MIDAS

HMH Into Math

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Core Code Alignment

Mathematics
Elementary Mathematics
07018800004: Mathematics Grade 3

Recommendation

Recommended Primary

Evaluation

Recommended Primary. Also check Ed Reports

Educators Using These Materials

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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.
Recommended Primary Into Math was written in a very cohesive manner. The order of standards taught in 4 - 6 grades created a building of concepts. K-3 grades seemed out of order as Numbers in Base Ten Place Value should be taught as the first module, not buried after addition, subtraction and multiplication. In 3rd Grade multiplication should be taught after addition and subtraction. This is not the order of concepts in Into Math

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 in book rigor seemed weak compared to what students are capable of doing. The ancillary components helped strengthen this weakness. More Real-world performance tasks within the lesson would help strengthen the probgram.
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 fluency component was not apparent as the program was reviewed. There is a fluency component included in the differentiated instruction book which is in addition to the program, not necessarily a part of the daily routine.
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 problems within the program that call upon the students focusing on single and multi-steps. There are also performance tasks within the Assessment Guide, after each Unit. There are also perfomance task cards.

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
Practice is included in the student book, as well as in an additional practice book.
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
The standards of Mathematical Practices are included with daily learning of math, as well as in extension activities.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
The materials emphasis the mathematical reasoning with prompting questions, teacher prompts, and writing prompts for the students to demonstrate 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
There was evidence of support for Ell students in the ancillary components. The ELL version was not reviewed
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.	This item has not been graded.
Every lesson included a page in the Teacher's Edition telling how each level of the learners should be addressed. It also included DOK questions, common misconceptions, mathematical progressions. and how to use Data-Driven Interventions.
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.	This item has not been graded.
Every lesson included a page in the Teacher's Edition telling how each level of the learners should be addressed. It also included DOK questions, common misconceptions, mathematical progressions. and how to use Data-Driven Interventions. There were also numerous manipulatives available for various strategies.
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 is an Assessment Guide that gives numerous ways to assess students. They are accompanied by DOK levels, and 7 different types of questions. The invervals were well planned and allowed for spiral review.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
A teacher would easily be able to assess student mastery of concepts using the variety of quiestions posed.

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