Focused Instruction: Mathematics Intervention
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Limited
Evaluation
The program is an intervention/supplemental program focused on remediation and filling gaps, primarily supporting number and operational standards (Major Works). It is organized by mathematical content strands rather than grade-level progressions, and it selectively aligns with grade-level standards, focusing on key concepts for struggling learners without content interference from previous or future grades. Notably, it does not address measurement, data, or geometry at all. Furthermore, the content focuses on a single standard at a time, and when supporting standards are the focus, Major Works standards are not addressed simultaneously.
Educators Using These Materials
No educators found.
Material Categories
Supplementary
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 | ||
| All material is confirmed to be appropriate for the age group. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No evidence of discriminatory practices was observed within the material. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials are appropriate for all students and are engaging, inviting full student participation. | ||||||
| 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 curriculum is free from advertising, e-commerce, and political interests. | ||||||
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 program is an intervention/supplemental program focused on remediation and filling gaps, primarily supporting number and operational standards (Major Works). It is organized by mathematical content strands rather than grade-level progressions, and it selectively aligns with grade-level standards, focusing on key concepts for struggling learners without content interference from previous or future grades. Notably, it does not address measurement, data, or geometry at all. Furthermore, the content focuses on a single standard at a time, and when supporting standards are the focus, Major Works standards are not addressed simultaneously. | ||||||
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 are primarily focused on developing conceptual understanding of key mathematical concepts. This is achieved through the use of concrete and visual models, step-by-step reasoning, and guided discussions which include provided sentence stems. | ||||||
| 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 aim to develop fluency alongside conceptual understanding, ensuring students learn why procedures work through reasoning and visual models, rather than just how to perform them. However, there is a tendency to focus on standard algorithms even in grade levels where conceptual strategies would be a more appropriate primary focus. | ||||||
| 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 program's primary focus is on Numbers and Operations, including word problem applications. Lessons are structured into five parts taught over the course of a week, with the real-world application of content specifically occurring on days 4 and 5, ensuring this critical aspect is addressed without losing focus on the Major Work. | ||||||
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 includes at least one Mathematical Practice Standard that accompanies the main topic. While the standard is identified and aligned with the lesson's content, there is minimal or no guidance provided to the teacher for effectively developing or implementing that practice standard. | ||||||
| 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 program's assessments primarily focus on content standards, with the Standards for Mathematical Practice (SMP) largely unaddressed. Students are rarely asked to represent or explain their thinking on these assessments; the Problem Solving Observation Rubric is the only tool that partially attempts to analyze student proficiency with the SMP. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The program's emphasis on remediation limits the strategies and depth of instruction, focusing primarily on foundational operations rather than the full range of grade-level problem-solving methods. This limitation is reflected in the assessments, which concentrate on content standards and rarely require students to represent or explain their thinking, thereby providing minimal evidence of proficiency in the Standards for Mathematical Practice. | ||||||
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 program offers strong support for ELL and other learners by employing extensive manipulatives, number lines, diagrams, and visual models to make concepts accessible regardless of language proficiency. Instruction is broken into small, step-by-step increments to reduce cognitive load. Furthermore, vocabulary is explicitly taught and enhanced, with language development strategies embedded throughout lessons, specifically in the Build Vocabulary and Mathematical Discourse sections. | ||||||
| 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 program utilizes the Concrete-Representational-Abstract (CRA) instructional approach and the "I do, We do, You do" model, providing scaffolded supports embedded throughout each lesson. Part 4 of every lesson is specifically designed for differentiation based on check-in assessment data collected in Part 3, and Part 5 serves as a summative assessment to guide future support and promote the gradual release of students toward independent understanding. | ||||||
| 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 | ||
| While the curriculum incorporates some varied representations, the range of strategies tends to be limited primarily to foundational skills. The instructional approach relies heavily on explicit instruction, presenting a strategy or representation that students are then expected to mimic. | ||||||
| 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 curriculum features generic images representing diverse backgrounds, though these are presented without accompanying commentary. While the materials lack specific resources for Utah, U.S., or worldwide cultural philosophies, the images and situations generally reflect the everyday lives of students and depict Utah values. | ||||||
| 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) | ||
| Positive character traits are indirectly presented throughout the material. Students regularly work in pairs and small groups to share ideas, perspectives, and strategies, which meets the expectations for collaborative learning. | ||||||
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 program provides multiple opportunities to monitor student progress, including daily checks designed to guide instruction and inform immediate teaching adjustments, in addition to typical 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 | ||
| The program's assessments provide some evidence of student proficiency and areas for growth, but they primarily focus on content standards. A key limitation is that most assessments do not require students to represent or explain their thinking. The Problem Solving Observation Rubric is the only tool that addresses the Standards for Mathematical Practice and comes close to analyzing student proficiency in that area. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807