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i-Ready Classroom Mathematics (c)2024 Grade 1

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Core Code Alignment

Mathematics
    Elementary Mathematics
        07018800004: Mathematics Grade 3

Recommendation

Recommended Primary

Evaluation

Instructional Materials are aligned with the content, philosophy and instructional strategies of the Core; may be used by students as principle sources of study, provide comprehensive coverage of course content.

Educators Using These Materials

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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
Materials are age appropriate and free from sensitive materials.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 Does Not Violate Law NA NA May Violate Law
No discriminatory practices noted.
Maintaining constitutional freedom in the public schools. 53G-10-202 Does Not Violate Law NA NA May Violate Law
Materials maintain constitutional freedom and neutrality.
Free from advertising, e-commerce, or political interest Contains none of the listed items. NA NA Contains one or more of the listed items.
Free from advertising, e-commerce, or 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
Major works are the primary focus of these materials. Materials aligned with grade level standards. Supporting work allows students to access cohesive major works supports with engaging connections. Lesson progressions provide a clear pathway and show how knowledge builds across the unit as well as the connections to standards. The teacher guides include pacing and progression charts that support grade-level coherence and vertical alignment.
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
Concept development precedes procedural practice, ensuring students build strong conceptual foundations.
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 program strongly emphasizes procedural fluency through game, structured practice and fluency activities that build accuracy, efficiency, and flexibility. Practice is cumulative and spaced out giving students repeated exposure to key skills and procedures.
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 uses real-world and story-based contexts to make math meaningful, promote critical thinking, skill application and clear communication of reasoning.
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
Instruction uses multiple representations- drawings, objects, gestures, and verbal reasoning- to connect abstract and concrete ideas, with teacher supports to address misconceptions and guide students toward mastery.
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
Standards of Mathematical Practice are clearly identified within the teachers guide and highlights focus standard. This is also included as part of the unit assessments.
Materials support the Standards’ emphasis on mathematical reasoning. Meets Partially meets N/A Does not meet
Implementation of standards for mathematical practices are embedded. Practice standards enhance, not distract from, the Major Work—students apply reasoning to authentic grade-level problems.
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 emphasizes vocabulary and language development, while providing tiered supports for English language learners and embedding structured language routines throughout lessons to promote academic discourse. It is very closely tailored to the WIDA strands and provides specificity related to which strands are being addressed.
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
Differentiation framework with a gradual release of support is provided. The connection between grade levels provides a resource that allows you to easily fill skill gaps and continue focus on grade level materials.
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
Curriculum identifies common misconceptions and provides error alerts that help teachers guide students toward clarity. The try it, discuss it, connect it -progression provides students opportunity to clarify questions, share strategies, and connect learning to prior learning. Concrete, representation, and abstract instructional approach supports students progression of learning.
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, This item has not been graded.
Cultural inclusion occurs naturally through problem scenarios and visual representation. While representation is generally respectful and inclusive, deeper integration of global mathematical contributions or Utah-specific cultural contexts is limited.
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)
Students are prompted to listen respectfully and justify their thinking. Encorages self reflection as well as non-curricular content around positive work habits and social responsibility.
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
Assessment structures suppport ongoing use of student data to both inform future learning as well as provide clarity related to mastery of learning and current student performance.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. Meets Partially meets N/A Does not meet
Assessments address conceptual understanding, procedural skills, and application. Scoring guides include DOK levels. Performance tasks and “Show What You Know” activities require reasoning and application.
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