USBE Logo MIDAS Logo

Kiddom IM® v.360 Utah: 3rd Grade

 Back

Core Code Alignment

Mathematics
    Elementary Mathematics
        07018800004: Mathematics Grade 3

Recommendation

Recommended Primary

Evaluation

Curriculum follows progressions in the state standards. There are links to required pre-requisite standards as well as standards that current content is leading to in the next grade level.

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
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 Does Not Violate Law NA NA May Violate Law
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.
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
Time and focus are directly connected to UT core standards, Links to pre-requisites are included in each lesson. Pre-Assessment is also at the beginning of each unit
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
Students given opportunities to build understanding through activities and discussion
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
Procedural skills are practiced in warmups and activities but fluency would need to be included in additional instructional time.
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
Sufficient time spent in applications, problems are set up to be relatable to students. Ex: In graphing, creating a bar graph showing how students in the class get home from school.
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 lesson with tasks and each assessment for student learning provide clear evidence of proficiency in the practice standards, The alignment document helps identify them.
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 with 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
Mathematical reasoning is identified in the materials
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
Lesson overview provides supports for ELL and students with disabilities within each unit. Hands on activities, visual representations.
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
Tools available, but not easily accessible, must be teacher created based on guideline/suggestion
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
Multiple representations included but not clear on when to use within the lesson. Questions, suggested manipulatives.
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).
Many images are generic but do represent diversity.
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)
little reference to values or traits
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
Unit pre-assessments included, checkpoints and end of unit assessment. Only one version provided.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Assessments represent lesson activities/language with multiple representation.
Utah State Board of Education logo
UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807 

© Copyright 2025 Utah State Board of Education