i-Ready Classroom Mathematics (c)2024 Grade 2
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Primary
Evaluation
This curriculum excels in its strong focus on Major Works, ensuring that materials are fully aligned with grade-level standards. Supporting and additional standards are skillfully integrated to enhance the primary focus, not distract from it. The clear lesson progressions are a significant strength, providing teachers with a valuable resource for understanding the cohesive building of knowledge across a unit and connections to prior and future learning, which also aids in addressing below or above-grade content.
A core strength lies in its pedagogical approach, where concept development consistently precedes procedural practice, building strong conceptual foundations before moving to skill reinforcement. Students benefit from regular procedural fluency practice through games and structured activities that build accuracy, efficiency, and flexibility, all while avoiding excessive rote drill. Problem-solving is seamlessly woven into the lesson structure, requiring students to explain reasoning and compare strategies, often in real-world and story-based contexts that promote critical thinking and communication. The majority of instructional time is appropriately devoted to key math areas like number sense, counting, addition, and subtraction, with integrated geometry and measurement.
The materials effectively support both students and teachers through robust differentiation and instructional tools. Digital I-Ready lessons provide a personalized pathway based on diagnostic data. The curriculum skillfully uses multiple representations (visual, numerical, verbal) and a Concrete, Representational, Abstract (CRA) instructional approach to help students access abstract ideas. Common misconceptions are anticipated through error alerts and suggested teacher moves to proactively guide students toward clarity.
Furthermore, the curriculum fosters a positive learning environment by embedding mathematical practice standards so students apply reasoning to authentic, grade-level problems. It also encourages self-reflection and non-curricular content around positive work habits and social responsibility by prompting students to listen respectfully and justify their thinking.
The comprehensive assessment system includes diagnostic, formative (lesson checks), interim, and summative components, such as Mid- and End-of-Unit Assessments with rubrics and analyses of possible solution errors. These assessments are well-designed to address conceptual understanding, procedural skills, and application, and their scoring guides include Depth of Knowledge (DOK) levels. Finally, cultural inclusion is naturally woven into the content through problem scenarios and visual representations.
The curriculum is both comprehensive and flexible in nature, providing multiple learning pathways as dictated by student needs.
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. No evidence noted as sensitive. | ||||||
| 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. | ||
| Content is free of advertising, political influence, or discriminatory practices. | ||||||
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 maintain a strong focus on the major work of the grade and align closely with grade-level standards. Supporting and additional standards are intentionally integrated to enhance, rather than distract from, the major work. Lesson progressions clearly illustrate how knowledge builds across the unit and connects to related standards. These progressions also serve as an excellent teacher resource, highlighting learning pathways and connections to prior and future grade-level content. The alignment makes it easy for teachers to identify material that extends above or below grade level. | ||||||
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 | ||
| Conceptual Understanding: Instruction prioritizes concept development before procedural practice, ensuring a strong foundation. Focus on the major works is maintained to ensure rigor. | ||||||
| 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 Fluency: Students build fluency through games, structured practice, and spaced review that reinforce accuracy, efficiency, and flexibility—without overreliance on rote drill. 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 | ||
| Lessons are clearly sequenced, with well-labeled reviews that support ongoing understanding. Most instructional time centers on key areas—number sense, counting, addition, subtraction—with integration of geometry and measurement. 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 | ||
| Each unit explicitly identifies which Standards for Mathematical Practice (SMPs) are developed (e.g., “Make sense of problems,” “Construct viable arguments”). Focus SMP aligns with mathematical task demands and enhances learning. | ||||||
| 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 | ||
| Tasks and assessments include prompts for justification, argumentation, and critique of reasoning. Strength of program-SMP are clearly identified within the teachers guide and highlights focus standard. This is also included as part of the unit assessment, thus allowing alignment of standard mastery alongside SMP focus standards for the unit. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The Standards for Mathematical Practice are clearly embedded within lessons and consistently enhance the Major Work of the grade. Students are provided meaningful opportunities to apply reasoning and problem-solving skills to authentic, grade-level tasks, supporting both conceptual understanding and mathematical communication. | ||||||
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. | This item has not been graded. | |||||
| i-Ready’s digital lessons personalize instruction using diagnostic data to create adaptive learning pathways. Teacher resources, such as “Build Understanding” and “Re-teach” sections, follow a gradual release model that supports differentiated instruction. The framework allows teachers to address skill gaps while maintaining focus on grade-level content, with clear connections across grade levels to support continuous learning. | ||||||
| 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. Learning framework has specific identification of content both above and below content available as well as clear alignment and differentiation resources for EL students directly related to WIDA. | ||||||
| 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 curriculum effectively supports conceptual understanding through the use of multiple representations—visual, numerical, and verbal—that make abstract ideas accessible. Lessons are intentionally designed to anticipate common misconceptions, with teacher guidance and error alerts that promote clarity and corrective instruction. The lesson progression fosters active learning, encouraging students to articulate reasoning, compare strategies, and link new concepts to prior knowledge. The concrete–representational–abstract (CRA) approach is well implemented, supporting a coherent progression of learning and deep conceptual development. | ||||||
| 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). | ||
| Word problems include problem contexts that provide a window into various cultures/customs. Cultural inclusion occurs naturally through problem scenarios and visual representation. | ||||||
| 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 program intentionally promotes students’ social and emotional development alongside academic learning. Lessons encourage self-reflection, positive work habits, and social responsibility. Students are consistently prompted to listen respectfully, consider others’ perspectives, and justify their own thinking—supporting a collaborative and reflective classroom culture. | ||||||
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 assessment system is comprehensive and well-structured, incorporating diagnostic, formative, interim, and summative components that provide ongoing insight into student learning. Mid- and end-of-unit assessments include rubrics and examples of common errors, supporting consistent scoring and targeted feedback. Frequent lesson quizzes further reinforce understanding and help monitor progress toward mastery. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The assessment system demonstrates strong alignment to the three aspects of rigor—conceptual understanding, procedural skill, and application. Assessments include diagnostic, formative, interim, and summative components that provide comprehensive insight into student progress. Scoring guides reference Depth of Knowledge (DOK) levels to ensure alignment with cognitive demand and support consistent, meaningful evaluation. Mid- and end-of-unit assessments include rubrics and sample student errors to guide instructional adjustments, while lesson quizzes reinforce ongoing learning. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807