HMH Math 180 Grades 3 & 4
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Primary
Evaluation
The following material is recommended as a primary curriculum to be used. The material reviewed followed the standards and allowed students multiple means to understand the material. Students could show their understanding of the material in a variety of ways through meaningful tasks, variety of assessments including exit tickets and curriculum based assessments. The curriculum provided ample opportunities to support all students including gifted and talented, English Language Learners, Tier 2, and Tier 3 students. With the online component, students can work on their own individual needs to progress through their work.
The one downfall noted is the amount of time it would take teachers to find the correct material needed for their lessons as the material was not organized by grade level and standards often overlapped. Instead of following a normal progression through a grade level for each standard needing to be taught, it was organized by topic. These topics went from the very basic at a kindergarten level to it appears to be 6th grade material. The lack of organization was confusing and time was wasted to try to find correct material.
Educators Using These Materials
No educators found.
Material Categories
Intervention
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 | ||
| No sensitive material was noted upon inspection. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Images and narrative were inclusive and non-discriminatory. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No issues regarding constitutional freedom in school were found upon viewing the material. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| No advertising or political propaganda were seen throughout the material. | ||||||
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 | ||
| Work was aligned with the state standards and allowed students time to focus on the variety of standards for each grade. It was noted that certain topics were a grade above or below the major work for the listed grade level. While reviewing material, it was difficult to determine where one grade level began and the other ended and there was no clear determination or path to find what was to be taught for a specific grade. Therefore, mixed reviews were given as to whether or not it was aligned with the standards for specific grades. However, when averaged together, scores received a 2.5. | ||||||
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 | ||
| Materials do a good job building concepts and skills. The material is geared towards the specific standard noted for each section. | ||||||
| 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 | ||
| While the material does a good job of building conceptual understanding, the material may not provide enough practice for student to master the skills. Material should provide enough practice and review previously learned skills to increase fluency. This material was lacking in this area. | ||||||
| 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 | ||
| Materials were confusing as to what grade level the materials were covering. The difficulty came in locating which lesson to teach for which grade level. Teacher time would be spent on deciphering what lesson went with what grade level. The curriculum was not easily laid out; therefore, wasting time for teacher and student. | ||||||
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 | ||
| Materials address the practice standards to enrich the Major Work of the grade. Lessons taught what they said they did. Only thing that was detracting was on the side of the teacher where the material was confusing to navigate through. | ||||||
| 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 | ||
| Assessments were designed to test what they were meant to and it allows teachers to see the level of mastery for each of their students. Tasks built up to the assessment and aligned with the lesson being taught. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Materials support the Standard' emphasis on mathematical reasoning. Material allows students find relationships between numbers and allows for group discussion about the lesson. This gives students the opportunity to draw conclusions to increase their critical thinking. | ||||||
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 material provided support for English Language Learners that will help students to master same tasks as English speaking peers. Material had vocabulary terms in both English and Spanish. Support was noted for students that are classified WIDA 1-3. | ||||||
| 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 | ||
| Materials provided allowed students of all levels to access and understand the curriculum. Areas were noted to allow more difficult problems for students who understand the concept being taught to stretch their thinking. In addition, there is a tab that has over 500 materials for differentating for tier 2 and 3 students. The online component also allows for support where the student is at. | ||||||
| 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 | ||
| Ample opportunities for teacher to assess students to differentiate and use the online platform to help students where they are individually. In addition, multiple representations are noted to allow students to learn a variety of ways to solve problems. Therefore, the student can choose what works best for their understanding. | ||||||
| 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). | ||
| Material showed no ethnic issues. | ||||||
| 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) | ||
| Material focused on a growth mindset and overcoming obstacles. | ||||||
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 | ||
| Students are assessed on an ongoing basis after each block of instruction. Material includes exit tickets and curriculum based assessment. There appears to be over 100 assessments for teachers to use from grades K-6. In addition, there is an online component that may be able to provide assessments to students. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments allow teachers to see what their students understand through a variety of methods including diagnostic, exit tickets, tasks, and curriculum based assessments. These multiple areas will allow the teacher to know if they need skills retaught or if they can progress further in the curriculum. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807