Kiddom IM® v.360 Utah 1st Grade
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Primary
Evaluation
Reviewers found the curriculum free of bias and political influence, well-aligned with the Utah Core Standards, and focused on the major work of the grade. It effectively supports conceptual understanding through problem-based learning, clear progressions, and integration of the Mathematical Practices. While diversity components are somewhat limited, and fluency will require intentional teacher implementation, the materials provide adequate support for differentiation, assessment, and diverse learners. Overall, the curriculum is adequate and appropriate to recommend as a primary resource for mathematics instruction in Utah’s 1st grade classrooms.
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 | ||
| Reviewers noted no sensitive material. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Reviewers saw no evidence of discriminatory practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| All reviewers stated curriculum appears to maintain constitutional freedom in the public schools. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Reviewers noted no evidence of advertising, e-commerce, or politcal interest. | ||||||
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 | ||
| Reviewers found the Instructional focus and time allocations are directly aligned with the Utah Core Standards, with the curriculum centered on the major works outlined in the Utah Core. Supporting content is intentionally used to reinforce and deepen understanding of major concepts through meaningful connections and contexts. The curriculum intentionally follows grade-level learning progressions, using prior-grade content only as needed for scaffolding and differentiation, while avoiding pre-teaching future standards. Most reveiwers found prerequisite skills are clearly identified and supported through pre-assessments and diagnostic tools, and there are few, if any, dedicated lessons focused solely on below-grade content. | ||||||
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 curriculum follows a problem-based approach that promotes student exploration and reasoning which leads to effectively supporting strong conceptual understanding. | ||||||
| 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 | ||
| Reviewers found fluency practice is available through warm-ups, practice problems, and centers but is not consistently embedded in regular lessons; teachers must intentionally incorporate these activities and use assessment data to guide fluency development. | ||||||
| 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 | ||
| Reviewers found the curriculum includes real-world connections and story problems for students and teachers to engage in. While some contexts are less authentic, the instruction remains strongly focused on the major work of the grade. Practice opportunities are provided in warmups, teachers may need to incorporate more. | ||||||
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 | ||
| Reveiwers found the Standards for Mathematical Practice are clearly aligned and embedded within lessons to enhance learning for the stsudent and teacher, though some practices may require teacher expertise to fully bring out their depth. | ||||||
| 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 | ||
| Each lesson within tasks and each assessment for student learning provide clear evidence of proficiency in the practice standards, The alignment document helps identify them. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Reviewers found mathematical reasoning is a clear focus throughout the curriculum. The mathematical practices are embedded in the routines of curriculum are stated in the narratives, and throughout the assessments. | ||||||
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 | ||
| Reviewers found the curriculum provides evidence-based supports for diverse learners, including Math Language Routines, visual aids, Spanish cognate toolkits, and UDL strategies to help all students meet grade-level standards. | ||||||
| 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 | ||
| Reviewers agreed the curriculum offers digital tools and options for personalized learning, The teacher would need to understand the UDL strategies to adjust or create the support and tools necessary for all students to succeed in the daily lessons. | ||||||
| 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 curriculum provides visual models, manipulatives, and guidance through progression documents, but effective use depends on the teacher’s ability to identify when and how to apply them within instruction. | ||||||
| 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). | ||
| Reviewers found the curriculum demonstrates respect for diverse socio-cultural identities in character, however, the material provides limited opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. Diversity is recognized through names and images, though visuals are generally simple and generic. It was found there was limited representation of varied cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | ||||||
| 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) | ||
| Reviewers found the material has a minimal amount of this content to unite Utah's to other cultures and communities. What is there, is found mostly in the supplemental materials. What is included is appropriate for students to undersatnd the intended math content. | ||||||
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 | ||
| Reviewers found curriculum includes readiness checks, checkpoints, cool-downs, and end-of-unit assessments that provide ongoing formal and informal measures of student progress throughout the year useful to the student and the teacher. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Reviewers clearly found the assessments mirror classroom activities and use multiple formats to measure both conceptual and procedural understanding, emphasizing student reasoning and identifying misconceptions. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807