Kiddom IM® v.360 Utah 2nd Grade
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Primary
Evaluation
Reviewers found the 2nd grade curriculum to be free of bias, discrimination, and political or commercial influence, while maintaining alignment with the Utah Core Standards. The program emphasizes the major work of the grade and supports conceptual understanding through problem-based learning, meaningful connections, and clear grade-level progressions that use prior content only for scaffolding and differentiation.
Mathematical Practices are well integrated throughout lessons and assessments, promoting reasoning and conceptual understanding. The curriculum includes supports for diverse learners—such as Math Language Routines, UDL strategies, and visual aids—though their success depends on teacher implementation. While cultural representation is limited, assessments and activities effectively measure both conceptual and procedural understanding. Overall, reviewers find the materials adequate and recommend the curriculum as a primary resource for 2nd grade mathematics instruction in Utah.
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 found the curriculum does not appear to have sensitve materials. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Reviewers found no evidence of discriminatory practices embedded within the curriculum. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| There was no evidence of advertising, e-commerce, or politcal interest found upon review. | ||||||
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 | ||
| Content is aligned with UT standards, instructional focus & time allocations are mapped directly to UT Core. Support content is designed to reinforce major concepts in new meaningful contexts. There are a few optional foundations lessons throughout to differentiate for struggling students. FAQs provide connections to previous learning & future learning. Progressions were carefully considered and used in the planning of instruction. References to prior content to support as prerequisite or intervention support does not interfere wth the major work and grade level focus. Prerequisite skills are clearly designated. Teachers are supported with diagnostic tools. | ||||||
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 content is organized as a problem-based framework. All materials support conceptual understanding well. It is designed to have students explore, reason, & uncover ideas before formal definitions & procedures are introduced. Includes number sense routines. | ||||||
| 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 | ||
| Notes: Fluency is embedded in Practice Problems, daily Warm-Ups, and digital or hands-on centers. They don't appear to be part of the regular lesson. Fluency progress is tracked with formative assessments and adapt instruction using personalization tools. AI pratice problem can be used. Each lesson has practice (for procedural fluency) problems embedded. Center activities should be used to assist with this and teachers would need to be aware of the practice needed and add it into their math block. Teachers also need to keep informal assessment data to guide continued student practice. | ||||||
| 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 major work of the grade is a clear focus and is not compromised as there are varying levels of meaningfulness in the problems presented. There are opportunities to work with single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving. | ||||||
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 | ||
| Language routines, visual supports, cognate list for Spanish, and UDL strategies for students with and without disabilities are all provided and referenced throughout the curriculum. Appropriate use of math practice standards support the major work of the grade for both the teacher and students. | ||||||
| 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 | ||
| Lessons, tasks & assessments narratives appear to cite MPs. Embedded in assessments and cool downs. Each lesson with tasks and assessments for student learning provide clear evidence of proficiency in the practice standards. The alignment document also helps identify them. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Mathematical reasoning is a clear focus throughout. The standards are embedded in routines of curriculum and stated in the narratives. | ||||||
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 | ||
| Language routines, visual supports, cognate list for Spanish, and UDL strategies for students with and without disabilities are all provided and referenced throughout the curriculum. Appropriate use of math practice standards support the major work of the grade for both the teacher and 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 | ||
| Reviewers found there is a digital platform for personalized learning, optional activities and next day supports. They appear to be teacher made rather than "take off the shelf." There are tools to use to adjust assignments for different learners, but the work must be created by the teacher, are not premade. There are other activites for various levels, but also need to be found & adjusted by the teacher. The teacher would need to understand the UDL strategies to adjust and create the support and tools necessary for all students to succeed in 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 program includes the progressions document that gives specific information on the areas where difficulties typically arise for students. It does not appear to be be clearly identifiable within lessons, It is in the teacher materials available. Models, manipulatives, and some discussions are available but seem dependent on teacher's ability to know when & how to use them to dig deeper. | ||||||
| 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). | ||
| Notes: Images & Content include names and references that reflect various demographics and diversity in a simplistic kind of way. | ||||||
| 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) | ||
| Notes: Specific information regarding character traits are found mostly in supplemental materials. It appears to be similar to what students are experiencing. Even though there is very little of this content, what is there is appropriate and reviewers found it to still be adequate. | ||||||
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 | ||
| Notes: Progress is measured at regular intervals informatlly and formally allowing teacher multiple opportunities to ensure student success. These include a Check Your Readiness diagnostic, section checkpoints, formative Cool-Downs, and End-of-Unit Assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Notes: Assesment similar to class activities, emphasize conceptual understanding and application. There are multiple formats for assessment. The curriculum presents assessments at all levels of teaching and learning. They contain items in multiple formats that mirror the instructional activities and allow students to explain their thinking. They are purposefully designed to show conceptual and procedural understanding with emphasis on student work and highlighting the most identifiable misconcceptions if there are student errors. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807