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Core Code Alignment

Mathematics
    Statistics
        07060000001: A.P. Statistics (10-12)

Recommendation

Recommended Primary

Evaluation

The instructional materials provide comprehensive coverage of the course content and are aligned with the Core's content, philosophy and instructional strategies. They may serve as the primary source of study for students.

Educators Using These Materials

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Material Categories

Comprehensive

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 book is in compliance with State Law.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 Does Not Violate Law NA NA May Violate Law
The book is in compliance with State Law.
Maintaining constitutional freedom in the public schools. 53G-10-202 Does Not Violate Law NA NA May Violate Law
The book is in compliance with State Law.
Free from advertising, e-commerce, or political interest Contains none of the listed items. NA NA Contains one or more of the listed items.
The book is in compliance with State Law.
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
Significant supporting work that engages students in the major work.
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 material follows the progressions in the 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
Logical progression of chapters, review portions summarize the material at the end of each chapter, and good examples for key points.
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
Applications follow the Major Works. The data can be downloaded as a csv file or text. They use TI NSPIRE, Excel, StatCrunch, MINITAB, JMP, and Data Desk for analyzing data.
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
Variety of questions and tasks with different DOKs.
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
Sufficient practice problems to enable fluency on mathematical reasoning.
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
It provides flash cards to review vocabulary. Websites can be translated into other languages. No additional support for language learners.
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
Differentiated assignments and leveled questions are not evident. Some videos are available for supplemental help. Video transcripts are available. Screen-reader questions are available in mylab.
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
The preface mentions that "worked examples repeat the mantra of Think, Show, and Tell in every chapter." They also include "what can go wrong" and "Just Checking" check-ins for students to verify they understand the material.
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).
Varied real world examples and data sets are neutral and appropriate. Varied pictures of people from different ethnicity
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)
Some exercise problems include character 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
Major assessments include tests and quizzes for each chapter. Other assessments include chapter projects, check ins, and investigative tasks, which provide opportunities for students to demonstrate understanding of their concepts learned.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Tests and quizzes include questions with different DOKs.
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