Waterford Early Learning Math
Core Code Alignment
Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3
Elementary Mathematics
07018800004: Mathematics Grade 3
Recommendation
Recommended Limited
Evaluation
The materials offer strong scaffolding, adaptive digital features, and clear progress monitoring that support diverse learners, including English Language Learners. Multiple representations and some cultural inclusivity enhance student engagement.
However, alignment to specific standards and the Standards of Mathematical Practice is minimal and often implicit. Assessments lack depth in evaluating student reasoning, and teacher resources provide limited instructional guidance. Emphasis on mathematical reasoning and civic education is also insufficient.
Given these limitations, the program is better suited as a supplemental resource rather than a standalone curriculum. Schools should plan to supplement with materials that explicitly address practice standards and deepen conceptual understanding. Professional development will be important to support effective use. Careful attention to local context and diversity is recommended to enhance relevance.
Educators Using These Materials
No educators found.
Material Categories
Supplementary
Rubric : Mathematics 2025
Review Complete. Final Score: 42 / 54 possible points (78%)
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 | ||
| Material is appropriate to early elementary students and does not include sensitive or prohibitied materials. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| This vendor has not violated any laws in regards to discriminatory practices within the materials. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials do not explore religious or political beliefs or influence. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| No advertising, e-commerce, or political interest is included in the material. | ||||||
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 and content are organized by mathematical strand; however, they are not explicitly aligned to specific standards. While major work of the grade can be located in a separate correlation guide, it is not consistently integrated within the supporting content. Although the materials generally follow appropriate grade-level progressions and are not intended for use beyond Grade 2, students may encounter content from earlier grades. Teachers can identify this prior-grade content through available reporting 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 materials systematically support the development of students’ conceptual understanding of key mathematical concepts, particularly in alignment with specific standards and cluster headings. The sequence of learning is intentional and structured around clear, concrete learning objectives. This is further supported by the "Skills Taught" resource, which provides evidence of targeted concept development throughout the program. | ||||||
| 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 | ||
| In addition to its digital platform for students, the program provides teachers with the option to print ancillary materials that align with the lessons. These resources can be effectively utilized across Tier 1, Tier 2, and Tier 3 instruction, supporting the development of mathematical fluency and skills. | ||||||
| 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 materials may support the major work but there some evidence that some focus on the major work of each grade is lost. For example, activities for 2.G.3 deviate from the grade 2 focus of partitioning into halves, thirds, and fourths. | ||||||
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 | ||
| The materials provide minimal support for the Standards of Mathematical Practice, with only limited and primarily implicit attention to these standards within the digital resources. The lesson plans for teachers offer very little guidance in this area. Overall, practice standards are minimally addressed and do not effectively enrich or reinforce the Major Work of the grade. | ||||||
| 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 | ||
| There is no evidence that tasks or assessments are intentionally designed to measure students’ proficiency in the Standards of Mathematical Practice. While the pacing guide provides a general overview of assessment timing throughout the school year, it does not offer clear guidance on evaluating the practice standards. Overall, the evidence supporting assessment of the Standards of Mathematical Practice is weak or lacking. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The materials place minimal emphasis on mathematical reasoning, providing limited and unclear support for this critical aspect of the Standards. Overall, attention to developing students’ reasoning skills is insufficient. | ||||||
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 | ||
| While some lessons and ancillary materials are available in Spanish and no additional language options are offered, the platform’s design—particularly its repetition and pacing—effectively supports English Language Learners (ELLs) and students requiring additional language reinforcement. Spanish is the only language supported, and while not all content is translated, key materials are available. The program meets WIDA expectations and includes features that align with the needs of multilingual learners through structured, repetitive language exposure. | ||||||
| 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 materials provide effective scaffolding, differentiation, and intervention to support a wide range of learners. As lessons progress, question types become increasingly varied, and supports are gradually removed to promote independent mathematical thinking. The adaptive nature of the program allows it to respond to student performance—reducing support as learners demonstrate understanding. While the pacing could be improved by allowing students to select answers before the narration concludes, the overall design effectively fosters independence. | ||||||
| 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 lesson design incorporates multiple representations to support students' understanding of grade-level concepts. When a concept is unclear, scaffolding is provided, followed by opportunities for targeted practice on the specific skill. The digital lessons are adaptive and include varied representations; however, students are occasionally limited to responding using a single strategy or format. There is clear evidence that the materials anticipate common student difficulties and provide support to address them effectively. | ||||||
| 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 digital platform includes some evidence of diversity in student-facing content, allowing students to see themselves reflected in activities and songs. The "Windows and Mirrors" resource supports representation of varied backgrounds, contributing to an inclusive learning environment. While the materials generally reflect diverse identities, it is unclear to what extent they incorporate contexts and experiences that are relevant to local student populations. | ||||||
| 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 materials demonstrate a general support for cultural norms, but there is limited representation of characters with diverse personalities, educational backgrounds, or income levels. Additionally, the platform provides minimal resources related to civic and character education, resulting in few opportunities for students to engage with these important themes. | ||||||
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 digital platform provides multiple opportunities for students to monitor their progress throughout each lesson. It also includes summative assessments and generates clear, easy-to-interpret reports for teachers. These reports support instructional decision-making and allow educators to adjust teaching based on student needs. The platform offers various tools to effectively measure and track student progress across the content. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The assessments are clearly written and do not require teachers to instruct students on test-taking strategies or question interpretation. Teachers have the flexibility to assign assessments by specific math strands. While the tasks and assessments are generally appropriate for the context, the platform’s format somewhat limits their scope. Notably, the assessments provide limited insight into students’ reasoning processes. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807