i-Ready Classroom Mathematics (c)2024
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Primary
Evaluation
Overall, raters agree that i-Ready Classroom Mathematics provides a strong connection to the State Mathematics Standards and that the mathematics is presented in a way that supports developing the Mathematical Practice Standards. As with all products, the quality of the product relies upon teachers' effective implementation. Where raters disagreed was in relation to the cognitive demand and level of mathematical reasoning demanded of students. Some raters felt that the product was sufficient in providing such rigor, while others felt that tasks as presented often provided too much scaffolding and mimicking-based exercises and tasks. The embedded assessments within the program are a strength, particularly the benchmark options. However, assessment tasks may better demonstrate procedural fluency and be less well-designed to demonstrate student conceptual understanding or authentic mathematical reasoning.
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 | ||
| Raters did not identify any 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 | ||
| Raters did not identify prohibited practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Raters did not find violations. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Raters did not find violations. | ||||||
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 | ||
| Criterion 1: Raters felt that student and teacher materials are aligned to provide support and clearly show intentional work for the majority of the time. Criterion 2: Raters felt that the big ideas of lessons are split into multiple "sessions," providing flexibility for using some or all of the sessions to meet a topic and the smaller activities in the lessons build a strong foundation for the core learning objectives. It was noted, however, that at times the tasks are superficially connected to the work of the lesson because the "answer" to a posed question is so "obvious" or intuitive that the actual thinking/work may not lead to intended objectives without more teacher effort at creating connections. Criterion 3: Raters felt that the ability to search in the interactive practice for a given skill added to the viability of this rating. Criterion 4: Raters did not see lessons that ONLY included mathematics from previous grades. | ||||||
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 | ||
| Key concepts are addressed and the materials support students' understanding of key concepts with the use of math center activities, online games, and interactive practices that enhance student understanding of each concept. There is potential for most of the tasks to be used to build conceptual understanding. However, some may provide too many scaffolds for students which ends up reducing the cognitive demand of tasks. | ||||||
| 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 | ||
| An array of materials provides options for tailoring learning to enhance student math fluency as required in the state standards. There is a lot of repetition with similar tasks and not a large variety in the use of numerals. Some numerals are overused while others are never used. There is a lot of mimicking embedded in the examples - an initial task will be presented, and students are walked through how to "solve" that task and are then asked to independently solve a very similar task. Explicit connection to procedural fluency is not always inherent, but can be made through good instruction. | ||||||
| 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 Major Work of the grade is the focus, and materials are designed to spend sufficient time working on applications without losing that focus. Teachers may need to condense multiple lessons to achieve pacing requirements. | ||||||
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 | ||
| This is possible with this product, but will largely depend on teacher implementation of the product. Ineffective implementation will reduce the quality of this indicator. | ||||||
| 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 | ||
| Multiple ideas for assessment are included at the lesson and unit levels. Assessments are designed to provide evidence of proficiency in a way that mimics end-of-year assessments with diagrams and multi-step problems. There are mathematical practices embedded, and an intent to have the tasks reinforce these practices. The depth of engagement with the practices may be weak in some places, largely because a low-cognitive-demand question is asked and/or too much scaffolding is provided to students to answer questions. This can reduce the cognitive demand required of students. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Materials do support the Standards for Mathematical Practice, but maintaining the cognitive demand and rigor may depend on teachers' use of 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 | ||
| All resources are provided in both English and Spanish, including online work. There is embedded support for vocabulary guidance on how to differentiate lessons based on English proficiency levels. | ||||||
| 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 | ||
| In the Teacher Toolbox under each grade there is a section for small group differentiation which includes prerequisite lessons, tools for reteaching, reinforcing with math center activities, and extended enrichment opportunities. | ||||||
| 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 | ||
| Lessons incorporate multiple strategies for representations. The lessons address common student difficulties to ensure grade-level progress. | ||||||
| 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). | ||
| Does not meet the requirements. | ||||||
| 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) | ||
| Does not meet the requirements. | ||||||
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 | ||
| Assessments include quizzes at the end of each lesson, comprehension checks on the student online platform, and end-of-unit assessments. Multiple measurements of progress are suggested and built into lessons, units of work, and benchmarks provided three times a year. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Provided assessments within units provide some flexibility for student demonstration of mastery. Unit Assessments are very traditional, with few higher cognitive demand tasks. A strong procedural knowledge is necessary to succeed on assessments. Assessments may lack cognitive rigor and real-world application. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807