Big Ideas Math
Core Code Alignment
Mathematics
Secondary Mathematics (7-12)
07080000110: Secondary Mathematics III
Secondary Mathematics (7-12)
07080000110: Secondary Mathematics III
Recommendation
Recommended Teacher Resource
Evaluation
The textbook itself is organized well enough that a teacher could use the sections that apply to their students. A teacher may have to take pieces from sections to connect the material to a standard fully. There are a variety of questions available in each section; some may be very high rigor for some students.
There are some well-desinged resources available on the online platform and is more accessible than other aspects of the site.
The online tools for Big Ideas can be time-consuming on navigating and setting up classes. There is a lot of repetition in creating assignments and attaching a book to your classes.
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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 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
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. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| Standards are covered in the textbook; some reorganization may be needed. Though each teacher will want to teach in the order they feel is best, this text covers all of the required materials and adds some materials that would be good to reach if there is time. Might need to add some materials for Honors Math I | ||||||
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 | ||
| Questions and extensions are available for students to develop their conceptual understanding. Some of these exercises/problems may be above grade level and not related to Secondary Math I standards or where they appear in the text does not aline well with the standard/material. They meet and exceed grade level standards. This has everything a teacher needs. You will want to go through the text to ensure that you are only including assignments at the level you want your students to reach for the year. | ||||||
| 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 | ||
| More design for fluencies and procedural may be needed depending on our student's prior knowledge and skill. This textbook is designed for students who are at grade-level 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 | ||
| There are several application problems available within the sections and the exercises/extensions. Some of these may be above grade level and placed in a section that does not fully aline with the main standard for that section. There are real world examples along with steps on how to break apart the word problems for solving. | ||||||
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 | ||
| Some of the enrichment activities and exercises may detract from the main standard for the section. Teachers may need to rearrange the enrichment activities to better aline with the standards. The practice does match the learning. I for one, do not like the use of "error problems" where you are to find the error and correct it. There are also a large number of word problems, which are great for showing application, but not always the best at seeing if the student can actually perform the skill. At the same time, the book does emphasize how to break down a word problem in the instruction. | ||||||
| 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 | ||
| Assessments questions can be ambiguous for the students; teachers may need to review the textbook's answers to understand the question. If you focus on the non-word problems in your assignments, then this text certainly does test if the students have understood the standards | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| There are activities/exercises that expand on mathematical reasoning. | ||||||
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 online platform does provide rescores for Spanish speaking students. | ||||||
| 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 | ||
| A teacher may need to redesign sections structure to have stronger scaffolding for students. This will depend on if the students are at grade level understanding of previous material. | ||||||
| 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 | ||
| Yes, the textbook does provide 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. | ||||||
| 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. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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 | ||
| There are exercises at the end of each section, along with mid-chapter reviews and assessments. May require teachers to reorganize or only use specific questions to assess their students' move effectively. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| There are exercises at the end of each section, along with mid-chapter reviews and assessments. May require teachers to reorganize or only use specific questions to assess their students' move effectively. | ||||||
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Phone: 801.538.7807