MIDAS

Frax 2

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Core Code Alignment

Mathematics
Elementary Mathematics
07018800005: Mathematics Grade 4

Recommendation

Recommended Limited

Evaluation

Frax is an interactive digital program designed to engage students in 3rd and 4th grade while learning fractions. There are limited representations, application of knowledge is narrow and conceptual understanding focuses on fraction tiles and number lines. We would recommend limited because it only addresses fraction standards in a simplistic way.

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 seems to be adaptive and moves students through missions with the support to learn new content. It is aligned with Utah math standards but only addresses fraction standards. There are game aspects but they seem minimal in relation to the time spent doing math.

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 activity addresses fractions in limited conceptual ways. It does address the fractions standards.
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
They have to progress through each sector which builds on skill level. Students have to demonstrate proficiency at a skill before they can move on. The focus on fractions and using visuals seems to highlight these areas in a way that students would easily develop proficiency.
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 seems to be a lot of 'game play' and narration between tasks, it is challenging to see the exact balance of work and play. The majority of the problems are single-step."

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
Students would gain a lot of practice in an engaging way with this program. Their reinforcement through building models would be impactful in helping their overall understanding of fractions.
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
It appears the tasks are very specific to certain standards but not rigorous enough to address the Standards of Mathematical Practice.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
This game uses limited reasoning practices but not a lot of variety in modeling. While students did have to using reasoning skills, the models were very similar and didn't provide alternate examples.

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 visuals would help ELL students alongside talking characters that take away the pressure to read. However, there is a lot embedded in each task and no option to have text read aloud.
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
It appears students will get access to further explanation and practice as they struggle with an area. The gradual removel is lacking in that students are not provided more in-detail instructions but are just directed to 'try again'.
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 game lacked multiple representations and opportunities for deconstructing/reconstructing. Targeted reteaching didn't happen if the student didn't understand the skill.
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
Each sector has a review cycle and test that would provide a chance for students to demonstrate progress, and mastery, before moving on to the next sector.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The goal of the program is to measure through tasks and application of the math; however, the tasks were repetitive and lacked complex thinking.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807