Do The Math K-5
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Limited
Evaluation
Do The Math is an intervention program for grades 1–5 focused on addition, subtraction, multiplication, and division with whole numbers and fractions. While it does not address all standards, most of the materials devote the majority of time to Major Work standards. As a supplemental intervention program, the materials are organized by content strands rather than grade-level progressions. Standards are identified within lessons, which may include content from previous grades to support students who are catching up in math. The materials are meant to be used as an intervention tool with students working on concepts 1-4 years below their age level.
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 | ||
| All material is appropriate for the age group. | ||||||
| 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 were found in this material. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| These materials are appropriate and invite all students to engage. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Curriculum is free from advertising, e-commerce, and 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 | ||
| Do The Math is an intervention program for grades 1–5 focused on addition, subtraction, multiplication, and division with whole numbers and fractions. While it does not address all standards, most of the materials devote the majority of time to Major Work standards. As a supplemental intervention program, the materials are organized by content strands rather than grade-level progressions. Standards are identified within lessons, which may include content from previous grades to support students who are catching up in math. The materials are meant to be used as an intervention tool with students working on concepts 1-4 years below their age level. | ||||||
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 program is designed for intervention and does not address all Utah Core standards, but it intentionally builds deep conceptual understanding—rather than rote rule-following—and meets the rigor of the standards it covers. | ||||||
| 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 program emphasizes reasoning and conceptual understanding as the foundation for developing procedural fluency, encouraging students to think critically rather than rely on rote memorization. | ||||||
| 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 | ||
| The program centers on Numbers and Operations, incorporating a wide range of word problems that align with the types outlined in the Core Guides Tables 1 and 2 to strengthen problem-solving and application skills. | ||||||
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 | ||
| The program embeds mathematical reasoning and practice standards throughout, encouraging students to make sense of problems, persevere in solving them, and communicate their understanding by explaining, justifying, and visually modeling their strategies. | ||||||
| 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 require students to represent and explain their thinking, providing clear evidence of their proficiency in the Standards of Mathematical Practice. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The program consistently emphasizes mathematical reasoning, guiding students to think critically, solve problems, and clearly represent and explain their ideas rather than simply performing procedures. | ||||||
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 | ||
| ELLs are supported through the use of manipulatives, hands-on activities, sentence stems, and a strong emphasis on vocabulary, with Language Development boxes embedded in lessons to help teachers effectively address language development needs. | ||||||
| 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 | ||
| The program follows a CRA approach, moving from foundational skills to applied practice, and offers teachers comprehensive guidance on differentiation, intervention, and assessment to identify student proficiency levels and support needs. | ||||||
| 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 | ||
| The program incorporates multiple representations—such as counters, cubes, fraction strips, drawings, number lines, and equations—while emphasizing the deconstruction and construction of problem language and providing teacher support to anticipate and address common 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 curriculum features generic images that reflect diverse backgrounds and everyday student life aligned with Utah values, but it lacks commentary or resources that address specific cultural philosophies or epistemologies. | ||||||
| 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) | ||
| The program indirectly promotes positive character traits by encouraging collaboration through regular pair and small-group work, where students share ideas, perspectives, and strategies. | ||||||
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 | ||
| The program incorporates a comprehensive assessment system including teacher observations during lessons and pre-, mid-, and post-module assessments. Furthermore, a formative progress-monitoring lesson is conducted every fifth lesson to identify student misconceptions, gaps, and track understanding of previously taught concepts, allowing teachers to collect relevant data. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The program's assessments are designed to measure students' understanding and skills through thoughtful tasks and problems, going beyond mere computation. A core strength is that students are required to explain their thinking and use visual and concrete modeling to demonstrate what they know and can do. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807