Experience Math
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Limited
Evaluation
The materials generally align with grade-level content and standards, but lessons often lack rigor, coherence, and authentic engagement. Supporting work and differentiation are minimal, repetitive, or unclear, with few meaningful strategies for deconstructing or extending learning. Assessments and tasks are mostly low-level, focusing on recall or simple procedures rather than conceptual understanding or mathematical reasoning. Practice standards and intervention strategies are inconsistently applied, and scaffolds for multilingual learners primarily support instruction in a student’s primary language rather than promoting English development. Overall, while the materials provide basic practice and alignment, they do not consistently enrich the major work of the grade or support deep understanding.
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 | ||
| All materials are appropriate. | ||||||
| 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 observed | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No violations observed. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Free from advertisment. | ||||||
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 | ||
| Overall raters found the focus and coherence to be adequate with a few discrepencies. Criterian 1 found that most major headings align with grade-level content; however, the individual lessons under these headings are not always connected to specific standards. Many lessons are overly activity-based rather than focused on core content, and “No Associated Standards” appears frequently in lessons that take up valuable instructional time. While most units follow state standards, some lessons seem to be added to supplement or differentiate instruction, but they do not always clearly or coherently support the major work of the grade. 2- The supporting work in each unit tends to be repetitive rather than substantive. Although there are many opportunities for practice, the tasks are often too similar in format, wording, and question type to deepen understanding. If students struggle with an initial task, subsequent ones offer little added value. While supporting work is meant to enhance focus and coherence, much of it functions as extra activities rather than meaningful extensions of the major work. In kindergarten, some tasks even risk confusing students by introducing incorrect counting patterns too early. 3- While the materials generally follow the grade-level progressions outlined in the standards, the connection between grades feels loosely incorporated rather than built on a strong, concrete foundation. Content from previous grades supports current learning, and current grade work lays groundwork for future concepts, but the progression could be made more explicit and cohesive. 4- Lessons containing material from previous grades were not clearly identified. While there are overlapping ideas consistent with the core standards’ progressions, no lessons appeared to focus solely on content from earlier grades. Instead, lessons in later grades build upon, but remain distinct from, prior learning. | ||||||
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 | ||
| Raters noted that the lessons are generally very basic, with little rigor in games or extension activities. Most tasks and number talks are DOK 1, focusing on simple recall or next-number responses. Upper-grade lessons often emphasize procedural skills over conceptual understanding. For example, a 4th-grade task asks students to describe the materials used rather than the strategies or reasoning behind their solution. | ||||||
| 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 | ||
| Raters found that lessons identify standards but provide only a basic overview, and materials are loosely tied to those standards. While the scope, sequence, videos, and teacher materials focus on standards and rigor, student-facing activities and questions are often simple, confusing, or misaligned. Many tasks feel like “guess what the teacher is thinking” rather than open-ended exploration. For example, a 4th-grade number talk on place value lacks sufficient support, and activities like explaining how numerals originated in India do not connect to understanding that “6” represents six objects. Some explanations, such as those on fractions, are explicit and reduce rigor but likely help students master the skill. | ||||||
| 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 | ||
| Focus turns from math to activity in Kinder - "Invent" a 6-frame loses the purpose of a 5 frame as a means of organizing to be able to count quickly by 5s (as a later skill) There is a lot of focus on activities and manipulatives but these lessons are often spanning multiple days so that I worry that the essence of the mathematics takes a back seat to the activity. Different surface level materials are available or suggested. The application is simplified and the Major Work is not focused on rich questions or deep thinking problems. | ||||||
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 | ||
| Raters noted that while the practice standards appear in some lessons, many applications feel artificial and do not authentically engage students in the standards. As a result, the focus often shifts to the activity rather than the mathematical practices. Overall, materials offer only basic practice and do not enrich the major work of the grade. | ||||||
| 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 | ||
| Tasks and assessments primarily measure basic understanding, often feeling like busy work rather than meaningful demonstrations of learning. While practice standards appear in some lessons, many applications are artificial, shifting the focus to the activity and detracting from authentic engagement with the mathematical practices. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Much of the reasoning in activities is activity-focused rather than mathematics-focused. While students may engage in reasoning, it is often not truly mathematical, with the emphasis on activity-based tasks that only partially align with the mathematical practices. | ||||||
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 | ||
| All student materials, including exit tickets and videos, are available in Spanish, and teacher guides include some scaffolding for multilingual learners (MLLs). However, guidance for differentiation is unclear and difficult to locate, offering little direction on adapting content while maintaining standard integrity. Spanish materials support instruction in Spanish but do not help MLLs learning in English. Scaffolds allow tasks to be completed in a primary language before modeling in English, which supports Spanish-based instruction but offers limited support for English language development. | ||||||
| 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 | ||
| Raters noted that there is no clear, structured intervention plan for students who are struggling. While program videos describe differentiation and support for a range of learners, actual lesson differentiation is minimal, often varying by only a single number. Intervention and extension materials largely consist of “try another similar activity” suggestions rather than concrete strategies. For example, an extension might simply suggest reading more of the book with larger numbers for advanced students. | ||||||
| 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 | ||
| Suggestions for supporting students are minimal and generally not thought-provoking. They focus on simple variations, such as trying different numbers or slightly different tasks, rather than offering multiple representations or strategies to deconstruct and reconstruct problems. Many recommendations are activity-based (“you may want to…”) rather than viable alternative instructional approaches, and there is little explanation or extension provided. | ||||||
| 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). | ||
| Not present, but not required. | ||||||
| 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) | ||
| Not present but not required. | ||||||
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 | ||
| Each lesson includes exit tickets and journal reflections to gauge student understanding. End-of-topic assessments are also provided. Within lessons, assessments appear as “Your Turn” questions and “Exit Tickets,” and teacher observation is encouraged throughout. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Most questions and assessments are low-level, primarily DOK 1, and often feel like busy work rather than measuring true understanding. Tasks focus on retell or simple thinking, and even higher-cognitive-demand questions do not consistently elicit deep reasoning related to the lesson’s focus. For example, questions about cubic inches or cubic feet may not promote strong conceptual thinking about volume. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807