BIg Ideas Learning Mathematics Grade 4 (Math and You!)
Core Code Alignment
Mathematics
Elementary Mathematics
07018800005: Mathematics Grade 4
Elementary Mathematics
07018800005: Mathematics Grade 4
Recommendation
Recommended Primary
Evaluation
Big Ideas Learning Mathematics Grade 4 (Math and You!) meets all the necessary requirements in the 2025 Mathematics Instructional Materials Review Rubric. The materials are aligned with the content, philosophy, and instructional strategies of the Utah State Core Standards for Mathematics and may be used by students as principle sources of study which provide comprehensive coverage of course content.
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 | ||
| The materials do not violate any of the Sensitive Materials and Prohibited Submission Laws. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials do not violate the law of Prohibited Discriminatory Practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials do not violate laws pertaining to Maintaining 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. | ||
| The materials are free from advertising, e-commerce, and political 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 | ||
| The materials are well aligned to the Utah State Core Standards for Mathematics and devote the majority of time to the Major Work of the Grade. The program content covers the following major work; (1) Multiplication/Division (OA & NBT) for 23 lessons/36 days, (2) Fractions (NF) for 29 lessons/47 days, and (3) Place Value and Addition/Subtraction (NBT & NF - decimal place value) for 13 lessons/21 days. The remainder of the lessons in Measurement - MD, Geometry - G, and Patterns - OA for 24 lessons/41 days support and connect to those major works. Lessons that include previous or future grade level standards are identified in routines called "Look Back/Look Ahead" and are used to leverage student 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 | ||
| The materials support conceptual understanding through the use of teacher modeling and guided practice. Scaffolds for conceptual understanding are included in lessons for struggling students. The content learning moves quickly and the pacing may be challenging for student mastery without more focus on essential conceptual understanding to build procedural fluency. | ||||||
| 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 pacing is quick and there is plentiful student practice for each lesson. Guided Practice for each lesson allows teachers to monitor individual student learning. The materials also include Review and Refresh materials and other online components for practicing fluency and procedural skills. | ||||||
| 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 student practice is well aligned to the Major Work of the Grade. There are application sections in the materials, both at the end of the lessons and the chapter. Problem solving is embedded in each chapter rather than as an isolated unit of instruction. | ||||||
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 | ||
| Each chapter has a scope and sequence aligning content standards/topics with the Standards for Mathematical Practice. Lessons also identify which practice standards best connect to the content learning target(s) for the day. Margin notes in the teacher guide explain how best to do this. | ||||||
| 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 materials provide a number of lesson components to assess student proficiedncy in the practice standards. Discourse is planned in lessons, a component called "Talk About It", to show evidence of student thinking and reasoning. "Dig In" is planned in lessons to observe the "how" of student matheamatics when engaging in partner and/or group games and tasks. And Performance Tasks exist at the end of each chapter to assess student learning. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Each chapter scope and sequence has an alignment to the practice standards. The materials include overall Language Routines and in lessons to emphasize discourse on student reasoning. | ||||||
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 | ||
| English Learner Support is identified for every lesson in addition to WIDA standards, overall language routines, and plans for daily discourse called "Talk About It". Regular and helpful notes and comments for how to differentiate the materials, including by WIDA level, are in the margins of each lesson. | ||||||
| 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 materials provide consistent structure for guided learning and differentiation in each lesson. There is a system of support for all learners throughout the program. Lesson include components identified as Reinforce, Re-engage, Intervene, Extend, and Deepen Student Learning for each lesson. | ||||||
| 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 materials use a variety of representations, problem types, and problem solving strategies throughout the lessons and chapters. Each chapter has an overview explaining the research of the models and strategies used along with common student misconceptions in the content of the grade level mathematics. Lesson notes also include what student difficulties may occur and how teachers can anticipate and address them. | ||||||
| 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 materials represent people from different cultural backgrounds, including people with disabilities. Some cultural items are displayed in photos. While problem solving is related to real-life experiences, it does not necessarily teach students anything significant about ethnic studies. | ||||||
| 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 materials represent the shared values of diverse people and communities that Utahns can relate to well. The materials cultivate positive character traits and scholarly learning in students. | ||||||
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 materials provide many checks for understanding throughout the lessons including quick check exercises, review and refresh correlations, and exit tickets. In response to the formative assessment, ideas for differentiation and intervention/extension are given ongoing throughout each chapter. Lessons include components identified as Reinforce, Re-engage, Intervene, Extend, and Deepen Student Learning. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Each chapter has a content review, chapter test, and performance task along with math games and centers where student understanding can be demonstrated and observed. Application of learning to "real-life" is strong, and assessments are frequent so teachers can adjust for student success. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807