Program Information
4th Grade Math
Supplemental Math (English) Grade 4
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 4 | 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 Texas Essential Knowledge and Skills (TEKS) or the EnglishLanguage Proficiency Standards (ELPS).The materials do not provide an alignment guide outlining the concepts covered in the grade 4 platform.The materials do 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 forthesuggested use of materials.The materialsdo not provide usage recommendations or any guidance supports to assist in adapting materials to meet student needs in various contexts.The materialsdo not include strategies for effective educator practices to adapt to differentclassroom settings, such as just-in-time supports, advanced learning, or as a course.
Evaluation for 1.1c
The materialsdo not include a TEKS correlation guide to assist educators in identifying focus skills.The materialsdo not include a TEKS correlation guide or 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 guidance to use them.The materialsinclude protocols for teacher guidance to use with the product duringunit internalization. This protocol 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"with educator guidance for using theobservational tool, pre-observation preparation steps, and a section-by-section guide for using the "Instructional Leader Observation Tool."The materials include an "Instructional Leader Observational Tool" that incorporates instructional look-fors before and during 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 materials do not include acourseoverview forgrade 4. Due to the absence of resources, there are neither definitions for instructional assessments nor identification of intended purposes for types of instructional assessments.Thegrade 4unit tests serve as an instructional assessment; however, the materials do not provide a definition or intended purpose for these assessments. There are no resources to define the purpose of informing instruction, identifying misconceptions, gauging progress, guiding instructional decisions, or helping students adjust to learning.The materialsinclude anexit passfor each lesson, which allows students to reflect and show evidence of daily learning. However, the materials do not provide a definition of the type of instructional assessment or its intended purpose.
Evaluation for 2.1b
The materials include guidance for instructors, time limit specifications, and scripts, which may positively impact consistency and accuracy in administration.Thegrade 4instructional 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 materials do 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 4, nor do they include interactive 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 4. There are no questions or tasks with varying levels of complexity, such as basic recall to application, reasoning, and higher-order skills.
Evaluation for 2.1e
The materialsinclude formative assessments with interactive item type questions or tasks, such as text entry, multiple choice, and multiselect.The materialsinclude a variety of formative assessments, such asstudent assignments and exit passes. These assessments provide questions with at least two levels of complexity. For example, theexit passin Unit 5 asks students to apply a skill to determine if the strip diagram is represented correctly, and the materials continue in complexity by asking the student to justify the answer with the prompt"because."The materialsinclude formative assessments with TEKS-aligned tasks and questions with more than two levels of complexity. For example, eachexit passhas oneproblem-solvingtask and a prompt to write the explanation of the solution.Throughout the unit, students complete multiple exit pass assessments that require them to recall, understand, apply, analyze, evaluate, and create.
Evaluation for 2.2a
Thegrade 4materials 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 4materials includea "Unit Test Progress Monitoring" document for teachers to color-code correct and incorrect responses for data tracking.The materials provide 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,allowingteacherstoprovide timely interventions and instructional adjustments.The grade 4 materials include answer keys forassessments, as well as a "Unit Test Progress Monitoring" document for teachers to use for color-coding and tracking student results to monitor progress 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 include exit passes, activities, and unit quizzes, and provide teacher guidance for checks 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 4 materials include explicit educator guidance for lessons and activities scaffolded for students who have not yet reached proficiency. For example, in Unit 1, guidance is given for Tier 2 support to "Use the mat as a graphic organizer and the task cards to target specific misconceptions, such as identifying the correct benchmark numbers or plotting on the number line."The materials include educator guidance for activities such as assigning Number Line Mats based on students’ specific math needs.In Unit 1, students complete a Spiral Review where the following guidance is given: "If students struggle to name the value of underlined digits, provide a place value chart for them to reference, as this is a critical prerequisite for today's lesson."
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 sentence stems such as "I classified _____ as a fixed expense because . . ." to give guidance to support student understanding of unfamiliar references in the text.
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 4 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. There is evidence of interactive visual models, drawing diagrams, and engagement in problem-solving games.
Evaluation for 3.2a
The materials provide explicit prompts and guidance for educators.The materials guide students in identifying and connecting mathematical patterns through direct questioning and varied representations to build a deeper understanding. Some lessons include activities that activate prior knowledge and emphasize patterns and relationships, and consistently anchor big ideas.
Evaluation for 3.2b
The grade 4 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 portion 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 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, Unit 6 includes guidance on a variety of instructional approaches to provide students with multiple opportunities to learn.Students have opportunities for think-pair-share activities, direct teacher modeling, guided independent practice, and group practice.
Evaluation for 3.2c
The grade 4 materials include multi-tiered intervention methods for various types of practice with universal supports such as the Universal Anchor Chart Sentence Stems, Small Group Intervention Mat, and intensive concrete support using two-color counters.The materials include suggestions for various instructional structures for each phase of the lesson. For example, in Unit 5, 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 5, the materials provide an Intervention Mat and Task Cards for Tier 2 small groups.
Evaluation for 3.2d
The materials include Choice Boards for enrichment and extension activities. In Unit 5, the Choice Board objective is "[t]o apply understanding of strip diagrams and equations in more complex, creative, and analytical ways."The materials include options for differentiation to meet learners' diverse needs, such as challenges for advanced learners and scaffolding for those who require additional support.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 4 materials provide guidance to support the educator. For example, in Unit 9, educator guidance prompts circulation during the Spiral Review to check for understanding of measuring angles with a protractor.The materials provide opportunities for prompts and guidance throughout the lesson to enhance the teacher's ability to deliver timely feedback, improve student engagement, and refine their instructional practices, ultimately leading to more responsive teaching.The materials include guidance to support educators in providing timely feedback during the lesson. In Unit 9, after prompting the students with specific questions, the Explanatory Feedback section provides the teacher with examples such as "An obtuse angle should be wide open. Let's look at the protractor again. You used the number 30. Find the number 150 on the other scale. If we draw the ray there, will it create a wide, obtuse angle? Yes! That check helps us catch mistakes."
Evaluation for 3.3a
The grade 4 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 using increasing 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 4 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 4 materials include linguistic accommodations and guidance to develop academic vocabulary through oral and written discourse. For example, in “Multiplication of Whole Numbers,” the materials provide language objectives and the sentence stem, "First, I broke ___ apart into ___ and ___.”The materials provide suggested scaffolded tasks by ELPS proficiency level. For example, in “Multiplication of Whole Numbers,” 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 division practice opportunities, starting with models for two-digit divisors to four-digit divisors,progressingto partial quotients from two-digit divisors, to standard algorithms, to real-world problems, andfinallytointerpreting remainders.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 materials do not include questions or tasks that increase in rigor and complexity, allowing students to demonstrate above-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 withinlessons,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 4materials demonstrate coherence across concepts horizontally within the grade level. For example, theconcept of comparing numbers is connected to either whole number or fraction form, expressed inwords or symbols.In the Unit 2 Pick 4 Essay, students are offered the opportunity to describetheirunderstanding of whole numbers and decimals. This unit builds on the concepts of understanding place value skillsatthegrade 4level.In the Unit 2assignment, concepts are connected within the grade level. Recent tasks review place value from previous learning; today's tasks use a number line and rounding to extend the number concepts and connect skills.
Evaluation for 4.2b
The materials present topics by revisiting prior concepts. Geometry is carried throughout the materials; a review of the different types of triangles is used when teaching and modeling angles.Thegrade 4materials demonstrate coherence vertically across concepts and grade bands. For example, the materials use the same strategies for comparing fractions based on like numerators and like denominators. This skill is first introduced in grade 3 and thenfurther developedin grade 4.The materialsdemonstrate coherence vertically across concepts by connecting patterns and relationships. For example, thebig ideaof fractions is carried out and expanded throughout the grade-level product. In the grade 4 materials, adding and subtracting 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.Thegrade 4materials demonstrate coherence across lessons by connecting students' prior knowledge of concepts. Students use base-ten blocks to build conceptual understanding of multiplying a two-digit number by a two-digit number.Thegrade 4materials demonstrate coherence across lessons by connecting students' prior knowledge of procedures, such as using the partial quotients procedure for solving division.
Evaluation for 4.3a
In thegrade 4 materials, there are varied opportunities for spaced retrieval and interleaved practice, allowing students to demonstrate their knowledge ofpreviously learned skills. Within each daily assignment, there are two categories of practice problems:Recent and All Year. In Unit 9, students practice measurement conversions and fraction comparisons interwoven with geometry skills.The daily lessons in the materials build on concept knowledge within the grade-level content and previously learned skills. For example, in Unit 9, the first day provides teacher instruction about triangles. The following day allows forboth guided and independent practice with angles related totriangles.The materials provide spaced retrieval opportunities with previously learned concepts across learning pathways. For example, the Pick 4 Essays include six prompts. Students select four and write responses to demonstratetheirunderstanding of concepts.
Evaluation for 4.3b
Thegrade 4materials provide interleaved practice with previously learned skills across learning pathways. For example, students practice applying the previously learned skills of addition and subtraction to complete an expense table and analyze the findings.The materialsuseand model different strategies for division. For example, in Unit 4, lessons start by using box models or pictorial models. Instruction progresses and then models how partial quotients can be used; both methods can be used as ways to solve division problems.The materials provide interleaved practice opportunities with previously learned concepts by creating a learning pathway that has a scaffolded daily progression of understanding division. Lessons start with models for two-digit divisors to four-digit divisors, then progress to partial quotients from two-digit divisors, standard algorithms, andreal-world problems, and finally to interpreting remainders.
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
97% (37 out of 38 points)
Evaluation for 5.1a
The materials include questions and tasks that require students to interpret models and representations for mathematical concepts and situations. Students interpret data shown in stem-and-leaf and dot plots to answer questions.Thegrade 4materials include questions and tasks that require students to analyze models and representations for mathematical concepts and situations. Students analyze number lines to determine fraction-to-decimal relationships and complete missing values.The materialsinclude questions that allow students to evaluate models and representations for mathematical concepts and situations. For example, in a Pick 4 Essay in Unit 9, students evaluate the math problem: "James thinks that an adult elephant weighs about 100 pounds. Do you think he is correct? Why or why not? Explain."
Evaluation for 5.1b
Thegrade 4materials provide opportunities to create concrete models of mathematical situations. In Unit 3, thelesson asks students to solve two-digit×two-digit problems by using base ten blocks to model the partial products and find the total product.The materialsprovide opportunities for students to create pictorial representations to represent mathematical situations. In Unit 3, students are asked to solvetwo-digit × two-digitproblems using the box method to represent each partial product and then solve for the total product.In Unit 3, theassignment provides a question to create a pictorial model for multiplication. "Elliot bought 7 packages of crayons. Each pack contained 24 crayons. Use a strip diagram to representx, the total number of crayons Elliot bought. Then solve."
Evaluation for 5.1c
Thegrade 4materials include questions and tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts. In Unit 5, students extend their understanding of addition and subtraction to solve multistep problems in real-world contexts. For example, "Elena took $10 to the store. She bought a bag of chips for $1, a hamburger for $5, and a soda for $2. Write an equation and use a strip diagram to represent c, the amount of change Elena received."The Pick 4 Essays allow students to develop a foundation for real-world application, higher-order thinking, and supportthemin transferring mathematical knowledge to unfamiliar problems. Through conceptual understanding, students develop mental flexibility to understand new situations and make connections. This is demonstrated whena student is asked to write a division problem and then asked to rephrase it as a multiplication problem.The grade 4 materials include the opportunity for students to applytheirunderstanding to new situations. In the Pick 4 Essay in Unit 3, the student must explain what an array is and how it can be used in multiplication.
Evaluation for 5.2a
The materialsdo not include activities, such as timed challenges or drills, that focus on the automaticity 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 4, the lessons andassignments have students work with base-ten blocks, number lines, fraction strips, and other representational manipulatives thathelp students buildmathematical fluency. InUnit 3 lessons, students build models using base-ten blocks to solve problems and equations, reinforcingtheir understanding and fluency.Thegrade 4materials provide opportunities for students to engage with multiple strategies as a meansofunderstanding multidigit multiplication, such as concretely with base-ten blocks, pictorially with area, box and array models, and abstractly with the standard algorithm. This enables students to become fluent in using and applying multidigit multiplication to real-world problems.
Evaluation for 5.2b
Thegrade 4materials include opportunities for students to apply accurate procedures. In a Unit 2exit pass, students are presentedwithinformation and asked toexplain whether itis correct or incorrect. This provides an opportunity for students to reflect on the proceduresfor determining and defendingaccuracy. Students complete the sentence stem "The information is ________ because. . ."The materials provide practice opportunities for efficient mathematical procedures throughout learning pathways. For example, Unit 6enablesstudents to practice and understand fraction representations through number lines, mixed numbers, and equivalent fractions. Students then efficiently apply the strategies to solve problems.The materials provide students with opportunities to practice applying flexible procedures.Students use area models, arrays, and the box method to solve fortwo-digit × two-digitproducts in Unit 3, and the practice allows students to choose between strategies.
Evaluation for 5.2c
The materials focus on students arriving at accurate and efficient solutions. For example, in the Guided Practice in alessonondivision of whole numbers, a hint is given to students to use compatible numbers. There is an explanation to reinforce efficiency, such as, "Although 215 properly rounds to 220, when using compatible numbers, we are looking for easier computation. In this case, 215 is also close to 210, which is a number easily divided by 7."Thegrade 4materials 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, "What needs to be changed in the equation so that it matches the word problem? Solve the word problem once you fix the equation."The lessons in thegrade 4materials allow students to evaluate mathematical representations, models, strategies, and solutions for flexibility through learning pathways. In Unit 4, students are presented with the opportunity to share which division strategytheypreferto use and why.
Evaluation for 5.2d
Thegrade 4materials include multiple approaches for solving mathematical problems, and the instructional guidance helps students choose efficient strategies for problem-solving.The materials include guidance to support students in selecting a more effective approach to solving mathematical problems. Guidance is provided for small-group or whole-group discussions 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, "Discuss with students how adding 78 and 109, then subtracting from 250, will produce the same answer but might provide less computation error."
Evaluation for 5.3a
The grade 4materials state how the conceptual and procedural emphases of 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 conceptual material, such as Guided Practice in Unit 6, where students see the real-world connection betweenthe amount of gas and the fractional distance to a destination.
Evaluation for 5.3b
The materials use questions and tasks to provide opportunities for students to use concrete models; for example, students use base-ten blocks to model the partial products and find the total product of two-digit×two-digit problems.Thegrade 4materials provide opportunities for students to use pictorial representations as required by the TEKS. In Unit 3, students solve two-digit×two-digit problems using the box method to represent each partial product and then solve for the total product.Students have the opportunity to use abstract representations in questions and tasks; for example, in Unit 4, students use standard long division to divide.
Evaluation for 5.3c
The materials include a variety of concrete-to-abstract representations for students. For example, Unit 1 introduces decimals with area models and money; students create, define, and connect the concept. The lessonsprogresstoward understanding the relationship between decimals and fractions in Unit 6, and this connects the concrete to the abstract.In Unit 3, the Guided Practice asks students to connect a representational model using base-ten blocks as a model for 31×21 and then solve for the product.Thegrade 4materials ask students to create a representation modelofan abstract concept in Unit 1. In thelesson, students create decimal models, number lines, and money values as representational models to connect to comparing decimals such as 0.87 and 0.78.
Evaluation for 5.4a
The materials provide opportunities for students to develop their academic mathematical language during lessons in the Geometry Unit. Students are given a picture representation, a visualrepresentation of the naming convention, and a cloze definition for each word related topoints and lines.In thegrade 4materials, lessons are provided that introduce a topic, such as decimals, with a cloze sentence paragraph. Students are guided to fill in the blanks to develop the mathematical words of decimal, one-tenth, and one-hundredth. Visuals are given to reinforce the meaning of a decimal, one-tenth, and one-hundredth with the placement of the decimal point.The materialsin theexit passin Unit 3 allow students to demonstrate their understanding of mathematical language and the concept of multiplication. For example, the materials ask, "When a number is multiplied by 10, how does it change?"
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.The grade 4 materials include 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 4materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary discourse. For example, in Unit 9, 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 3, students are prompted to justify their answers using precise mathematical vocabulary. For example, the prompt provided is, "What is the first step in solving 36 x 29 using partial products and why is this step helpful?"
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 4lessons provide evidence that the TEKS process standards are integrated appropriately into the materials. For example, Unit 10 addresses TEKS 4.7(C) and tasks students to measure angles using a protractor and identify the angle measurement to the nearest whole number.In Unit 9, students select the appropriate tool and technique (process) to solve problems involving angle measurement and classification. Students choose protractors to draw angles of a given measurement.In thegrade 4materials, students work through multiple representations to build their understanding of multidigit multiplication. Studentsbeginbyrepresenting atwo-digit×two-digit problem using manipulatives (base-ten blocks). Then, students move to representing the base-ten block model pictorially. Students then represent with partial products, and finally,in a standard algorithm format.
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.
3 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.
3 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, theexit passin Unit 5 explains that cans of food are collected from different grade levels, but some cans are expired andcannot bedonated. Students must "Write an equation that represents c, the total number of cans the school donates from the food drive."The materialsinclude opportunities for students to make sense of mathematics. For example, in the Pick 4 Essay in Unit 7, students respond to the question "What is the relationship between the size of the denominator and the size of the fraction pieces? Explain."For students to respond appropriately, they must make sense of the relationship between the denominator of a fractionandthe size of the fraction piece.The materialsinclude opportunities for students toworkthrough solving problems. The Pick 4 Essay in Unit 4 asks students to "Write a word problem that could match the equation 5,093 + 1,918×5 = ?" This prompt requires students to persevere increating a multistep word problem to determine a specific solution usingtwo different operations.
Evaluation for 6.1b
The materialssupport students in understanding that there can be multiple ways to solve problems and complete tasks. In Unit 4, students solvetwo-digit×two-digit multiplication problems by creating base-ten block pictorial models, using the box method, using arrays of rows and columns, partial products, and the standard algorithm. Students build flexibility with their understanding of multidigit multiplication and allow time to internalize their understanding of the standard algorithm.The materialssupport students in explaining and justifying multiple ways of solving division problems. For example, theexit passin Unit 4 asks, "Which strategydo youlike to use to divide and why?" The prompt gives the opportunity to reflect on different ways.The materialssupport students in justifying that there can be multiple ways to complete tasks. For example, in Unit 2, students create their own table of weekly expenses. Students then justify adjustments to the expenses in order to increase savings.
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, anexit passin Unit 6 gives students a task and prompt to generate a written response: "Both models A and B have. . .However, models A and B are different because. . ."The materialsinclude opportunities for students to make sense of mathematics through doing. In Unit 3, studentsengage in a hands-on activityusing base-ten blocks during the Guided Practice portion of the lesson.
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 4materials include student-facing materials that allow students to reflect on their problem-solving approaches. In the weekly Pick 4 Essays in Unit 5, the materials include prompts such as, "How can estimation strategies such as rounding or compatible numbers be used in real life? Explain. What is your favorite strategy for solving division problems? Why?"The materialsinclude opportunities for students to share their problem-solving approaches through explaining. For example, a Unit 6exit passasks students to "Explain how you know that 2/6 is greater than 2/9."
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