Program Information
3rd Grade Math
Supplemental Math (English) Grade 3
IMRA 2025
Commissioner No Action
Publisher: Lowman Education, LLC
Copyright: 2024
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 3 | 100% | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
57% (13 out of 23 points)
Evaluation for 1.1a
The materials do not provide alignment guides outlining the TexasEssentialKnowledge and Skills (TEKS) or the EnglishLanguage Proficiency Standards (ELPS).The materialsdo not provide an alignment guide outlining the concepts covered in thegrade3 platform.The materialsdo not provide rationales for learning paths across grade levels or within the same grade level.
Evaluation for 1.1b
The materialsdo not include an implementation guide for suggested use ofthe materialsin different classroom contexts.The materialsdo not provide usage recommendations or any guidance supports to assist in adapting the materials to diverse student needs.The materials do not include strategies for effective educator practices to adapt to differentclassroom settings.
Evaluation for 1.1c
The materialsdo not include a TEKS correlation guide to assist educators in identifying focus skills.The materialsdo not include evidence of diagnostic assessments to determine skill entry points.The materialsapproach concept instruction within units in isolation, with no evidence of adaptive skill entry points.
Evaluation for 1.1d
The materialsinclude an implementation protocol guide that provides unit and lesson internalization with educator guidanceon howto use them.The materialspresent protocols for teacher guidance to use with unit internalization. Theprotocol document "supports teachers in preparing to teach each unit or lesson by helping them internalize what mathematical concepts and skills students will be learning, how mastery will be assessed, and how each lesson builds toward essential TEKS outcomes."The materialsinclude four steps to guide the teacher for lesson internalization. Teachers understand the lesson objective and instructional goal, examine the lesson structure and timing, plan for instruction and student support, and organize materials and tools.
Evaluation for 1.1e
The materialsinclude resources, such as the "Instructional Leader Observation Tool–Guide," that strengthen teachers' ability to implement the curriculum as designed.The materialsinclude an Instructional Leader Observation Tool—Guide" forusingthe observational tool, pre-observation preparation steps, and a section-by-section guide for using the "Instructional Leader Observation Tool."The materialsinclude an "Instructional Leader Observational Tool" thatincorporates instructional look-fors beforeandduring the lesson, and for supporting diverse learners. There is space for post-observational notes that include areas of strength, areas for growth, and next steps.
Evaluation for 1.2a
The materials include detailed lesson plans and assessment resources that outline and connect the ELPS for teachers.The materials include instructional guidance for teachers, including lesson components such as using a 5E model, Concrete-Representational-Abstract approach, and Universal Design for Learning. Time frames for various parts of the lesson, such as the Hook and Guided Practice, are listed for easy reference.The materials include informal assessment resources for students, such as Pick 4 Essays, which feature lesson titles that reference the concept being addressed in relation to the TEKS.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
Evaluation for 1.2c
The materials include a “Family Letter” in English and Spanish for each unit, outlining the unit's content, purpose, and ways families can support learning at home. The "Family Letter" reinforces in-class learning with at-home support suggestions, such as reviewing homework at night and incorporating math into everyday life.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
0 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
0 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
60% (12 out of 20 points)
Evaluation for 2.1a
The materialsdo not include a "Course Overview" forgrade 3.The materialsdo not provide definitions for instructional assessments and do not identify the intended purposesofdifferent types of instructional assessments.Thegrade 3 unit tests serve as an instructional assessment.The materialsdo not include a definition or intended purpose for these assessments. Resources do not define the purpose of informing instruction, identifying misconceptions, gauging progress, guiding instructional decisions, or helping students adjustto learning.The materialsinclude anexit passfor each lesson, whichallows students to reflect anddemonstratetheirdaily learning.The materialsdo not provide a definition of the type of instructional assessment or its intended purpose.
Evaluation for 2.1b
The materialsinclude guidance for instructors, time limit specifications, and scripts, which may positively impact consistency and accuracy in administration.Thegrade 3 instructional assessments include scripts on how to administer the unit tests to students. For example, the materials state, "Please take out your pencil and scratch paper. Make sure everything else is put away. You will have 50 minutes to complete this test. I will let you know when you are halfway through and when there are 10 minutes left."The materialsinclude suggestions for the time allotted to complete the assessment, as well as recommendations for breaking apart extended assessments across days or class periods. For example, the Time Management section of the "Unit Test Administration Guide"includes the guidance:"For assessments longer than 45 minutes, consider splitting the test over twoclass sessions with clear instructions for pausing."
Evaluation for 2.1c
This is a static program that includes printable assessments. Assessments are not designed to be digital assessments. They do not include digital accommodations such as text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Evaluation for 2.1d
The materialsdo not include diagnostic assessments, so they do not align tasks or questions to the TEKS, and do not offer varying complexity levels.The materialsdo not include a diagnostic assessment forgrade 3, nor do they includeinteractive question types or tasks, such as inline-choice, hot spot, drag-and-drop, fraction models, text-entry, number lines, or multiselect questions.The materialsdo not include a diagnostic assessment forgrade 3, nor do they includequestions or tasks with varying levels of complexity, such as basic recall to application, reasoning, and higher-order skills.
Evaluation for 2.1e
The materialsinclude a variety of formative assessments, such as studentassignments andexit passes. These assessments provide questions with at least two levels of complexity. For example, there is recall of basic information, such as writing the multiplication fact, and using information to perform a skill or process, such as representing the multiplication fact on a number line.The materialsinclude formative assessments with TEKS-aligned tasks and questions with more than two levels of complexity. For example, the Pick 4 Essays allow students to express their understanding, synthesis, and justify concepts in real-worldsituations, such as explaining what types of jobs mightrequirea lot of multiplication.The materialsinclude formative assessments with interactive item types, such as number lines, multiple-choicequestions, and text entry tasks.
Evaluation for 2.2a
Thegrade 3 materials do not include a rationale for each correct and incorrect response in instructional assessments.The materialsincludeexit passes and Pick 4 Essays as formative assessments, but they do not include rationales for correct or incorrect responses.The "Unit Test Administration Guide" includes a section on Reporting and Reflection. This advises the teacher to use the "Unit Test Progress Monitoring Guide" to track and identify trends in student understanding and areas for re-teaching.
Evaluation for 2.2b
The grade 3 materials include a"Unit Test Progress Monitoring" document for teachers to color-code correctandincorrect responses for data tracking.The materialsprovide educators with guidance on how to use the "Unit Test Progress Monitoring" document to prioritize based on readiness TEKS, adjust instruction, form targeted small groups, and provide re-teaching or enrichment opportunities.Unit Test Keys provide a table with a column for each question, answer, primary standard, and readiness or supporting standard. The key includes a copy of the test with the correct answer choice highlighted for each question. This is used in conjunction with the guide to support data-driven re-teaching.
Evaluation for 2.2c
The materialscontain tools for teachers or students to track progress and growth. A "Student Unit Test Tracker" provides a document for teachers and students to track progress and growth, allowing teacherstoprovide timely interventions and instructional adjustments.The grade 3 materials include answer keys for assessments, as well as a "Unit Test Progress Monitoring" document for teachers to use for color-coding and tracking student results to monitorprogress and growth.The materialsinclude an accompanying guide that instructs teachers on how to use the document. For example, "after scoring each unit test, enter student responses or scores for each question into the tracker." Teachers then "highlight or mark correct/incorrect responses using a consistent color-coding system."
Evaluation for 2.2d
The materials includeexit passes, activities, and unit quizzes, and provideteacher guidanceforchecks for understanding during the lesson activity and lesson exit pass.In the Guided Instruction section of the lesson, the “Checks for Understanding and Explanatory Feedback” prompt the teacher to check for understanding at key points throughout each lesson.Exit passes encourage students to explain their thought processes and demonstrate understanding at the end of the lesson.The materials include guidance for educators on scaffolding or re-teaching strategies to use when students show limited understanding of concepts.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
0 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
0 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Not scored
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 0 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
97% (35 out of 36 points)
Evaluation for 3.1a
The grade 3 materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency. For example, in Unit 2, guidance is given for scaffolding to "[f]ocus on physically placing numbers into the 'part-part-whole' structure before writing the corresponding addition and subtraction sentences."The materials include educator guidance for activities, including part-part-whole mats, that the teacher can assign based on students’ specific math needs.In Unit 2, students complete a Spiral Review where guidance is given to "[c]irculate to check for common errors, such as incorrect regrouping or place value alignment."
Evaluation for 3.1b
The materialsprovide explicit educator guidance for pre-teaching academic vocabulary, including word walls, cognates, visual aids, flashcards, and visual dictionaries.The materialsprovide strategies for teachers to embed academic vocabulary instruction throughout lessons, such as partner discussions and structured use of academic language. However, the materials do not provide explicit educator guidance regarding embedded supports for unfamiliar references in text.The materials include resources such as anchor charts that show a problem-solving process and academic language from the problems.
Evaluation for 3.1c
The materials include guidance to help the teachers identify students who are ready for enrichment or need additional support.The materials include prompts and ideas for extending learning beyond the immediate lesson goals, but they do not include guidance for students who have demonstrated above-grade-level proficiency.The materials focus on grade-level content; they do not offer any enrichment or extension activities for advanced learners. Activities and lessons offer no variation for students who have demonstrated mastery of grade-level content and skills.
Evaluation for 3.1d
This is a static program that is not designed for digital use. Printable lesson materials do include some language supports for students, and materials can be used with or without calculators as needed.
Evaluation for 3.1e
The grade 3 materials include teacher-facing lesson plans, and there is evidence of educator guidance on offering options for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent. There is guidance for tailoring tasks to allow students to demonstrate their understanding through multiple methods.The materials intertwine real-world problems with educator guidance on how to allow students to demonstrate understanding through various formats, such as written explanations or drawing models.The materials include online components that allow students to demonstrate an understanding of mathematical concepts in various ways.
Evaluation for 3.2a
The materials provide explicit prompts and guidance for educators in the lessons that include activities that activate prior knowledge and emphasize patterns and relationships, and consistently anchor big ideas.The materials guide students in identifying and connecting mathematical patterns through direct questioning and varied representations, building a deeper understanding.
Evaluation for 3.2b
The grade 3 materials include lessons with directions and guidance for effective lesson delivery using lesson plans with clear headings for each part of the lesson. They also include step-by-step instructions with bullets and numbered sections within each part of the lesson and suggested pacing (in minutes) for each portion.The materials include guidance for effective lesson delivery using various instructional approaches. The lesson plans suggest using a combination of direct instruction to introduce concepts, peer collaboration, guided practice activities, and independent practice.The materials contain lessons with more than two instructional approaches. For example, in Unit 6, the lesson begins with group task cards; there is specific guidance for the educator and guided practice for the students.
Evaluation for 3.2c
The grade 3 materials include multi-tiered intervention methods for various types of practice with universal supports such as the "Division Vocabulary & Models" anchor chart and hands-on modeling with two-color counters for all students.The materials include suggestions for various instructional structures for each phase of the lesson. For example, in Unit 4, there are opportunities for independent practice, pair collaboration, whole group discussions, and teacher-led small groups.The materials include educator guidance to support effective implementation of multi-tiered intervention methods. For example, in Unit 4, the materials provide a Division Model Mat for Tier 2 small groups and a Division Expert Task Card for students who have mastered the lesson objective.
Evaluation for 3.2d
The grade 3 materials include enrichment and extension methods that support various forms of engagement. For example, in Unit 3, the materials provide an Array Expert Task Card as an enrichment activity for students who have mastered the core lesson objective.In Unit 6, students can design a community garden after they have mastered the core lesson objective. This activity requires students to apply the composite figure concept in a creative, problem-solving context after demonstrating core objective proficiency.The materials include guidance for implementing enrichment and extension methods effectively, along with lesson plans that provide opportunities for extended learning.
Evaluation for 3.2e
The grade 3 materials provide guidance to support the educator. For example, in Unit 2, educator guidance prompts circulation during the Spiral Review to identify students struggling with computation.The materials provide opportunities for prompts and guidance throughout the lesson to enhance teachers' ability to deliver timely feedback, improve student engagement, and refine their instructional practices, ultimately leading to more responsive teaching. For example, prompts for questioning students are provided in the "Guided Instruction" section of Unit 2, such as, "For the problem 408 – 61, would you use rounding or compatible numbers? Why?"The materials include guidance to support educators in providing timely feedback during the lesson. In Unit 2, after prompting the students with specific questions, the teacher is guided to look for the anticipated misconception where "Students will correctly change the underlined digit but forget to change all following digits to zeros (e.g., rounding 346 to 306 instead of 300.)"
Evaluation for 3.3a
The grade 3 materials include dedicated sections in the lesson plans for emergent bilingual students, including a table with details about accommodations for levels of language proficiency.The materials include supports that are aligned to the new ELPS proficiency levels to promote access and participation in mathematical discourse.The materials include lessons that are scaffolded and include linguistic accommodations for each lesson component to support emergent bilingual students in increasing their use of academic language.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The grade 3 materials include a section in the lesson dedicated to specifically addressing linguistic accommodations by ELPS proficiency levels.The materials provide embedded guidance for skilled implementation through plans highlighting effective instructional strategies such as using sentence stems and writing answers in complete sentences with labels.The materials provide accommodations for emergent bilingual students within each lesson plan, such as sentence stems, peer pairing, and bilingual dictionaries.
Evaluation for 3.3d
The grade 3 materials include linguistic accommodations to develop academic vocabulary through oral and written discourse. For example, in Unit 6, beginning emergent bilingual students are prompted to "[n]ame shapes using single words ('square,' 'triangle'). Use a simple sentence frame: 'It is a ______.' Point to and count sides aloud."The materials provide increasing comprehension through oral and written discourse. For example, in Unit 9, the linguistic accommodations for speaking increase in complexity from beginners using single words to advanced learners providing justifications and descriptions.Lessons include embedded guidance to promote oral and written discourse, cross-linguistic connections, and comprehension strategies essential for language development.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
1 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
1 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Not scored
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 0 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
69% (11 out of 16 points)
Evaluation for 4.1a
The materialsprovide practice opportunities in the Unit Worksheets for each lesson. The opportunities require students to demonstratea depth of understanding at various levels, includingapplication, analysis, and evaluation.The materialsallow students to work through a scaffolded daily progression of understanding multiplication practice opportunities, starting with representing multiplication with groups,progressingto real-world problem-based pictures, to arrays, to representing on a number line, to skip counting, and finally solving a real-world problem using multiplication.The materialsinclude instructional assessments throughout the learning pathways that require students to demonstrate depth of understanding. Exitpasses and Pick 4 Essays emphasize the intended level of rigor through real-world applications that are woven into the examples and prompts.
Evaluation for 4.1b
The materialsdo not include questions or tasks that increase in rigor and complexity, allowingstudents todemonstrateabove-grade-level proficiency in the mathematics TEKS.The materialsdo not include enrichment and extension activities, such as online opportunities or hands-on practice, that increase in rigor to allow for grade-level proficiency or above-grade level proficiency.The materialsuse concrete examples and modeling to demonstrate an understanding of numeric concepts. Questions within lessons, assignments, warm-ups, exit passes, and Pick 4 Essays are scaffolded and increase in complexity to allow students to demonstrate understanding and application of grade-level concepts.
Evaluation for 4.2a
Thegrade 3 materials demonstrate coherence across concepts horizontally within the grade level by connecting previously learned concepts; for example, place value is referenced when teaching the concept and procedure for rounding numbers.The grade 3 materials teach and review place value in Unit 1, "Foundation of Numbers." The concept continues into Unit 2, "AdditionandSubtraction," when the students round before adding or subtracting.In the Unit 5assignment, concepts are connected within the grade level. The Recent and Today student assignments connect the prior learning of multiplication and division fact families as a review. Then, the "Lesson of the Day" relates to determining the correct operation of multiplication or division.In the Unit 5 Pick 4 Essay, students have the opportunity to describe vocabulary and reasoning for the operations. The unit builds on the concepts of understanding basic multiplication and division conceptsatthegrade 3 level.
Evaluation for 4.2b
The materials present topics by revisiting prior concepts. Geometry is carried throughout the materials as three different types of triangles are introduced: scalene, isosceles, and equilateral triangles.Thegrade 3 materials demonstrate coherence vertically across concepts and grade bands. For example, by applying place value skills learned in grade 2 to the addition and subtraction skills in grade 3, students understand the placement of hundreds, tens, and ones as anecessary connection forsuccess with the standard algorithm in addition and subtraction of whole numbers.The materialsdemonstrate coherence vertically across concepts by connecting patterns and relationships. For example, the concept of fractions is carried out and expanded throughout the grade-level product. In the grade 3 materials, composing and decomposing fractions are introduced.
Evaluation for 4.2c
Theassignments provide students the opportunity to demonstrate Recent concepts, Today concepts, and All Yearconcepts. This review and practice allow students to connect prior knowledge of concepts to the current concepts being studied. However, the materials do not include lessons or activities that make connections to concepts to be learned in future grade levels.Thegrade3 materials demonstrate coherence across lessons by connecting students' prior knowledge of concepts. Students are remindedof what they learned about fractions beyond one whole in grade 2 before applying this knowledge to problem-solving with fractions in grade 3.Thegrade3 materials demonstrate coherence across lessons by connecting students' prior knowledge of procedures, such as the use of strip diagrams to represent the comprehension of real-world problems across multiple lessons.
Evaluation for 4.3a
In thegrade 3 materials, there are varied opportunities for spaced retrieval and interleaved practice,allowingstudents to demonstrate their knowledgeofpreviously learned skills. Within each daily assignment, there are two categories of practice problems:Recent and All Year. In Unit 9, students practice multiplication and division skills, as well asskills related to patterns and data.The daily lessons in the materialsbuild on concept knowledge within the grade-level content and previously learned skills. For example, in Unit 6, the first day provides the definition and practice of finding the perimeter. The following daypresents real-world word problems relatedto perimeter.The materials provide spaced retrieval opportunities with previously learned concepts across learning pathways. For example, the Pick 4 Essays include six prompts.Students selectfourof the promptsand write responses to demonstratetheirunderstanding of the concepts.
Evaluation for 4.3b
Thegrade 3 materials provide interleaved practice with previously learned skills across learning pathways. For example, multiplication is modeled in multiple strategies, such as arrays, line graphs, and fact patterns.The materials combine previously learned skills of addition, subtraction, multiplication, and division in the same lessonto solvereal-world problems.The materials provide interleaved practice opportunities with previously learned concepts by creating a learning pathwaywitha scaffolded daily progression of understanding multiplication. Lessons start with representing multiplication using groups,progressing to real-world problem-based pictures, arrays, and representing numbers on a number line, then skip counting, and finally solving a real-world problemusing multiplication.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
1 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
1 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
95% (36 out of 38 points)
Evaluation for 5.1a
Thegrade 3 materials include an assignment in Unit 6: "Geometry," that provides students with the opportunity to interpret representations ofmathematical concepts. The assignment asks the student to determine the placement of the number on the line through ordering and comparison by rounding: "Which point on the number line shows 945 rounded to the nearest ten?"The materials include questions and tasks that require students to analyze models and representations for mathematical concepts and situations. For example, students are given tasks that ask them to complete missing values in a table. These missing values require students to look for patterns with an additive relationship.The materialsinclude questions that allow students to evaluate models and representations for mathematical concepts and situations. For example, in anexit passin Unit 8, students evaluate the math problem involving who has read more of a book. Students evaluate the accuracy of the problem by justifying who has read more.
Evaluation for 5.1b
Thegrade 3 materials provide opportunities to create concrete models of mathematical situations. In Unit 4:"Relating Multiplication to Division," thelessondemonstrates distributing 36 golf balls equally into four groups. Students put one in each group until all 36 are distributed.In Unit 1:"Foundations of Numbers," thelessonasks students to create a concrete model by using base-ten blocks to create the number 4,873.The materialsprovide opportunities for students to create pictorial representations to represent mathematical situations. In a Unit 3lesson, students are asked to draw equalgroupsmodels to represent multiplication expressions.
Evaluation for 5.1c
Thegrade 3 materials include questions and tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts. In Unit 4, thelessonprompts students to extend their understanding of creating equal groups as a means of determining the answer to a division problem.The resource includes Pick 4 Essays with questions and tasks that allow students to develop a foundation for real-world application, higher-order thinking, andsupportstudents in transferring mathematical knowledge to unfamiliar problems. Through conceptual understanding, students develop the mental flexibility to understand new situations and make connections. This is demonstrated when the student is provided an equation and they must write a word problem that workswiththe numbers and operations.The grade 3 materials include opportunities for students to apply theirunderstanding to new situations. In Unit 7, the materials ask students to recall if they have heard the term "half" in real-worldsituations; the students then provide examples and explain.
Evaluation for 5.2a
The materialsdo not include activities, such as timed challenges or drills, that focus ontheautomaticity of skills necessary to complete grade-level tasks.The materials provide tasks that build student fluency necessary to complete grade-level tasks. For example, over the course ofgrade 3, thelessons andassignments have students work with base ten blocks, number lines, fraction strips, and other representational manipulatives that assist students in building mathematical fluency.Thegrade 3 materials provide opportunities for students to engage with multiple strategies as a meansofunderstanding multiplication, such as drawing pictures, repeated addition, and number lines in Unit 3. This enables students to become fluent in using and applying multiplication to real-world problems.
Evaluation for 5.2b
The materialsprovidestudents with opportunities to practice accurate mathematical procedures in Unit 3, allowing them to evaluate theiraccuracy through reflection. The Pick 4 Essay asks, "How can you use equal groups to solve a multiplication problem? Explain." This helps promote student accuracy.The materials provide practice opportunities for efficient mathematical procedures throughout learning pathways. For example, Unit 7enables students to practice and understand fraction representations through bar and circle diagrams, number lines, and visual representations. Students then efficiently apply the strategies to solve problems.The materialsprovide students with opportunities to practice applyingflexible procedures. Students determine equivalent fractions by completing multiple representations in Unit 8,allowing them to choose between variousstrategies.
Evaluation for 5.2c
The materials focus on students arriving at accurate solutions, but they do not provide the opportunity for students to reflect on the efficiency of their procedure or process.Thegrade 3 materials engage students in evaluating the accuracy of solutions by identifying and explaining errors in a multiplication algorithm problem. For example, in Unit 3, theexit passasks students, "Which multiplication fact is incorrect? What should it be?"Thelessons in thegrade 3 materials allow students to evaluate mathematical representations, models, strategies, and solutions for flexibility through learning pathways. In Unit 3, students are presentedwiththe opportunity to share how they solve a problem andidentify the procedure and strategy they use, explainingwhy a specific procedure was selected.
Evaluation for 5.2d
Thegrade 3 materials include multiple approaches for solving mathematical problems, and the instructional guidance helps students choose efficient strategies for problem-solving.The materialsinclude guidance to support studentsin selectinga more effective approach tosolvingmathematical problems. Guidance isprovided for small-group or whole-groupdiscussions in which this could occur.The materialsinclude teacher notes in thelessons that provide promptsto encourage students to consider and apply strategiesmost appropriate for the problem. For example, in Unit 5, the teacher key includes, "Showing students the inverse operation is a simple way to solve for the dividend in the equation. It also reinforces concepts from the previous unit."
Evaluation for 5.3a
The grade 3 materials state howtheconceptual and procedural emphasesof the TEKS are addressed in units or lessons.UnderLesson Overview, each lesson names the conceptual and procedural goal for the lesson.The materialsprovide studentswith opportunities to engage with material that is procedural in nature, such as Guided Practice in Unit 9, where they"record the information using tally marks and then represent the data on the dot plot."
Evaluation for 5.3b
The materials use questions and tasks to provide opportunities for students to use concrete models (e.g., in Unit 1, students use base-ten blocks to represent whole numbers).Thegrade 3 materials provide opportunities for students to use pictorial representations as required by the TEKS. In Unit 3, students are instructed to draw equal group models to represent multiplication expressions.Students have the opportunity to use abstract representations in questions and tasks (e.g., in Unit 3, students use writing equations as the abstract form of understanding multiplication).
Evaluation for 5.3c
The materials include a variety of concrete to abstract representations for students. For example, Unit 3 introduces multiplication through repeated addition and models, allowing students to create and connect withthe concept. The lessonsprogress toward using the standard algorithm, connectingthe concrete to the abstract.In Unit 3, the materials ask students to connect an equal groups model offivedots infourcircles as a representation of multiplication. Students then connect the model to a repeated addition equationand, finally,to a multiplication equation in abstract form.Thegrade 3 materials ask students to connect a representation model to an abstract concept in Unit 3. Students create their own pictorial array models to represent and solve problems, such as 2×6.
Evaluation for 5.4a
The materials provide opportunities for students to develop their academic mathematical language during lessons inUnit 6:"Geometry." When learning about area, visual examples are provided to compare and contrast the meaning of perimeter with the definition of area. Rectangles are shaded to highlight theparts that represent their perimeter andarea. A cloze sentence is provided for students to complete, and that serves as a formal definition for area.In thegrade 3 materials, the use of cloze sentences supports students in mathematical language acquisition for the words: multiplication, factor, and product. Multiplication, factor, and product are used, and a visual representation of the placement of factor and product in a numerical equation is additionally provided. For example, 2×8 = 16 corresponds to factor×factor = product. This extends student understanding of each definition.The materialsin theexit passin Unit 1 allow students to develop their mathematical language and understanding by explaining their conclusions. For example, students are asked, "Caleb made the statement below. Is he correct? Explain your answer." Students then affirm their answer by completing the prompt, "Caleb is correct/incorrect because. . ."
Evaluation for 5.4b
The materials include embedded guidance to scaffold and extend academic vocabulary in the form of Think-Alouds, modeling, questioning, and prompting.Thegrade 3 materialsinclude embedded educator guidance to support students in mathematical discourse and use of mathematical vocabulary. Each lesson includes “Peer Learning and Mathematical Discourse” guidance with sentence stems and scaffolds for discourse. Additionally, lessons include guidance for linguistic accommodations with guidance by ELPS proficiency level.
Evaluation for 5.4c
Thegrade 3 materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary discourse. For example, in Unit 6, the students completeexit passes by writing their response to questions such as, "What does it mean for dimensions to be congruent?"The materialsinclude guidance for students to apply their knowledge of math language. Sentence frames, such as "Congruent dimensions are. . ." and "An example is. .." allow students to access their comprehensible input to communicate their mathematical thinking.In theexit passin Unit 8, students are prompted to justify their answers using precise mathematical vocabulary. For example, theprovided prompt is:"Explain why figures must be congruent when determining equivalent fractions."
Evaluation for 5.4d
The materials include embedded guidance to support mathematical conversations through encouraging students to use and refine mathematical language.Each lesson provides teacher guidance for peer to peer discourse under “Peer Learning and Math Discourse.” Materials provide sentence stems and scaffolds to facilitate student discourse. Additionally, linguistic accommodations for listening and speaking are provided by ELPS proficiency level.
Evaluation for 5.4e
The materials include embedded instructional guidance to help educators anticipate the wide range of student responses that may occur during instruction. Each Teacher Lesson includes a section dedicated to teacher guidance on anticipated misconceptions and explanatory feedback.The materials include guidance to help teachers recognize and address common misconceptions or partially correct answers that students may offer. The explanatory feedback supports educators in redirecting inaccurate thinking or providing feedback that promotes deeper understanding.
Evaluation for 5.5a
Thegrade 3lessons provide evidence that the TEKS process standards are integrated appropriately into the materials. For example, Unit 1 addresses TEKS 3.2(B), and thelessonincorporates the use of pictorial representation of base ten blocks and converting numbers to standard or word form.The materialsincorporate real-world problem-solving scenarios throughout the unitsto integrate the TEKS process standards. For example, Unit 9 asks students, "In which month did Tristan score twice as many home runs as he did in March?" This highlights the consistent use of a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, and determining a solution.The materialsenable students to work through multiple representations, buildingtheir understanding of multiplication. Studentsbeginby representing multiplication with groups of objects, then moveon to representing it with real-world problem-based pictures, and finallywith arrays, number lines, and skip counting. Thisenables students to convey mathematical concepts through multiple representations, fosteringa deeper understanding of multiplication.
Evaluation for 5.5b
The materials clearly describe and connect the TEKS process standards throughout the learning pathways using detailed tables in each unit overview. The process standard integration tables explain how students apply mathematics to real-world problems, such as interpreting graphs and analyzing data.The materials include a description of how process standards are incorporated and connected throughout the learning pathways. The materials include a process standard integration table in each unit overview. The table lists each process standard and how it is incorporated and connected into the unit.
Evaluation for 5.5c
Process standards are specified for each lesson. While the materials provide a brief lesson overview that discusses lesson goals and objectives, teacher lessons do not provide specific guidance on how each process standard connects to tasks that students will complete.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
2 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
2 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
95% (18 out of 19 points)
Evaluation for 6.1a
The materialsinclude opportunities for students to express their ability to think mathematically. For example, in theexit passin Unit 2, the prompt is "Generate a word problem to match the number line." This prompt provides a task for students to demonstratetheir mathematical thinkingrather than simply memorizing a procedure.The materialsinclude opportunities for students to make sense of mathematics. For example, in the Pick 4 Essay in Unit 4, students are presented with the questions,"What types of jobs might need to use a lot of multiplication? When might you use rounding in real life?" These questions require students todemonstrate their understanding of how to apply these skills ineveryday life.The materialsinclude opportunities for students to persevere through solving problems. The Pick 4 Essay in Unit 4 asks students to "Write a word problem for the equation 556 – 321 + 78 = ?" This prompt requires students to persevere increating a multistep word problem that involvestwo different operations to determine a specific solution.
Evaluation for 6.1b
The materialssupport students in understanding that there can be multiple ways to solve problems and complete tasks. In a Unit 3 lesson, students are given opportunities to use sets of objects, arrays, number lines, repeated addition, skip counting, and multiplication number sentences to solve multiplication problems. This allows students to build flexibility with their understanding of multiplication.The materialssupport students in explaining and justifying multiple ways of solving multiplication problems. In Unit 3, anexit passasks, "How would you best explain multiplication to someone who is new to your class? What strategy do you recommend they use and why?" This prompt encourages students to reflect on all the methods for multiplying, choose the one theyprefer, and explain why.The materialssupport students in justifying that there can be multiple ways to complete tasks. For example, in Unit 4, students are given an open-ended question to justify why a number is even or odd: "The number 74 is _____ because _____."
Evaluation for 6.1c
The materialsdo not include required opportunities for students to collaborate, discuss, or engage in problem-solving activities with peers or teachers. Educators could customize the lesson to include opportunities, but the materials do not require it through guidance or prompts.The materialsinclude opportunities to write about mathematics. For example, alessonin Unit 3 instructs students to write their answer to a multiplication problem. Students justify and confirmtheir answers usingskip counting and equal groups models.The materialsinclude opportunities for students to make sense of mathematics through doing. For example, anexit passin Unit 4 has students create a word problem demonstrating their understanding of the relationship between multiplication and division; students then explain and justify their reasoningforthe response.
Evaluation for 6.2a
The materialsinclude resources that facilitate educators in supporting students to share their problem-solving approaches through arguments and justifications.The grade 3 materials include student-facing materials that allow students to reflect on their problem-solving approaches. In the weekly Pick 4 Essays in Unit 3, the materials include prompts such as, "What strategies do you use when solving word problems? Give examples. What does it mean to decompose a number? Explain."The materialsinclude opportunities for students to share their problem-solving approaches throughexplaining. For example, a Unit 7exit passasks students to "Explain to your friend how to travel3/4of the distance of the court."
Evaluation for 6.2b
The materials consistently offer prompts or instructional guidance to support educators in delivering meaningful and explanatory feedback based on anticipated misconceptions. Answer keys provide correct answers and the materials also include detailed support that helps teachers anticipate a variety of student answers.The materials provide prompts and guidance to support educators in responding to student responses. For example, all lesson plans include Whole-Class Discussion Questions that prompt teachers to address misconceptions identified in the day's lesson. These include targeted questions designed to engage students in thinking about where and why those misconceptions might occur.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
2 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
2 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points