning, not aligning to the progression of Major Works within the grade levels. The description provided by the company explains the grade band alignment, however this is not evident in the materials.
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 focus on memorizing facts, without conceptual understanding. The facts are presented as an expression and students are expected to input the correct answer, without place or time to develop conceptual understanding. The content is focused on quickly inputting an answer. If an incorrect answer is given, even repeatedly, the correct answer is shown, but with no explanations.
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 address the fluency and procedural standards that say "students know from memory." The materials do not address any other area of fluency or procedural understanding.
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
There are no contexts provided, no multi-step problems, no problem solving. All the materials are focused on memorizing an answer and typing it in as quickly as possible. These materials do not focus on the Major Work of each grade.
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 Practice Standards are not embedded in to student materials. Students do not utilize different strategies for problem solving, do not engage in mathematical problems which are a keystone for progressions using the mathematical standards. this program focuses on memorization and quick recall of math facts.
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
Because the student materials are designed around rote memorization and quick response, the materials lack evidence to support students' proficiency with the Math Practice Standards which focus heavily on problem-based contexts, reasonable explanations, using appropriate tools and strategies. Assessments of student learning only focus on the time it takes for a students to type in and identify a quick response.
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
Materials do not support the Standards' emphasis on mathematical reasoning. It only supports students recall speed with recalling basic math facts.
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 student materials do not provide evidence-based supports for MLs. There are no problems, just bare facts and equations. This creates a definite barrier for MLs that cannot conceptualize a problem. Giving them numbers, expressions and equations does not promote number sense and fluency. Fluency is not just memorization and quick recall of math facts, it also involves students being able to explain and use reasoning in context within a problem situation.
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
Although the program is set up to give a placement assessment to students and then to differentiate pathways for students, it does not allow students to demonstrate their mathematical understandings. The materials lack support based on differentiating for students' mathematical understandings.
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 program is not designed with equations and expressions in context with problems and problem solving. It focuses on quick retrieval of math facts without contextualization. So, students do not engage in deconstructing or reconstructing language with problems.
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
Student data is available and educators could use the data as a general indicator of student proficiency and this can be tracked at regular intervals. Educators can adjust the program to meet students' needs with recall and speed of math facts.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Assessments only measure students quick recall of math facts and solutions to bare numbers. They are not designed to assess students' enggagement with mathematical tasks and applications with word problems.
Utah State Board of Education logo
UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807 

© Copyright 2025 Utah State Board of Education