ClearMath 1e K-5
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Student Resource
Evaluation
ClearMath 1e K–5 is age-appropriate, engaging, and free from discriminatory content, advertising, e-commerce, or political interests. The program primarily focuses on the Major Work of each grade, embedding supporting standards to strengthen foundational skills without introducing unrelated content. It follows a clear grade-to-grade progression aligned with State Standards, with no interference from previous or future grade-level content. While grades 1, 2, 4, and 5 offer a limited number of lessons on some Major Work standards, most of the program’s time is devoted to these standards overall. The materials explicitly support conceptual understanding alongside procedural fluency, helping students grasp both how to perform operations and why they work while addressing grade-level standards. Fluency is integrated through hands-on, visual, and contextual tasks rather than isolated drills, with repetition focused on the Major Work, reinforcing grade-level concepts and supporting mastery throughout the program.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive, Supplementary
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 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The material is appropriate for the age group. | ||||||
| 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 in the material. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials are engaging and designed to be appropriate for all students. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Curriculum is free from advertising, e-commerce, and political interests. | ||||||
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 | ||
| The program primarily focuses on the Major Work of each grade, with supporting standards embedded to strengthen foundational skills without introducing unrelated content. It follows a clear grade-to-grade progression aligned with State Standards, with no interference from previous or future grade-level content. While grades 1, 2, 4, and 5 offer only a limited number of lessons on some Major Work standards, most of the program’s time is devoted to the Major Work overall. | ||||||
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 explicitly support the development of conceptual understanding alongside procedural fluency, helping students grasp both how to perform operations and why they work while addressing grade-level 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 | ||
| The materials explicitly support the development of conceptual understanding alongside procedural fluency, helping students grasp both how to perform operations and why they work while addressing grade-level standards. | ||||||
| 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 | ||
| Fluency is integrated into the program through hands-on, visual, and contextual tasks rather than isolated drills, with repetition focused on the Major Work standards. While fluency materials are supplemental and may be skipped if not scheduled, they reinforce grade-level concepts and support mastery of the Major Work throughout the program. | ||||||
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 Standards for Mathematical Practice, referred to as Habits of Mind, are embedded and referenced in every lesson, with each activity highlighting one or two standards. Students engage in applying the SMPs primarily through the optional Daily Math Routines (DMR), which may be skipped if not scheduled outside the 60-minute Tier 1 instructional block, potentially limiting consistent practice. | ||||||
| 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 formative and summative assessments, including self-reflection activities, allow teachers and students to monitor understanding and evaluate how effectively students apply the Standards of Mathematical Practice in problem-solving. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The program emphasizes mathematical reasoning by having students represent, explain, justify, and apply strategies in multiple ways. However, some reasoning practice occurs in routines outside the core instructional block and may be skipped if time is limited. | ||||||
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 program provides strong support for ELL students through extensive use of manipulatives, diagrams, visuals, gestures, movement, and interactive activities. Language development is reinforced with academic language cards, glossaries, embedded supports, and Language Links in many lessons, making abstract mathematical concepts more accessible. | ||||||
| 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 | ||
| Lessons follow a gradual release model (I Do – We Do – You Do), breaking complex problems into manageable steps with visual cues, manipulatives, and guided prompts. Modules are divided into topics with Concept Lessons to build understanding and Re-Engagement Lessons to provide differentiated support based on student assessments. | ||||||
| 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 | ||
| Students are encouraged to solve problems using multiple strategies, including visual models, concrete manipulatives, mental math, and written algorithms, which is a key strength of the curriculum. | ||||||
| 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). | ||
| The curriculum features generic images representing diverse backgrounds and everyday student life that reflect Utah values, but it does not include commentary or resources addressing specific cultural perspectives or ways of knowing. | ||||||
| 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) | ||
| Positive character traits are presented indirectly throughout the program. While it does not explicitly address Utah’s shared values or communities, it emphasizes developing the Habits of Mind—the eight Standards of Mathematical Practice—which align with local values. | ||||||
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 | ||
| The program includes multiple assessment opportunities to monitor and support student progress, including daily formative checks, lesson exit tickets, module and topic assessments, end-of-unit summative tasks, and adaptive assessments through MATHia®, as well as yearly BOY, MOY, and EOY assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The program embeds multiple assessment measures within daily lessons and digital tasks, providing real-time monitoring of student understanding and immediate feedback, though additional sample assessments beyond lesson exit tickets were not available for review. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807