MIDAS

Reflex and Frax2

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Core Code Alignment

Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3

Recommendation

Recommended Limited

Evaluation

Reflex Math is a dynamic tool that offers comprehensive explanations, definitions, and skill-building games that enhance students' mathematical fluency. It provides detailed data reports featuring each student's fluency progress, daily goals, and overall class performance, making it a valuable resource for teachers. It's gamified approach, bilingual options (Spanish and English), and diverse individualized learning paths make it a fun and effective platform for mastering math facts. Frax is an engaging and exciting online program that supplements students in grade 3-5 in learning fractions. The program uses "missions" to help students understand and visualize fractions. The program is interactive and collaborative as well.

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.
Both materials are supportive of the Major Work of the grade. Programs focus on fluency of addition, subtraction, multiplication, division and fractions.

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
Materials and programs do support the development of students mathematical concepts, but primarily focus on fluency of math facts. Likewise, materials and programs do meet specific standards of each grade.
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 students to meet fluencies. Lessons are focused on fact fluency and obtaining mastery of each topic.
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
Materials are solely focused on fluency. Students spend 100% of their time working on fact fluency. There are no single or multi-step contextual problems. The only problem solving in the programs is solving math facts.

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
Materials do enrich the Major Work of the grade by ensuring that students are fluent in their math facts. Success in fact fluency is important to enriching the Major Work of the grade and these programs accomplish that.
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 are designed to provide evidence of students' proficiency in standards, mainly fact fluency in mathematics.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
Becoming math fact fluent helps students handle higher math and mathematical reasoning more easily.

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
Reflex is offered in both English and Spanish, depending on student needs.
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
Materials do not provide scaffolding, differentiation or intervention specifically. Lessons are based on students' diagnostic placement from beginning of program and they progress accordingly as they pass lessons.
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
Lessons are all based on fluency. There are no options for scaffolding or deconstructing. Lessons are specific to individual students based on diagnostic placement.
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
Students are assessed at each lesson as they hit milestones and receive a green light to proceed to the next lesson. The measurements are testing fact fluency.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
Students' fact fluency is assessed through rote memorization and repetition. There are no tasks and applications involved in the assessment process.

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Salt Lake City, UT 84111-3204

Phone: 801.538.7807