Math Nation Grades 9-12
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000115: Secondary Mathematics III- Honors
Secondary Mathematics (7-12)
07080000115: Secondary Mathematics III- Honors
Recommendation
Recommended Primary
Evaluation
This curriculum is recommended as a primary resource because of the supports to both the teacher and the student, and because of the strong organization of math concepts aligned to the Utah core standards. The online curriculum aligns with standards and has appropriate grade-by-grade pacing. The original design of the lessons follow the traditional path of coursework (algebra, geometry, algebra 2, etc.); however, they have modified the online version to match the Utah core curriculum (Integrated Math I, II, and III). Schools have the opportunity to choose the path of coursework. Each lesson provides teacher resources, teacher presentation materials, and assessments with answers. In the student materials each lesson and unit has a balanced workflow with warm-ups and reviews, exploration activities, formative assessments, practice problems, and summative assessments. The student materials include videos with study experts to explain concepts. The lessons include a variety of representations and connected apps allowing for an interactive approach to the lesson. The only categories that are rated lower are ethnic studies and character traits, but these ratings do not interfere with the quality of math concepts presented in the curriculum.
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 | ||
| 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 | ||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
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 curriculum devotes most of the time to the Major Work and follows state standards with appropriate grade-by-grade progressions. The curriculum was originally designed to follow the traditional path (algebra, geometry, algebra 2), but was redesigned to match Utah Core. Reference materials describe where the lesson fits in each path. Unit summaries describe prerequisite knowledge expected from students, and they describe which lessons have review materials 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 | ||
| There is a good workflow in each lesson. It begins with a warm-up, some exploration activities, and ends with a lesson summary and progress check. | ||||||
| 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 | ||
| There is good balance between conceptual dialogue activities and individual practice. There are opportunities to use the study expert videos or explanations to learn from mistakes on wrong answers. | ||||||
| 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 | ||
| There are links to other apps to support learning and different representations. The work online is interactive. | ||||||
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 | ||
| 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 | ||
| For each summative assessment, students are able to retry incorrect answers after reviewing an explanation. They receive a new set of questions with each attempt. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Exploration activities in the middle of each lesson allow for some group/partner where students can explain reasoning. Some explorations allow students to interact with apps and explore different concepts. | ||||||
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 course description states that each lesson can be translated into many different languages, and there are many study expert videos that are recorded in other languages. We only observed Spanish. Although other translations are available, we did not observe extra strategies to help English language learners develop more in the English language beyond basic vocabulary and lesson summaries. | ||||||
| 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 | ||
| There are multiple steps of scaffolding as the lesson progresses. There are teacher resources and options for formative assessments to assist students through the lesson. The study experts have videos that explain the solving process throughout the lesson. The supports are removed on the end of unit assessment questions until the assessment is completed. Students can review their answers and try a new batch of questions for the end of unit assessment. | ||||||
| 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 | ||
| There are multiple representations of questions and different tools through the explorations. Desmos is connected on some activities. Other apps and interactive features are available on the explorations. | ||||||
| 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). | ||
| There are study experts that represent different cultures and languages. Some questions include minor variations in character and activities that hint at diversity. We rated this low, but we do not feel that it causes any problems because the focus of the math curriculum is on math concepts where ethnic studies do not affect the quality of math instruction. | ||||||
| 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 are some tips in the teacher notes to guide discussions respectfully, and to use effective communication. This is a life skill and an important character trait. There are some hints at reporting truth and justifying reasoning that could be considered moral behavior. The focus of this curriculum does not need to be in moral values to be an effective math curriculum. | ||||||
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 | ||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807