HMH Into Math Version 2 Grades K-5
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Primary
Evaluation
HMH Into Math Version 2 (Grades K–5) is a comprehensive and well-structured mathematics program that aligns closely with the Utah Core Standards. The materials demonstrate a strong focus on the Major Work of the Grade and build coherence across grade levels through intentional sequencing and clear progressions. Lessons balance conceptual understanding, procedural fluency, and application, offering students multiple opportunities to reason, communicate, and solve real-world problems. The Standards for Mathematical Practice are authentically integrated, with frequent prompts for discussion, justification, and reflection that promote mathematical thinking. The program provides equitable access for all learners through scaffolded supports, language routines, and adaptive digital tools. Assessments are varied and ongoing, allowing teachers to monitor progress and differentiate effectively. Representation within the materials is respectful and inclusive, reflecting diverse cultures and experiences, while classroom discourse fosters collaboration, perseverance, and integrity. Overall, HMH Into Math Version 2 meets the criteria for focus, rigor, coherence, and accessibility, making it a strong choice for adoption as a primary core mathematics resource for grades K–5.
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 materials comply with Utah Code requirements. | ||||||
| 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 noted. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Materials maintain constitutional freedom and neutrality. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| HMH Into Math complies with Utah's legal requirements and is free from advertising, or 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 | ||
| Major Work of the Grade is the consistent focus across lessons and assessments. Supporting and additional standards are integrated in ways that enhance major work rather than distract from it. Lesson design builds systematically on prior grade knowledge, clearly identifying prerequisite skills and revisiting them briefly when needed. | ||||||
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 | ||
| Conceptual understanding supports are clearly evident. Intentionality surrounding the idea of buidling key concepts with exploration, that transitions to skill development and eventually application is found. | ||||||
| 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 | ||
| Multiple opportunites are provided for students to practice newly learned skills. These include individualized assignment of content, "practice on your own" items which clearly are linked to lesson task and have identified DOK levels. | ||||||
| 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 | ||
| Problem sets include real-world contexts requiring students to select and apply strategies. “Spark Your Learning” and “Real-World Connections” tasks promote mathematical modeling and multi-step problem solving. The balance between rigor components (conceptual, procedural, application) is consistently strong across grade levels. Curriculum is focused on Major Works, single and multi-step problems are provided to allow deep learning and application of content | ||||||
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 | ||
| Lessons, Practice on your Own, and Assessments reference specific Mathematical Practice Standards. “Math Talk,” “Try Another Strategy,” and “Explain Your Thinking” sections promote reasoning and communication. | ||||||
| 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 | ||
| “Math Talk,” “Try Another Strategy,” and “Explain Your Thinking” sections promote reasoning and communication. Lessons, Practice on your Own, and Assessments reference specific Mathematical Practice Standards. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Teachers are guided in connecting content and practice standards authentically; for instance, students justify their reasoning in written and verbal form. | ||||||
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 | ||
| Lessons integrate scaffolded supports such as language objectives, visuals, vocabulary cards, and “Language Routines” (Clarify, Compare, Justify). Supports for EL and special populations are clearly identifed but are generic in nature. Addtional resources including the Language Development Resource guide are identified. DOK Levels and question types are embedded within the lesson structure. | ||||||
| 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 | ||
| Tiered resources (On-Level, Reinforce, Extend) provide built-in pathways for differentiation. Opportunities to demonstrate understanding individually are available. Differentiation is addressed during the small group portion and through digital personalization. Lesson content provides some suggestions for scaffolding. | ||||||
| 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 | ||
| Multiple representations, manipulatives, and hands-on exploration support accessibility. Main lessons include varied representations, common student difficulties, and suggestions for addressing the misconceptions. | ||||||
| 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 program incorporates a variety of names, images, and cultural contexts in problem scenarios. Materials promote inclusivity and represent students from diverse racial, linguistic, and cultural backgrounds. Cultural integration is respectful and accurate but remains mostly surface-level; deeper exploration of mathematical contributions from diverse cultures is limited. No evidence of bias or stereotypes. World of Math- provides a window into cultural and historical content, as well as relevant data sets for task-problem solving activities. | ||||||
| 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) | ||
| Math Talks, World of Math, and Spark your Learning include content that encourages understanding of perspectives from around the world as well as within the classroom. Providing students opportunities to home their SEL skills and expand their understanding of the world around them. Embedded lesson features encourage perseverance, integrity, and collaboration. | ||||||
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 | ||
| Comprehensive assessment system includes diagnostic, formative, interim, and summative measures. Curriculum provides many oppurtunites for student/teacher to monitor current levels of understanding and progress. Each lesson provides individual practice opportunites, quick checks, review content as well as multiple forms of unit assessments. Digital componets allow for greater real time analysis of progress | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Unit and performance tasks evaluate reasoning, problem solving, and application. Assessment tie in is clearly identified as each opportunity for showing what you know is tied back to specfic task and learning goal. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807