Mindsets
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Limited
Evaluation
Mindsets is an outstanding option for supplementing math and science core curriculum. The program is interactive and engaging and the science challenges are exciting and challenging at the same time. One of the main focuses of Mindsets is the use of real world examples, which makes the situations that students' encounter in each lesson more captivating and more meaningful. Likewise, video quality is well done. The program also offers teachers the ability to view students' progress and meets the standards in math and science. Overall, a great supplemental option for math and science for grades 3-12.
Educators Using These Materials
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Material Categories
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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. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | This item has not been graded. | |||||
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 are supportive of key mathematical and science concepts and the development of students' understanding of these areas. Materials meet mathematics and science standards for each grade level. | ||||||
| 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 to meet the standards and fluency can be attained with consistent exposure to the materials in the program. | ||||||
| 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 materials are designed to supplement the Major Work of each grade. Real-world tasks and scenarios are offered to help develop knowledge and understanding. The materials are engaging so that students are excited about opportunities to practice and show understanding. | ||||||
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 are enriching for the Major Work of the grade and offer practice to strengthen knowledge and understanding of each standard. Challenges are captivating and challenging but maintain focus on the standards and Major Work of the grade. | ||||||
| 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 | ||
| Both tasks and assessments are designed to provide evidence of students' understanding and proficiency of the standards in math and science. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The materials are supportive of the standards and emphasize mathematical reasoning. Students use real world problems to understand and make sense of concepts and apply knowledge of understanding to solve problems and complete tasks. The use of real world problems and scenarios allows students to model with mathematics and scientific methods. | ||||||
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 | ||
| Materials are supportive of English Language learners as it offers the ability for students to listen to the text in English or in their native language. Students are able to not only listen to the text, but they are able to access a dictionary and use talk to text. | ||||||
| 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 have limited scaffolding options in regards to a variety of learners. ELL learners are covered, but differentiation for special needs students seem low. Materials do offer collaboration and self-paced options. | ||||||
| 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 incorporate a wide variety of strategies to engage and ensure student understanding, progress and success. Lessons encourage creativity, critical thinking and communication. | ||||||
| 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 | ||
| Throughout the lessons students are checked for knowledge and understanding. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments are successful in determining student knowledge and understanding. The program uses different tools to check for understanding and offers teacher access to results as well as looking at the results by question for all students for options to reteach or gain better knowledge and understanding of concepts and standards. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807