MIDAS

Imagine IM K-6

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Core Code Alignment

Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5

Recommendation

Recommended Primary

Evaluation

Recommended Primary The Imagine Learning IM Classroom Kindergarten Mathematics program demonstrates comprehensive alignment to Utah Core Standards and adheres fully to state law and neutrality requirements. The materials are coherent, rigorous, and accessible, offering strong instructional support for teachers and equitable learning opportunities for all students. The program is suitable as a primary resource for Kindergarten mathematics instruction in Utah schools.

Educators Using These Materials

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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 Imagine Learning Kindergarten and K–6 materials are fully compliant with Utah’s 53G-10-103 and R277-628 requirements regarding sensitive materials. All lessons are age-appropriate, instructionally sound, and focus solely on mathematical development. The program avoids any inappropriate language, imagery, or context while maintaining strong structural and educational quality.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	Does Not Violate Law	NA	NA	May Violate Law
The Imagine Learning K–6 materials meet Utah’s equity and neutrality standards under H.B. 261 and comply with laws 53G-2-103-5, 53B-1-118, and 67-27-107. The curriculum demonstrates no bias, exclusion, or stereotyping, portraying diverse learners in inclusive and neutral contexts. It promotes representation and belonging, ensuring all students feel valued and supported in their learning.
Maintaining constitutional freedom in the public schools. 53G-10-202	Does Not Violate Law	NA	NA	May Violate Law
The Imagine Learning K–6 curriculum complies with Utah’s 53G-2-103-5, 53B-1-118, and 67-27-107 requirements for maintaining constitutional freedom in public schools. It is strictly academic, emphasizing mathematical reasoning and skill development without including religious, political, or moral content. All lessons remain neutral, ensuring a learning environment free from ideological influence.
Free from advertising, e-commerce, or political interest	Contains none of the listed items.	NA	NA	Contains one or more of the listed items.
he Imagine Learning K–6 curriculum is entirely free from advertising, e-commerce, and political content. All links and digital resources lead directly to instructional materials within the platform, maintaining an exclusive academic focus. Lessons prioritize skill development and learning, avoiding any form of marketing or external influence.

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.	This item has not been graded.
The Imagine Learning K–6 math curriculum prioritizes the Major Work of each grade, dedicating approximately 65–88% of instructional time to key areas such as number sense, counting, addition, and subtraction. Remaining lessons meaningfully connect supporting topics like geometry and measurement to core number work. Units are thoughtfully sequenced to build conceptual understanding and align closely with Utah Core Standards and grade-level progressions.

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 Imagine Learning math program maintains a clear focus on the major work of mathematics—number sense, counting, addition, and subtraction—dedicating about 88% of instructional time to these areas. Connections to geometry and measurement are purposeful, supporting conceptual growth and coherence across grades. Lessons referencing prior content are clearly marked as “Revisiting” or “Building Toward,” ensuring smooth progression and alignment with Utah Core Standards.
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 provide structured and consistent opportunities for practice and repetition. Students develop fluency in counting, composing and decomposing numbers, and solving basic addition and subtraction problems. Visual supports such as number lines, 10-frames, and pattern blocks help connect procedures to meaning, reinforcing accuracy and automaticity.
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
Real-world and story-based contexts help children see mathematics as part of their everyday experiences. Lessons integrate problem solving into meaningful scenarios that require students to think critically, apply their skills, and communicate reasoning using words, drawings, and objects.

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
he Imagine Learning K–6 materials clearly integrate the Mathematical Practice Standards across all lessons. Students are consistently encouraged to reason, justify their answers, and represent their thinking in multiple ways. Each lesson identifies the specific practices addressed and provides guidance for helping students apply them meaningfully within 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
The Imagine Learning K–6 assessments are thoughtfully designed to measure both mathematical content and practice standards. Students demonstrate understanding through open-ended tasks that emphasize reasoning, modeling, precision, and communication. Assessments go beyond computation, challenging students to think critically, construct arguments, and apply mathematical practices in authentic problem-solving contexts.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The Imagine Learning K–6 materials embed mathematical reasoning throughout lessons, aligning with the Standards for Mathematical Practice. Students engage in tasks that promote pattern recognition, logical connections, and explanation of their thinking. While reasoning is primarily guided by teacher facilitation at this grade level, the program appropriately supports early development of independent reasoning and justification skills.

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 Imagine Learning K–6 curriculum ensures equitable access through clear language, visuals, manipulatives, and structured routines that support all learners. It embeds Stanford’s Mathematical Language Routines, along with sentence frames and visual scaffolds, to strengthen multilingual learners’ academic language. The program reflects universal design principles by offering multimodal engagement and differentiated strategies for gifted, special education, and at-risk students.
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 Imagine Learning K–6 program includes differentiation strategies that support diverse learners and promote increasing independence. Most supports depend on teacher implementation, and while effective, they could be expanded for targeted small-group intervention or enrichment. Although the program reflects best practices, it would benefit from more specific and individualized supports for students with special 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 Imagine Learning K–6 curriculum uses multiple representations—drawings, objects, gestures, and verbal reasoning—to deepen conceptual understanding. Teacher materials include clear guidance on addressing common misconceptions and promoting student mastery. Each lesson features a dedicated “Common Misconceptions” section with examples, sample responses, and targeted questioning strategies to support learning.
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 Imagine Learning K–6 curriculum respectfully integrates diversity through real-life scenarios, picture books, and culturally relevant contexts that align with Utah’s neutrality standards under H.B. 261. Characters and examples reflect varied communities and traditions in an age-appropriate, non-ideological manner. While diversity is present, the program could strengthen representation by incorporating a wider range of U.S. and global perspectives across lessons.
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 Imagine Learning K–6 curriculum fosters collaboration, persistence, and respectful communication through structured partner work and discussion norms. While it does not explicitly teach character education, it naturally promotes positive social behaviors through interactive learning. The program aligns with Utah’s shared values, emphasizing cooperation and mutual respect without including formal character development lessons.

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 Imagine Learning K–6 curriculum integrates a comprehensive assessment system that includes pre-unit, formative, and summative measures. Teachers can monitor student growth through daily Cool Downs, Section Checkpoints, and end-of-unit evaluations aligned to instructional goals. These assessments provide ongoing data for reflection and instructional adjustment, ensuring students are prepared for grade-level content and progress toward mastery.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
The Imagine Learning K–6 assessment system is fully aligned with Utah Core Standards and evaluates both conceptual understanding and procedural fluency. Assessments integrate real-world applications, reasoning, and multiple modalities—verbal, written, and hands-on—to capture depth of learning. Through diagnostic, formative, and summative tools, the program enables teachers to use data continuously to guide instruction and support student proficiency.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807