Program Information
7th Grade Math
Supplemental Math (English) Grade 7
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 7 | 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 include an alignment guide outlining the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), or concepts covered. The materials do not discuss vertical or horizontal alignment across or within grade levels, nor do they provide a rationale for learning paths or the progression of concepts.
Evaluation for 1.1b
The materials do not include an implementation guide with usage recommendations or educator strategies. The materials do not provide just-in-time supports, advanced learning, or course-level guidance. The materials do not include resources that support effective implementation.
Evaluation for 1.1c
The materials do not include a TEKS correlation guide. The materials do not offer guidance on skill entry points based on diagnostic assessments. The lessons reference TEKS, but the materials do not include a standalone guide or starting point aligned with student performance.
Evaluation for 1.1d
The materials include protocols or guidance for unit or lesson internalization. The materials do not include unit overviews or lesson plans. The materials provide support for educators to internalize student lessons.
Evaluation for 1.1e
The materials include resources or guidance for instructional leaders. The materials provide support to help leaders assist educators with implementation. Course materials are available with access to potential leadership tools.
Evaluation for 1.2a
The materials provide daily resources for students and teachers, such as worksheets, assignments, required materials lists, and exit passes. The teacher lessons include time frames, learning objectives aligned with the TEKS and ELPS, and detailed lesson plans. Each unit assessment is aligned with the TEKS, and the answer keys indicate the corresponding standards. The assessments are also aligned to the ELPS.
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, 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, 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, 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 detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with 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 detailed lesson overviews with 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
50% (12 out of 24 points)
Evaluation for 2.1a
The materials include various instructional assessments, but do not include clear definitions and explanations of their intended purposes. The materials do not provide examples or guidance on how to use different formative assessments effectively. The materials do not include clarity regarding both formative and summative assessments.
Evaluation for 2.1b
The materials provide definitions or supporting documents to help teachers understand and administer assessments consistently. The materials include practical tools, such as time suggestions or scripts, to support efficient and uniform assessment delivery.
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 TEKS-aligned diagnostic assessments, and do not offer pre-lesson or pre-unit testing options. Diagnostic assessments do not include interactive question types or varied complexity levels. Formative assessments, such as exit passes and unit tests, focus only on current lessons without providing diagnostic insights.
Evaluation for 2.1e
The materials offer diverse formative assessments aligned with the TEKS with multiple levels of complexity, including real-world application tasks. Assessments include various item types, such as multiple-choice, fill-in-the-blank, and open-ended questions, but do not use interactive technology; instead, they rely on paper-based formats. Formative assessments, such as exit passes and embedded lesson tasks, effectively monitor student progress throughout the course.
Evaluation for 2.2a
The "Unit Test Administration Guide" includes a section on Reporting and Reflection, which advises teachers to use the "Unit Test Progress Monitoring Guide" to track and identify trends in student understanding and areas for re-teaching. The exit pass is solely a student activity with no supporting resources for teachers to use as guidance when interpreting student performance. The exit pass does not include rationales for correct or incorrect responses. The Pick 4 Essays are used as instructional assessments; however, they do not include guidance for educators on interpreting student results, nor do they include rationales for correct or incorrect responses.
Evaluation for 2.2b
The progress monitoring guide provides educator guidance on responding to trends in student performance. Unit tests include guidance on how educators can identify gaps in student learning and adjust instruction accordingly. 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. The materials do not include additional information to guide the teacher when analyzing test results, identifying student trends, or rationales for correct or incorrect responses.
Evaluation for 2.2c
The materials include 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 teachers to provide timely interventions and instructional adjustments. The materials provide answer keys to assessments and include tools for teachers to document students' progress and growth. The materials include tools for students to track their own progress and growth.
Evaluation for 2.2d
The materials include exit passes, assignments, unit tests, and checks for understanding embedded within the lessons and activities. The materials include an assignments resource, divided into sections for Recent, Today, and All Year, on each page to scaffold learning. The materials provide prompts for the teacher to check for understanding at key points throughout each lesson and activity to meet the needs of students. The exit passes encourage students to explain their thought processes and demonstrate understanding at the end of the lesson. The materials also 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.
0 out of 4 points
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 4 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
90% (35 out of 39 points)
Evaluation for 3.1a
The materials include a student-facing version of each lesson and explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. The materials include components such as lessons, assignments, exit passes, unit tests, and Pick 4 Essays that guide educators in providing scaffolding or interpreting outcomes when determining student proficiency. The materials also provide digital printouts, such as assignments with multiple-choice and computation problems.
Evaluation for 3.1b
The materials provide explicit educator guidance for pre-teaching academic vocabulary, including word walls, cognates, visual aids, flashcards, and visual dictionaries. The materials provide strategies for teachers to embed academic vocabulary instruction throughout lessons, such as partner discussions and structured use of academic language. The materials also provide explicit educator guidance regarding embedded supports for unfamiliar references in text. The materials consistently include explicit educator guidance for pre-teaching unfamiliar references in text, such as visual aids or contextual clues to support unfamiliar references in 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/or 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 materials include guidance for educators on providing supports and options for students to demonstrate understanding of mathematical concepts by performing, expressing, and representing ideas. The materials include guidance to help teachers customize tasks, allowing students to demonstrate their understanding through multiple methods. The materials include real-world problems, but they do not provide educator guidance on how to help students demonstrate their understanding of concepts through various formats. The materials allow a variety of options for students to demonstrate understanding of mathematical concepts, and they include interactive visual models and diagrams.
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, building a deeper understanding. Some lessons include activities that activate prior knowledge and emphasize patterns and relationships, and they consistently anchor big ideas.
Evaluation for 3.2b
The materials do not include educator guidance for effective lesson delivery and facilitation using varied instructional approaches. The materials do not provide lesson plans or strategies to support educators in implementing lessons effectively, nor do they include instructional supports that help educators adapt teaching methods during lessons.
Evaluation for 3.2c
The materials do not include multi-tiered intervention methods for different types of practice and structures. The materials do not include educator guidance to support effective implementation of interventions. The materials do not provide lesson plans, support for differentiated instruction, or guidance for intervention strategies.
Evaluation for 3.2d
The materials offer enrichment or extension activities to support different forms of student engagement. The materials include guidance for implementing enrichment and extension methods effectively, and they include lesson plans that provide opportunities for extended learning.
Evaluation for 3.2e
The materials provided guidance and prompts for educators in providing timely feedback. For example, the lesson key for a lesson on writing equations provides support to help educators assist students in identifying important information when writing equations. Lesson Overviews provide language, guidance, and prompts. For example, Module 7, Day 6 recommends that teachers say, “Let's work together to pull the data from these box plots. For First Period, what is the minimum? (5). The maximum? (17). What is the median? (10)."
Evaluation for 3.3a
The materials include educator guidance on providing linguistic accommodations for all levels of language proficiency as outlined in the ELPS. Lesson plans also include dedicated guidance for supporting English learners, and content-Based ESL guidance emphasizes referencing visual anchor charts and utilizing kinesthetic actions. The materials adequately support language progression across all proficiency levels.
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 materials include guidance to support educators in effectively implementing the materials in state-approved bilingual/ESL programs. The materials include strategies that emphasize vocabulary, writing, and the interpretation of mathematical word problems and provide guidance on how to use these tools. The materials provide educators with resources to support integration through clear guidance on language acquisition techniques.
Evaluation for 3.3d
The 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. The materials provide suggestions for emergent bilingual students in select unit overviews, and these supports are embedded within daily lessons and directly connected to the content. The teacher guide includes a section on supporting emergent bilingual students that directly addresses the lesson content and integrates strategies for developing vocabulary, along with building background knowledge. 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.
0 out of 3 points
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 3 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 materials provide TEKS-aligned warm-ups, assessments, and exit passes that require students to demonstrate deep understanding throughout the learning pathways. Lessons gradually increase in rigor, introducing new skills through varied strategies, including real-world questions, models, and number lines. For solving equations, they begin with models, move into number lines, and conclude with real-world application problems. The materials include instructional assessments throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. For example, the Unit 3: "Linear Relationships," Day 2 exit pass asks students, "How do we determine if a table represents a proportional relationship? Use the table to explain." The assessments and practice tasks ensure students have multiple opportunities to demonstrate proficiency in grade-level TEKS concepts.
Evaluation for 4.1b
The materials do not include questions and tasks that increase in rigor and complexity, leading to above-grade-level proficiency in the mathematics TEKS, nor enrichment and extension materials that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. The materials show a clear progression of rigor and complexity in lessons and unit overviews, aligned to grade-level TEKS. Some tasks promote critical thinking and real-world application, but these tasks do not include explicit extension or enrichment labels. While most units meet grade-level proficiency, not all exceed it, and labeling of enrichment activities is inconsistent.
Evaluation for 4.2a
The materials clearly connect patterns, big ideas, and relationships across concepts horizontally within the grade level, supported by connecting ideas through Pick 4 Essays to contribute to concept progression. Lessons help students connect big ideas and relationships, as seen in "Introduction to Probability," where students build on their understanding of ratios to express probabilities as both fractions and decimals.
Evaluation for 4.2b
The materials provide clear vertical and horizontal coherence within the grade level by connecting patterns, big ideas, and relationships through Pick 4 Essays connecting concept progression. Spiral review formats in daily Warm-Ups (All Year, Yesterday, Recent) reinforce prior knowledge and support aligned learning pathways.
Evaluation for 4.2c
The materials show coherence by explicitly connecting prior knowledge from earlier lessons to current grade-level mathematical concepts, as seen in Unit 4, Day 5 and Unit 5, Day 2. Lessons and activities focus on current grade-level concepts with no evidence of above-grade-level content. Daily assignments use models to demonstrate conceptual understanding, then move to a process to reinforce procedural learning.
Evaluation for 4.3a
The materials embed spaced retrieval through warm-ups and assignments divided into sections, such as All Year, Yesterday/Recent, and Today, to reinforce prior learning across pathways. Each lesson includes intentional spiral review activities that revisit previously learned concepts before guided instruction. The materials consistently apply a spiraling method, intertwining review of past skills with current learning across lessons and pathways.
Evaluation for 4.3b
The materials provide interleaved practice through daily assignments categorized as Recent, Today, and All Year, reinforcing previously learned concepts and skills across learning pathways. Assignments such as Day 5 and Day 9 in "Numbers and Operations" demonstrate spiraled review and connection across topics. For example, the assignment covering addition and subtraction of fraction spirals in previously learned concepts about the rational number system. The All Year section covers questions like "Classify the number –32 by naming the set or sets to which it belongs." Materials do not include warm-ups and unit overviews, which limits support for instructional planning and lesson scaffolding.
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 grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, 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 grades 3–12, 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
100% (38 out of 38 points)
Evaluation for 5.1a
The materials consistently require students to interpret, analyze, and evaluate mathematical concepts in complex, real-world contexts. The materials include questions and tasks that require students to analyze models and representations for mathematical concepts and situations. For example, tasks include diverse models and representations of linear representations to support students' understanding and analysis. The materials are aligned with higher-order thinking through real-world problem-solving. For example, the Pick 4 Essay for Unit 4, Week 3 asks students questions such as, "How do you know how to set up a triangle or angle equation?" and "How can knowledge of polygons help you find the area of composite figures?"
Evaluation for 5.1b
The materials provide opportunities to create concrete models of mathematical situations. For example, in Unit 2, Day 7, students use algebra tiles to represent and solve equations. Tasks encourage students to develop pictorial and other visual representations of mathematical situations. For example, after modeling equations using concrete tools, such as algebra tiles, students represent equations both pictorially through diagrams and symbolically through algebraic representation. The materials include consistent opportunities for students to deepen conceptual understanding by connecting hands-on models and visual representations.
Evaluation for 5.1c
The materials require students to apply their conceptual understanding to new and varied problem situations. For example, in the Unit 7, Day 1 lesson, students use their previous knowledge of fractions and ratios to express probabilities as values between 0 and 1. The materials include opportunities for real-world application and critical thinking through diverse problem-solving activities. For example, Question 2 of Day 9, Unit 3: "Linear Relationships," requires students to use their knowledge of rate of change to estimate the weight of concrete stones needed to line a garden pathway. The materials include Pick 4 Essays with questions and tasks that allow students to develop a foundation for real-world application, higher-order thinking, and support students in transferring mathematical knowledge to unfamiliar problems. Through conceptual understanding, students develop mental flexibility to understand new situations and make connections.
Evaluation for 5.2a
The materials build student fluency and automaticity by embedding tasks that revisit Recent, Today, and All Year math skills across assignments. The materials engage students with targeted problems that allow for repeated practice of procedures. For example, when solving real-world problems that involve unit rates, students repeatedly practice calculating unit rates through division. This repetition builds automaticity with rates. Tasks guide students in developing fluency with key math concepts. For example, when solving equations, the materials require students to utilize multiple tools and strategies to show their thought processes. Using number lines, algebra tiles, and algorithmic processes enables students to develop fluency in solving equations.
Evaluation for 5.2b
The materials provide students with opportunities to practice efficient, flexible, and accurate mathematical procedures across learning pathways. The materials emphasize reasonableness as a tool for promoting accuracy. Lessons routinely ask students to consider whether their answer is reasonable given the context of the problem. The materials discuss multiple tools and strategies that students can use to solve problems. For example, the materials use algebra tiles to introduce the process of solving equations. They then guide students to the discovery of the role of inverse operations in solving equations algorithmically. This presentation emphasizes both flexibility and efficiency, as it presents multiple solution paths and allows students to select the most efficient option.
Evaluation for 5.2c
The materials engage students in evaluating mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. The materials provide clear and intentional guidance designed to support the development of students' critical thinking and problem-solving skills. Through carefully crafted tasks, questions, and activities, students are encouraged to analyze information, make connections, evaluate multiple approaches, and apply reasoning to solve complex problems. The materials promote higher-order thinking by integrating opportunities for students to justify their answers, explore different strategies, and engage in reflective discussions that deepen their conceptual understanding. The materials engage students in evaluating mathematical representations, models, strategies, and solutions for accuracy throughout learning pathways. For example, the Pick 4 Essay for Unit 4, Week 3 asks students questions such as, "How do you know how to set up a triangle or angle equation?" and "How can knowledge of polygons help you find the area of composite figures?"
Evaluation for 5.2d
The materials guide students to select increasingly efficient approaches to solve mathematics problems. Lessons provide opportunities for students to apply algorithms alongside visual tools, such as counters, number lines, and algebra tiles. The materials initially incorporate tools, such as algebra tiles, when introducing solving equations. As the lesson progresses, it presents more efficient procedures that allow students to solve complex problems quickly.
Evaluation for 5.3a
The materials clearly articulate how lessons address both conceptual understanding and procedural fluency, aligning instruction with the TEKS throughout lesson plans and unit overviews. Lessons build conceptual understanding while emphasizing procedural learning. For example, each teacher lesson begins with a discussion of both procedural and conceptual goals. Unit overviews provide explicit connections to the TEKS expectations, supporting teacher planning by emphasizing the balance between the "why" and the "how" of mathematics.
Evaluation for 5.3b
Students use concrete tools, such as two-colored counters and number lines, in Unit 3, Day 2 to add integers, in connection with 7.3A. In Unit 3, Day 4, the materials build on this understanding by connecting the models to algorithms. Lessons engage students with a variety of representations—concrete, pictorial, and abstract—through tasks such as plotting ordered pairs, analyzing spinners, and interpreting bar graphs and tables. The grade 7 Math Lesson Keys for Unit 2, Days 7 and 8 incorporate abstract and pictorial representations, such as spinners, bar graphs, and tables, to support the development of data interpretation skills.
Evaluation for 5.3c
Lessons promote a deep understanding of mathematical concepts through multiple representations. Lessons provide guidance for teachers to use to support students as they connect concrete models to the algorithm when solving equations. For example, the use of algebra tiles helps students connect concrete models to algebraic equations and explains how the actions used in solving the model correspond to inverse operations when solving equations algebraically. The materials support students in using concrete and pictorial models to build an understanding of key concepts from the TEKS. For example, the materials provide students with opportunities to use tools such as algebra tiles, drawings, and symbolic representations to solve equations. Lessons incorporate hands-on activities that ask students to use manipulatives to model zero pairs; these lessons follow up with drawn representations to build conceptual understanding and procedural fluency. These activities enable students to experience concrete, representational, and abstract models of mathematical concepts. Assignments and essay questions guide students in defining and explaining their use of representations, reinforcing the transition from visual to symbolic reasoning in alignment with the TEKS.
Evaluation for 5.4a
The materials introduce and reinforce academic math vocabulary through visuals, manipulatives, and sentence frames across lessons. Students apply precise vocabulary in context by engaging with models, solving problems, and completing structured sentence stems. Exit tasks and guided questions prompt students to explain concepts clearly, deepening their understanding of mathematical language. The materials provide opportunities for students to develop their academic mathematical language using visuals, manipulatives, or other language development strategies. Upon completion of the assignment, the exit pass asks, "What is experimental probability? How is it different from theoretical probability?" It also has a sentence frame, "Experimental probability is . . ." The materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies. For example, in Unit 4, Day 1, students use a sentence frame to define a circle and a line segment in the exit task.
Evaluation for 5.4b
The instructional materials include embedded guidance for educators to effectively scaffold, support, and extend students' use of academic mathematical vocabulary within authentic instructional contexts. The materials routinely recommend strategies such as Think-Pair-Share, sentence starters, and structured writing tasks. Lessons prompt students to explain concepts in writing, share them orally with peers, and revise them using feedback, thereby supporting academic discourse. The materials include embedded educator guidance to support and extend students' use of academic mathematical vocabulary in context when communicating with peers and educators.
Evaluation for 5.4c
The materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse. In Unit 5, Day 4, Pick 4 Essays, students are asked to explain their thinking with mathematical vocabulary in the prompt "Avery says that every time you see the word 'total' in a word problem, it means to add. Is Avery right or wrong? Why?"
Evaluation for 5.4d
The materials include embedded guidance to help educators effectively facilitate meaningful mathematical conversations among students. The materials include prompts, discussion starters, and structured opportunities designed to encourage students to actively listen to one another, share their reasoning, and engage in collaborative dialogue around mathematical ideas. Students are consistently provided with opportunities to hear mathematical language used in context, refine their own understanding through discussion, and practice using precise vocabulary and terminology during peer interactions.
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
The materials consistently integrate the TEKS process standards through hands-on tools, such as algebra tiles, and real-world problem-solving tasks. The TEKS process standards are integrated appropriately into the materials. The materials provide opportunities throughout the learning pathways for students to select appropriate tools and solve problems. The materials also offer opportunities throughout the learning pathways for students to choose appropriate techniques to solve problems. Students justify and communicate mathematical ideas using precise academic language in both written and oral formats. Lessons and unit overviews clearly identify and align each process standard with instructional tasks, supporting intentional application across content.
Evaluation for 5.5b
The materials clearly describe and connect the TEKS process standards throughout the learning pathways using detailed tables in each . The process standard integration tables explain how students apply mathematics to real-world problems, such as interpreting graphs and analyzing scatterplot 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 . 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 mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world 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 mathematical concepts and complex, real-world situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of 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 representations of 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.
2 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.
2 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 the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving 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% (20 out of 21 points)
Evaluation for 6.1a
The materials include lessons that require students to think mathematically and make sense of mathematics. For example, Unit 7, Day 7 asks students to analyze a table that includes information about a bakery to determine whether the data support a series of statements. Similarly, in Unit 7, Day 8, Question 7 requires students to calculate the probability of selecting a specific sandwich combination at a sandwich shop. Lessons such as "Interpreting Data" Day 7 ask students to "determine if a survey method contains bias" and justify their reasoning. Similarly, a grade 7 lesson on equalities and inequalities includes "real-world situations to translate into equations," encouraging open-ended reasoning and mathematical sense-making.
Evaluation for 6.1b
The materials include prompts such as Unit 2, Week 2 Pick 4 Essay, Question 3, which asks students to "explain how solving a two-step equation [is] different from solving a one-step equation and what you need to consider before you begin to solve," and Unit 2, Week 3 Pick 4 Essay, Question 5, which has students "create an equation that they think would be difficult for the teacher to solve and explain what makes the equation difficult," encouraging explanation and justification of different approaches. Equations and Inequalities lessons include guidance such as, "Explain that a fractional coefficient can be canceled out by multiplying by the reciprocal, but some students may be more comfortable dividing both sides by the fractional coefficient," supporting the understanding that there are multiple valid strategies. The materials include embedded prompts like "Explain the steps . . ." and "What is your preferred way to solve . . ." along with think-pair-share activities that encourage students to explain their reasoning and justify their chosen methods for solving problems.
Evaluation for 6.1c
Unit 5, Week 2 Pick 4 Essays Question 2 requires students to "explain what the formula for volume of a pyramid is, what the variables mean, and what steps you would take." Similarly, Unit 5, Week 3 Pick 4 Essays Question 3 asks students to "explain what steps you would take to find the volume of water in this prism if it was 75% full," supporting mathematical sense-making through writing. However, materials do not include opportunities for students to discuss math with peers or educators. The materials include guided practice and exit tasks that require students to work with peers and educators on math activities, such as solving equations with variables on both sides and explaining how to find the surface area of a cylinder using a net, followed by oral sharing.
Evaluation for 6.2a
The materials support educators in guiding students to reflect on their problem-solving approaches through writing with Pick 4 Essays. The Pick 4 Essays include prompts that ask students to reflect on their problem-solving approaches in the form of explanations, arguments, justifications, and multiple points of entry. For example, the Pick 4 Essay for Math 7, "Probability," Week 2, includes prompts that encourage students to reflect on arguments, such as, "Andy says that the probability of flipping a coin 5 times and it landing on tails each time is 1/10. Do you agree? Explain." This Pick 4 Essay also asks students to reflect on explanations: "What is theoretical probability? Explain how theoretical probability is used to make predictions about events?" The teacher materials also include guidance for educators on facilitating discourse, allowing students to share their problem-solving approaches.
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 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, justifications, and multiple points of entry.
8 out of 8 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