AP Precalculus
Core Code Alignment
Mathematics
Calculus
07040000020: Precalculus (10-12)
Calculus
07040000020: Precalculus (10-12)
Recommendation
Recommended Primary
Evaluation
The material aligns well with state standards, offering thorough and well-structured instruction of required concepts and skills at the appropriate grade level. It includes clear explanations, a wide variety of practice problems, and real-world applications that support student understanding and engagement. Additionally, the material provides ample support for assessment, and integration of technology. The content does not violate any of the required or non-negotiable sections of the rubric.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
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 | ||
| Content does not contain 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 | ||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Content does not violate constitutional freedom laws. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Content is free from advertising. | ||||||
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 information provides conceptual understanding as well as skill practice. Numerous applications exist throughout the text. The materials support the development of students’ conceptual understanding of key mathematical concepts and 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 book provides a lot of problems in the exercise section for practice of the concepts learned. Problems are varied in terms of content and style and there are a sufficient number to attain fluency. | ||||||
| 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 | ||
| Question sets are balanced with skill practice as well as application problems. Materials include a variety of questions throughout, as well as a variety of application topics. All problems are focused around the Major Work of the grade and regularly engaging. | ||||||
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 | ||
| MyStudy plan provides continual practice. Section questions and unit reviews are included and provide appropriate practice. Throughout the book there are sufficient and varied problem sets focused around the 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 | ||
| Sufficient attention throughout paid to mathematical practice standards. Both content throughout the chapters, as well as supplemental materials and assessments support this emphasis. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Sufficient attention throughout paid to mathematical reasoning standards. Both content throughout the chapters, as well as supplemental materials and problem sets support this emphasis. | ||||||
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 text is accessible with screen reader and higlighting tools, no EL support in student lessons but study videos do have portuguese captions. EL support in blue text in the margins of the teacher's edition. | ||||||
| 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 | ||
| Little-to-no designed differentiation besides mystudy lab. Elearning has hints, examples, and videos. Section exercises have different levels of difficulty and teachers can assign specific problems. Videos available for some of the lessons. It also provides an AI tutor. The teacher's edition has supports in the margin that contain "Alerts, Remarks, Notes on Examples, Exploration Extensions, as well as other general and specific Teaching Notes." | ||||||
| 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 | ||
| Strategies not built into lessons, students taught polya's problem solving and encouraged to use throught the class. Each chapter contains an Overview, "What you'll learn", a group activity, and vocabulary highlighted in Yellow. Occasional "alerts" in the teachers edition show where students might have common mistakes. | ||||||
| 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 examples and story problems contain limited themes of social and cultural histories. | ||||||
| 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) | ||
| Contains a mindset instructor guide. Some exercise problems include character traits or valued traits such as education, income, and occupation. | ||||||
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 | ||
| Multiple formative and summative assessment opportunities in the materials including tests and quizzes for each chapter. It also provides AP practice test questions. Assessments contain a wide variety of questions in terms of style, content, and structure. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessment bank has a variety of question types and difficulty level so students can show what they know. Includes questions for tests and quizzes as well as projects for students to show understanding. Assessments accurately measure what students can do and have learned. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807