College Prep Math
Core Code Alignment
Mathematics
Other Mathematics
07070000060: College Prep Math
Other Mathematics
07070000060: College Prep Math
Recommendation
Recommended Primary
Evaluation
This traditional mathematics textbook covers most grade-level content, though it DOES NOT include the statistics module. It is well-organized, with clear structure, multiple worked examples, extensive practice problems, videos, and guided notes that support skill development and alignment with major standards. The text effectively builds foundational knowledge for success in college algebra and provides multiple representations through examples, graphs, and visuals. However, lessons follow a conventional direct-instruction model with limited strategies for addressing student misconceptions and few opportunities for inquiry or concept exploration. Overall, the textbook is strong in practice, structure, and content coverage, but less effective in fostering student-led discovery.
Educators Using These Materials
No educators found.
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 review team did not find any evidence of sensitive materials or prohibited submissions | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| None found | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Person College Prep Math is a traditional math text book and does not venture into constitutional freedoms | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Professional text book. No e-commerce of political interest | ||||||
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 | ||
| Solid traditional text book that thoroughly covers the content. HOWEVER, it does not contain a chapter on statistics. The review team recommends this as a primary resource with the expectation that supplementary materials will be needed to cover the statistics module in the USBE curriculum map. | ||||||
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 | ||
| Traditional text book that covers content. (Missing the stats module) The review team found that most explanations and examples are very procedural with limited opportunities to explore concepts. | ||||||
| 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 | ||
| Each section contains multiple worked-out examples a large number of practice problems (50-110 problems) as well as videos, text and guided notes. | ||||||
| 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 | ||
| Although this is a traditional textbook focused on basic examples and straightforward explanations rather than student discovery, most chapters include a few application questions—particularly in standards that emphasize modeling, such as those on exponential functions. | ||||||
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 content connects directly to the major grade-level standards. While it’s not designed for student-led investigation, it does provide the essential background and skills students need to be successful in college algebra. | ||||||
| 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 | ||
| The resource provides a multitude of practice and assessment to measure students proficiency. While most of the practice is more traditional math problems each chapter does have a section of additional investigation or exploration questions | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The extensive amount of practice questions leave students well prepared and practiced with college algebra. | ||||||
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 | ||
| While not overtly wordy the text is content language heavy. This is a book targeted at a more advanced learner and although the language is considered it is not a ESL designed resource. | ||||||
| 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 | ||
| Aside from the review chapter, this is a fast-paced, traditional text that covers a significant amount of material. It is not designed as a remedial course and therefore offers limited support resources. However, it provides extensive grade-level practice and content, along with videos for each section and features within the app that allow students to create their own flashcards and 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 | ||
| The design of the lessons primarily follows a traditional structure focused on direct instruction and procedural practice. While it does not consistently incorporate strategies such as deconstructing or reconstructing the language of problems, it does provide multiple representations through worked examples, graphs, and visuals within the text and accompanying videos. The text offers limited suggestions for addressing common student misconceptions or difficulties but includes ample grade-level practice opportunities to support student progress. | ||||||
| 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). | ||
| As a mathematics textbook, it does not attempt to incorporate themes related to ethnic studies, but instead focuses on traditional math instruction and skill development. | ||||||
| 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) | ||
| This material does not explicitly address character or civic education. | ||||||
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 | ||
| Textbook provides multiple opportunities for teachers to assess including lots of practice problems and access to assign online quizzes/practice. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Each chapter includes a test prep section, a test review, and a test. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807