STEMscopes Math Grades K-5
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Primary
Evaluation
STEMscopes Math K-5 is free from discriminatory practices, advertisements, any e-commerce, political affiliations, and any sensitive materials. The program coherently focuses on the major work of the grade and directly follows current state standards. The provided work and activities for students are engaging and help promote student focus, although in some units there are some activities that are repetitive in nature. Program neatly depicts grade level progression with an emphasis of building on student prior knowledge although, independent lessons of previous grade level content is not explicitly addressed. Standard and concept headings are present to provide overall clarity, special attention is paid to working on student math fluencies, and overall focus on the major work of the grade. Student materials are directly correlated to the major work of the grade, with clear assessments, and emphasis on each standards' mathematical reasoning component. Assessments include both summative and formative formats with emphasis on multiple levels of depth of knowledge. There are many resources for ELL student including visual glossary cards and the ability to access the materials in many different languages including Spanish. Access to the standards is possible for many different levels of students with extension activities and resources for students who need additional scaffolding to access grade level content, or extensions for students who show a deeper understanding of content knowledge. Lessons involving diversity in culture are sparce, but available depending on the activity. There is some representation of diversity in lesson photos, videos, and stories but this is dependent on the lesson. Additionally, opportunities for student character education are available but minimal in additional explanation and resources.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : Mathematics 2025
Review Complete. Final Score: 50 / 54 possible points (93%)
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| This is deemed age appropriate and does not contain any sensitive or prohibited materials. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No discriminatory practices are present. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No constitutional violations found. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Free of advertisements of any nature. | ||||||
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. | Meets all non-negotiable requirements | NA | NA | Does not meet the non-negotiable requirements. *see narrative for determination of which requirement(s) was not met | ||
| 1. Standards are easily identified. Materials are designed for students and teachers to devote majority of time working on the Major Work of their grade. There is a well thought out scope and sequence that focuses on the major work of the sequence. Reviewers did notice that there are a few discrepancies between standards and what the lessons focus on and have students work. EX: "Represent Numbers to 100" Standard 1.NBT.1 is Count to 120, starting at any number... The other standards in this section work within 100. 2. There are many opportunities for supportive work and supplemental activities throughout this program including daily practice opportunities for all units. However, some of the works seem more repetitive in nature and do not necessarily adhere to the guidelines of supporting student focus and engaging students in the major work of the grade. 3. Lessons follow grade by grade progression and building on prior knowledge. (This is found in the Engage tab under 'accessing prior knowledge'). Lessons build on previous grades standards to ensure a solid foundation in content knowledge. 4. Clear identification of math lessons from previous grades were not identified. Lessons did include material from previous grades but there was no evidence of lessons that only reviewed past grade level content. There are lessons where overlapping ideas and concepts occurred (just as they do in the standards). The further progression in grades you go from Kindergarten, the more distinct the lessons are from each other including progression from previous grades. | ||||||
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 support the development of student understanding by using standards and concept headings that aligned with activities and lessons to support overall student understanding. | ||||||
| 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 ensure students attain necessary fluencies in math skills as required by the standard, noting that lessons are based on standards and grade level student learning goals. Very explicit expectations are consistent through the curriculum designed to help students attain necessary math fluency throughout progression of materials. | ||||||
| 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 ensure that focus on the major work of the grade is the main priority of all works and lessons. | ||||||
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 | ||
| All lessons and extension activities provided in each unit directly correlate to the major work of the grade to help strengthen student understanding. | ||||||
| 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 and assessments are clear in nature and are curated to provide evidence and proficiency in the given math standards that are being assessed. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Materials provided support and had a large emphasis on the standards' mathematical reasoning component. | ||||||
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 | ||
| Online elements have many resources including access for students who come from many backgrounds, including students who speak Spanish, German, Bengali, and many other various languages. There are specific sections that students can click a button and switch their dashboard to Spanish and with the simple switch, change their dashboard back to English to compare grammar and further understanding. The Spanish materials for vocabulary progression include a glossary with visual aides. However, some of the cards did not seem to provide a clear visual depiction of the ideas that are attempting to be presented. | ||||||
| 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 | ||
| Each unit included an intervention section for tier two instruction, an acceleration component, and a scaffolded instruction guide to provide appropriate support to help students of varying levels to have access to the math materials and concepts. The ability to have lessons both online and printed helps to support a broad range of learners and needs within the classroom. There are multiple types of questions specifically labeled with their intended range of depth of knowledge assessment with many embedded opportunities for students to show understanding of the material. | ||||||
| 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 include intentionally worded questions to support purposeful student thinking to challenge, extend, or clarify ideas. There is a wide range of interacting that is promoted including group thinking opportunities, partnered work, and independent studies. The 'explore' section included multiple ways of expressing math concepts to ensuring learning from different types of learners of different ability levels or learning styles. Additional teacher resources include the 'instructional supports' and 'language supports' section to help educators identify potential student difficulties. The suggested responses to these supports are potentially over-simplified and do not provide much additional extension. | ||||||
| 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, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Some of the acceleration extensions do explore cultural practices and apply those concepts to math. But this was not observed consistently throughout the curriculum for students who did not demonstrate an extended understating of the material. Although, some lessons did highlight various pictures, stories, and videos that expressed diversity in showing a range of different possible student backgrounds and cultures. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| There is a unit section titled "Launch into Habits" that noted eight important habits for a mathematician. These habits were outlined and explained to students thoughtfully, with one habit including being respectful and listening to others to be able to effectively work together. This is the only area where concepts involving shared character traits was observed. | ||||||
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 scope and sequence included both Summative and Formative assessment materials to gauge student understanding of materials. Explicit rubrics were also present for each standard to gain understanding of how exactly students were being assessed for each standard. Intervals for when assessments were to be given are determined by the teacher. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments include questions involving various depths of knowledge involving real world scenarios, skills quizzes, student observation checklists, math stories involving standard application, problems with focus on mathematical reasoning, planning, and defending of ideas and concepts. Depth of knowledge questions were most commonly found to be of the recall and reproduction and the ability to make connections with their understanding of the taught material in a more meaningful way than simple recall. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807