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Illustrative Mathematics

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Core Code Alignment

Mathematics
    Secondary Mathematics (7-12)
        07080000070: 7th Grade Mathematics

Recommendation

Recommended Primary

Evaluation

An Excellent Middle School Curriculum for Accelerated Learners

Illustrative Mathematics Accelerated Pathway Middle School is a compressed curriculum that combines 6-8 grade materials into two years without eliminating any critical content. Although this is intended for advanced learners, the materials still provide excellent supports for students with disabilities and/or those who are learning English. Concepts are presented visually in nearly every case, with increasing abstraction and vocabulary as the concept is developed. Interactive diagrams and objects help students develop concepts intuitively before adding terminology or algorithms. The content follows the Utah State standards for math, as well as the Common Core State Standards for the middle grades.

Recommended Primary rating changed to Recommended Limited due to missing alignment document.

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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 This item has not been graded.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 This item has not been graded.
Maintaining constitutional freedom in the public schools. 53G-10-202 This item has not been graded.
Free from advertising, e-commerce, or political interest This item has not been graded.
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. Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. Lessons that only include mathematics from previous grades are clearly identified.
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
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
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
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
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
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
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
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
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, This item has not been graded.
Shared Values and Character Traits This item has not been graded.
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
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