Program Information
- ISBN
- 9798995402565
Edia AI Math – 6th Grade
Supplemental Math (English) Grade 6
IMRA 2026
Publisher: Edia Learning Inc
Copyright: 2025
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 6 | 100% | 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
46% (13 out of 28 points)
Evaluation for 1.1a
Grade 6 materials include guidance that reflects alignment to the TEKS through standards-based practice, diagnostics, benchmarks, and “Adaptive Pathways,” with a description of the concepts covered. For example, once students complete a diagnostic assignment, the educator can look at the results, which show how each individual student performed on the identified domains of the program. When an individual student is selected, the domains reflect the TEKS knowledge and skills statements to which they align. For example, the Number and Operations domain aligns with TEKS 6.2. In the “Classes” tab of the Teacher Dashboard, educators can view concepts grouped by domain within the “Adaptive Pathway” with titles that detail the concept being covered plus their alignment to the TEKS. One grouping includes lessons titled “Understanding Quantities from Graphs” (6.6A), “Equation Writing from Tables” (6.6B), and “Representing Situations in Multiple Forms” (6.6C).
While grade 6 materials outline the TEKS that are addressed, these materials do not provide guidance on the ELPS. Additionally, the guidance does not provide a rationale on how learning sequences support coherence across grade levels and within grade-level content.
Evaluation for 1.1b
Grade 6 materials include a comprehensive Edia AI Math Implementation Guide for Texas Educators that provides step-by-step setup processes, “Usage Recommendations,” and data-monitoring protocols. One of the “Usage Recommendations” suggests that each student spend a total of 30–45 minutes per week on the platform. In addition, clearly defined strategies provide effective educator support across multiple instructional contexts, including intervention and just-in-time support, enrichment and advanced learning, supplemental course integration, and small-group instruction. For example, “Context A: Intervention and Just-in-Time Support” explains how to utilize this strategy to support “students who are below grade level or have identified skill gaps from Diagnostic or benchmark data.” It then proceeds to recommend strategies such as assigning a diagnostic to first identify students’ specific gaps and then to assign targeted “Adaptive Pathways” to address prerequisite skills. Another example provides guidance for small-group instruction. “Context D: Small Group Practice” advises instructors to use this strategy when they are working with a small group and at the same time, they need other students engaged in productive independent work. The guidance advises instructors to assign “Adaptive Pathways” for independent work, allowing them to focus on small-group instruction.
Grade 6 materials provide instructional context strategies that support educators in adapting implementation based on student performance data, instructional goals, and classroom structures, including targeted intervention and enrichment opportunities. For example, “Context B: Enrichment and Advanced Learning” explains how to use this strategy for “students who have mastered grade-level content and need extension or acceleration.” The guidance then proceeds to recommend strategies such as assigning “Adaptive Pathways,” creating custom practice assignments by standard or subject area, and using the program as independent enrichment during class.
Evaluation for 1.1c
Grade 6 materials include TEKS-aligned diagnostics and standards-based reporting that identify student proficiency levels and skill gaps, with adaptive recommendations that establish appropriate entry points for instruction through personalized learning pathways. The materials allow for the color-coding of each student according to their proficiency level on TEKS-aligned standards. Green indicates proficiency, yellow indicates the need for additional practice, and red indicates the need for targeted support. Instructors can access individual student profiles to view recommended prerequisite skills and “Adaptive Learning Pathways” activities that address identified gaps and support progress toward grade-level mastery.
Grade 6 materials provide student performance data and diagnostic reporting tools that guide educators in identifying instructional starting points and assigning targeted skill support aligned to TEKS expectations. The Standards Cards display individual student proficiency on TEKS-aligned standards using color-coded indicators based on predicted proficiency and time spent practicing each standard. For example, a student who is identified as needing support on TEKS 6.6B (writing equations to represent independent and dependent relationships from tables) will be coded orange on the Standards Card. Educators can select a student’s profile to view recommended prerequisite skills and targeted learning activities, which are then assigned through the “Adaptive Learning Pathway” to support mastery of the grade-level standard.
Evaluation for 1.1d
Grade 6 materials do not include protocols with corresponding guidance for unit and lesson internalization. The materials provide general instructional supports and tools for assigning and monitoring student work. The Edia AI Math Implementation Guide directs educators to “assign targeted ‘Adaptive Pathways’ that address prerequisite skills” or to “create custom practice assignments using the ‘By Standard’ or ‘By Subject Area’ browser to target above-grade-level skills.” However, the materials do not include clearly defined, step-by-step protocols that guide educators in unpacking units or lessons, identifying key objectives, anticipating student misconceptions, or preparing for instruction prior to delivery.
Grade 6 materials provide assignment management and standards-aligned instructional supports. The Edia AI Math Implementation Guide recommends the “Pathway” tab to “track individual students’ progress through their adaptive pathways.” However, the materials do not include educator-facing protocols or structured guidance for lesson preparation, instructional internalization, or unit unpacking processes.
Evaluation for 1.1e
The Edia AI Math Implementation Guide serves as a key resource for educator guidance on program setup and implementation. The guide begins with a “Getting Started: Setup Workflow” section which provides step-by-step setup direction, including “Create classes and add students,” “Review diagnostics results,” and “Assign an “Adaptive Pathway.” Additionally, the guide includes the “Usage Recommendation” of “2–3 sessions per week” and “15–20 questions per student” per session. The guide continues by providing implementation strategies for a variety of classroom contexts and guidance on progress monitoring.
The Admin Dashboard serves as an additional guiding resource for educators by providing an overview of proficiency by grade level and usage within the program, as well as results on benchmarks. The Admin Onboarding Guide directs leaders on how to “understand the ‘Admin Dashboard’ and start monitoring implementation and standards data.” The Admin Onboarding Guide includes the following directions for supporting district-wide implementation: “Set a district expectation first. Communicate the recommended usage target to your schools. We recommend approximately 15 questions with AI math coach support per student per week. Decide who owns follow-up; principals, instructional coaches, or district leads.” Additionally, the Admin Dashboard includes resources for instructional leaders to structure conversations around planning, observation, and feedback, supporting consistent implementation across classrooms.
Additionally, grade 6 materials include admin-specific webinars that focus on leveraging data to drive student success and support instructors, as well as on helping them create district-level resources for instructors. Additional follow-up webinars are available for more targeted trainings, including implementation fidelity supports, professional learning resources, and coaching tools that assist instructional leaders in monitoring usage, supporting educators, and maintaining consistent implementation across grade levels and instructional settings.
Evaluation for 1.2a
Grade 6 materials include TEKS-aligned assessment resources. For example, educators can create a quiz by using the question item bank and selecting the desired TEKS to be addressed throughout the quiz. Educators can also adjust the number of question items for each standard. However, the materials do not include assessment resources aligned with the ELPS.
While the materials include suggested “Usage Recommendations” for students, the guidance is limited to the amount of time students should spend in the program each week rather than providing lesson-specific implementation guidance, as students progress through “Adaptive Learning Pathways” at their own pace. For example, the Edia AI Math Implementation Guide recommends that students engage in 2–3 sessions per week, complete 15–20 questions per session, and spend 30–45 minutes total per week in the platform. However, the materials do not include lesson plans with learning objectives aligned to the TEKS or ELPS, educator and student instructional materials, or lesson components for individual lessons.
Evaluation for 1.2b
Grade 6 materials include TEKS-aligned adaptive assessment resources and general pacing recommendations. For example, when creating a quiz, instructors can select the TEKS to be assessed and add the number of question items desired. The materials do not include detailed lesson overviews with clearly stated TEKS-aligned learning objectives or suggested instructional timeframes. The materials provide timing only as a general “Usage Recommendation.” The Edia AI Math Implementation Guide suggests that students should engage in “2–3 sessions per week” with each session including “15–20 questions per student.” Additionally, the guidance advises that intervention students should engage in “3–4 sessions per week.”
Grade 6 materials provide “Adaptive Instructional Pathways” and multilingual support features, which include an AI Math Coach that provides supports in over 100 languages. However, the materials do not include explicit ELPS-aligned lesson objectives, detailed lesson structures, comprehensive lesson overviews aligned to instructional components, or assessment resources.
Evaluation for 1.2c
Grade 6 materials contain support for families in English and Spanish. The Edia AI Family Guide is the program resource that provides families with suggestions on how to support their student’s progress. The guide includes sections for what students are learning in each domain, “Activities to Try at Home,” and “Questions to Ask Your Student.” For example, in the grade 6 lesson “Ratios and Proportional Relationships,” families are encouraged to “double or halve recipes together: ‘If the recipe serves four and we need to serve six, how do we adjust each ingredient?’”
Additionally, the Family Guide includes a “How to Help” section that provides an overall recommendation for how families should approach concepts with their students. For example, in the grade 6 lesson “Expressions and Equations,” families are provided with the following how-to-help guidance: “Variables can feel abstract. Connecting them to real situations (money, distance, time) helps make them concrete.”
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.
2 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.
2 out of 5 points
While grade 6 materials outline the TEKS that are addressed, these materials do not provide guidance on the ELPS. Additionally, the guidance does not provide a rationale on how learning sequences support coherence across grade levels and within grade-level content.
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.
3 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.
3 out of 3 points
Grade 6 materials provide instructional context strategies that support educators in adapting implementation based on student performance data, instructional goals, and classroom structures, including targeted intervention and enrichment opportunities. For example, “Context B: Enrichment and Advanced Learning” explains how to use this strategy for “students who have mastered grade-level content and need extension or acceleration.” The guidance then proceeds to recommend strategies such as assigning “Adaptive Pathways,” creating custom practice assignments by standard or subject area, and using the program as independent enrichment during class.
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.
2 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.
2 out of 2 points
Grade 6 materials provide student performance data and diagnostic reporting tools that guide educators in identifying instructional starting points and assigning targeted skill support aligned to TEKS expectations. The Standards Cards display individual student proficiency on TEKS-aligned standards using color-coded indicators based on predicted proficiency and time spent practicing each standard. For example, a student who is identified as needing support on TEKS 6.6B (writing equations to represent independent and dependent relationships from tables) will be coded orange on the Standards Card. Educators can select a student’s profile to view recommended prerequisite skills and targeted learning activities, which are then assigned through the “Adaptive Learning Pathway” to support mastery of the grade-level standard.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Grade 6 materials provide assignment management and standards-aligned instructional supports. The Edia AI Math Implementation Guide recommends the “Pathway” tab to “track individual students’ progress through their adaptive pathways.” However, the materials do not include educator-facing protocols or structured guidance for lesson preparation, instructional internalization, or unit unpacking processes.
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
The Admin Dashboard serves as an additional guiding resource for educators by providing an overview of proficiency by grade level and usage within the program, as well as results on benchmarks. The Admin Onboarding Guide directs leaders on how to “understand the ‘Admin Dashboard’ and start monitoring implementation and standards data.” The Admin Onboarding Guide includes the following directions for supporting district-wide implementation: “Set a district expectation first. Communicate the recommended usage target to your schools. We recommend approximately 15 questions with AI math coach support per student per week. Decide who owns follow-up; principals, instructional coaches, or district leads.” Additionally, the Admin Dashboard includes resources for instructional leaders to structure conversations around planning, observation, and feedback, supporting consistent implementation across classrooms.
Additionally, grade 6 materials include admin-specific webinars that focus on leveraging data to drive student success and support instructors, as well as on helping them create district-level resources for instructors. Additional follow-up webinars are available for more targeted trainings, including implementation fidelity supports, professional learning resources, and coaching tools that assist instructional leaders in monitoring usage, supporting educators, and maintaining consistent implementation across grade levels and instructional settings.
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.
1 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.
1 out of 7 points
While the materials include suggested “Usage Recommendations” for students, the guidance is limited to the amount of time students should spend in the program each week rather than providing lesson-specific implementation guidance, as students progress through “Adaptive Learning Pathways” at their own pace. For example, the Edia AI Math Implementation Guide recommends that students engage in 2–3 sessions per week, complete 15–20 questions per session, and spend 30–45 minutes total per week in the platform. However, the materials do not include lesson plans with learning objectives aligned to the TEKS or ELPS, educator and student instructional materials, or lesson components for individual lessons.
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.
1 out of 5 points
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.
1 out of 5 points
Grade 6 materials provide “Adaptive Instructional Pathways” and multilingual support features, which include an AI Math Coach that provides supports in over 100 languages. However, the materials do not include explicit ELPS-aligned lesson objectives, detailed lesson structures, comprehensive lesson overviews aligned to instructional components, or assessment resources.
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
Additionally, the Family Guide includes a “How to Help” section that provides an overall recommendation for how families should approach concepts with their students. For example, in the grade 6 lesson “Expressions and Equations,” families are provided with the following how-to-help guidance: “Variables can feel abstract. Connecting them to real situations (money, distance, time) helps make them concrete.”
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
90% (19 out of 21 points)
Evaluation for 2.1a
The Edia AI Math Implementation Guide includes the definition of the type of assessments and their purpose of evaluating learning, skill acquisition, and achievement at the end of a unit, semester, or academic year. The materials include examples of how and when to use these assessments such as options for reteaching or reassessment after reviewing data. For example, the diagnostic is defined as the “adaptive placement assessment that identifies skill gaps and recommends starting points.” The guide explains that instructors should use the diagnostic should at the “beginning of year, new student enrollment, or before assigning an Adaptive Pathway.”
Grade 6 materials include diagnostic assessments, quizzes, practice assignments, and progress-monitoring tools that help instructors evaluate student learning and determine instructional next steps. The “How to: Understand Edia Data” resource explains how educators can use “Results” tabs and Standards Cards to support reteaching, intervention, and additional practice opportunities.
Evaluation for 2.1b
The Admin Onboarding Guide provides guidance on the creation and administration of instructional benchmark assessments, as well as directions to select administration windows, testing windows, and individual students. Additionally, the Admin Onboarding Guide provides guidance on student usage of platform practice and cadence for monitoring student performance data. The guide states, “We recommend approximately 15 questions with AI math coach support per student per week . . . Then monitor usage weekly by sorting schools and teachers.”
The Edia AI Math Implementation Guide describes assessment setting options that support instructors in managing digital assessments, including password protection, late submission policies, calculator availability, and customizable testing windows. The materials explain how educators can configure assignment settings and determine the amount of time students have to complete assessments within the platform. For example, instructors can select assessment controls prior to assigning a diagnostic or practice assessment.
Evaluation for 2.1c
Grade 6 materials include printable versions of practice assignments and quiz assessments through the platform’s “Assignment” settings. The materials allow educators to access posted assignments, select the “Additional Options” menu, and print assessment resources for student use. For example, instructors can print quiz assignments after posting them within the platform. However, printable versions are not available for diagnostic assessments or “Adaptive Pathways” within the materials.
Grade 6 materials do not include accommodations that educators can enable or disable for individual students. While calculators and text-to-speech are available during assessments, these settings apply to all students rather than individual users, and the materials do not include content and language supports.
Evaluation for 2.1d
The materials include diagnostic assessments with problems of basic recall such as identifying opposites and absolute value (TEKS 6.2B) and using a well-known algorithm to multiply mixed numbers (TEKS 6.3E). Problems also include using skills and concepts to solve problems such as finding the unit rate from a table (TEKS 6.4D) and identifying a graph that matches a given equation (TEKS 6.4A). While the materials are aligned to the grade 6 TEKS, diagnostic problems do not require students to use strategic or extended thinking.
The diagnostic assessment includes more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
Evaluation for 2.1e
The materials include formative assessments with problems of basic recall such as writing a ratio to represent a pictorial model (TEKS 6.4C). Problems also include using skills and concepts to solve problems such as completing a ratio table to make equivalent ratios (TEKS 6.4B). Problems extend students into using strategic thinking by applying concepts they know to solve more challenging problems. For example, students are given a word problem with a rate that they must use to not only solve a proportion for a missing value but also find the difference between the two rates (TEKS 6.4B).
Educator-designed quizzes can include more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
Evaluation for 2.2a
The grade 6 Teacher Dashboard displays a set of Standards Cards individualized by TEKS, which provide guidance in interpreting student performance. When an instructor selects an individual standard, the dashboard displays a graph of students, represented by data points based on time spent on the standard and proficiency, as well as a list of students sorted into the categories “Ready,” “Needs Practice,” and “Needs Help” to provide guidance to instructors in interpreting general performance on the standard. When an instructor selects an individual student, the Student Profile displays that student’s proficiency related to all standards but with specific prerequisite recommendations for individual standards.
In the Student Dashboard, after a student completes a quiz, the student can view the results. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, in solving a one-step equation, the explanation states, “Solving an equation means finding the value of a variable that makes the equation true. We can find this value by isolating the variable on one side of the equation. Here, subtract 19 from both sides of the equation and re-write the equation. To double-check this answer, substitute -25 into the original question and see if it’s correct.” Throughout the explanation, the steps being explained are modeled. Then, the dashboard provides an example video so students can watch a similar problem being solved.
The article “How to: Understand Edia Data” explains how to interpret the percentages given and the proficiency levels assigned to students. The section “How to Act on What You See” explains how to use the “Results” tab to identify students who are struggling and how to use the Standards Cards to assign practice for students based on their proficiency color.
Evaluation for 2.2b
The grade 6 “Adaptive Pathway” leads students through assigned tasks that are separated by domain and based on a student’s performance on assessments. Each activity is represented in the pathway by a circle on the main pathway page and is filled and color-coded based on completion and proficiency in that activity.
The Student Profile view for educators shows student proficiency on individual TEKS. Located next to the identified TEKS is a box that is color-coded to represent demonstrated proficiency as a student completes tasks related to the standards. It shows what tasks a student will be assigned and should complete to continue to make progress, including suggested prerequisites. For example, in grade 6, the “AI Analysis” explains that the student “shows solid understanding of ordering decimals from least to greatest” and that the student has shown proficiency in ordering decimals at level 2. It lists 26 skills the student has not seen yet such as “compare integers using number lines” and “order rational numbers.” When expanded, the TEKS 6.2D section indicates that the prerequisite the student is ready for is TEKS 5.2B (decimal comparison and ordering) and the student “needs practice” in TEKS 4.2C (compare and order numbers).
Evaluation for 2.2c
Grade 6 materials include a Teacher Dashboard that automatically compiles real-time student assessment data into graphs and reports, tracking areas of strength and weakness. In the Class view, educators can see which skills students have worked on through a color-coded visual that helps them quickly identify current proficiency levels. The platform also displays each student’s grades and the class average for assigned tasks and activities, giving instructors a clear view for tracking both individual and classwide progress.
Grade 6 materials include tools for students to track their own progress and growth. When students log into the Student Dashboard, they can access real-time mastery metrics showing their percentage of progress toward completion thresholds, with a color-coded status indicating whether their performance is mastered, partial, or low. These tools make student growth visible over time and help students monitor their own progress.
Evaluation for 2.2d
The “Academic Language and Checks for Understanding” appendix includes the “Checks for Understanding During an Activity” section that provides educators with prompts to use to check for student understanding at the beginning of a lesson, after the first problem, at the turn of a lesson, and before moving on to a new lesson. For example, one prompt states, “How did you get that? Explain the first step.” It explains that this is how an educator could catch that a student arrived at a correct answer by accident, providing time to intervene on the concept.
The appendix also includes guidance for frequent checks within the same section. For example, it recommends using the “Standards” tab throughout the lesson, not just at the end, because the color-coding system helps to identify if students need a whole-class reteach or a small-group lesson with the educator. It also provides ideas of support for students based on what the educator sees from the “Standards” tab and hears from students as they are working. For example, if three or four students are stuck, the guidance states to “pull a small group at the educator station. Use the prompts in the Discourse and Facilitation Guide, Section 2.”
Evaluation for 2.2e
Grade 6 materials include embedded formative checks for understanding and adaptive supports throughout lessons and activities. The AI Math Coach guides students through questioning during instruction, providing immediate feedback when misconceptions occur, and adjusting the level of difficulty and practice opportunities based on real-time student performance. For example, after every problem that a student answers in an assignment, the student receives immediate feedback on their answer. These features allow the program to check understanding at key points and respond to student needs during the lesson rather than waiting until the end of the activity. In grade 6, the materials provide the following check for understanding: “To find out how many miles Lydia’s family can drive in five hours, we need to know how many miles they can drive in one hour. Then, we’ll find their driving speed as a unit rate. She drove 160 miles in two hours, so we calculate. So, they can drive at a rate of 80 miles per hour. Now, we determine how many miles Lydia’s family can drive in five hours. Since their unit rate is 80 miles each hour, and they need to drive for five hours, we multiply. So, Lydia’s family can drive 400 miles in five hours.”
After completing an exercise or activity, students receive immediate feedback, including their grade and the amount of time spent on that activity. This data lets students see which problems they answered correctly and incorrectly and provides explanations for any incorrect answer choices.
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.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Grade 6 materials include diagnostic assessments, quizzes, practice assignments, and progress-monitoring tools that help instructors evaluate student learning and determine instructional next steps. The “How to: Understand Edia Data” resource explains how educators can use “Results” tabs and Standards Cards to support reteaching, intervention, and additional practice opportunities.
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.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Edia AI Math Implementation Guide describes assessment setting options that support instructors in managing digital assessments, including password protection, late submission policies, calculator availability, and customizable testing windows. The materials explain how educators can configure assignment settings and determine the amount of time students have to complete assessments within the platform. For example, instructors can select assessment controls prior to assigning a diagnostic or practice assessment.
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.
1 out of 2 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.
1 out of 2 points
Grade 6 materials do not include accommodations that educators can enable or disable for individual students. While calculators and text-to-speech are available during assessments, these settings apply to all students rather than individual users, and the materials do not include content and language supports.
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.
3 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.
3 out of 4 points
The diagnostic assessment includes more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
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
Educator-designed quizzes can include more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
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.
3 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.
3 out of 3 points
In the Student Dashboard, after a student completes a quiz, the student can view the results. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, in solving a one-step equation, the explanation states, “Solving an equation means finding the value of a variable that makes the equation true. We can find this value by isolating the variable on one side of the equation. Here, subtract 19 from both sides of the equation and re-write the equation. To double-check this answer, substitute -25 into the original question and see if it’s correct.” Throughout the explanation, the steps being explained are modeled. Then, the dashboard provides an example video so students can watch a similar problem being solved.
The article “How to: Understand Edia Data” explains how to interpret the percentages given and the proficiency levels assigned to students. The section “How to Act on What You See” explains how to use the “Results” tab to identify students who are struggling and how to use the Standards Cards to assign practice for students based on their proficiency color.
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
The Student Profile view for educators shows student proficiency on individual TEKS. Located next to the identified TEKS is a box that is color-coded to represent demonstrated proficiency as a student completes tasks related to the standards. It shows what tasks a student will be assigned and should complete to continue to make progress, including suggested prerequisites. For example, in grade 6, the “AI Analysis” explains that the student “shows solid understanding of ordering decimals from least to greatest” and that the student has shown proficiency in ordering decimals at level 2. It lists 26 skills the student has not seen yet such as “compare integers using number lines” and “order rational numbers.” When expanded, the TEKS 6.2D section indicates that the prerequisite the student is ready for is TEKS 5.2B (decimal comparison and ordering) and the student “needs practice” in TEKS 4.2C (compare and order numbers).
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
Grade 6 materials include tools for students to track their own progress and growth. When students log into the Student Dashboard, they can access real-time mastery metrics showing their percentage of progress toward completion thresholds, with a color-coded status indicating whether their performance is mastered, partial, or low. These tools make student growth visible over time and help students monitor their own progress.
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
The appendix also includes guidance for frequent checks within the same section. For example, it recommends using the “Standards” tab throughout the lesson, not just at the end, because the color-coding system helps to identify if students need a whole-class reteach or a small-group lesson with the educator. It also provides ideas of support for students based on what the educator sees from the “Standards” tab and hears from students as they are working. For example, if three or four students are stuck, the guidance states to “pull a small group at the educator station. Use the prompts in the Discourse and Facilitation Guide, Section 2.”
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.
1 out of 1 points
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.
1 out of 1 points
After completing an exercise or activity, students receive immediate feedback, including their grade and the amount of time spent on that activity. This data lets students see which problems they answered correctly and incorrectly and provides explanations for any incorrect answer choices.
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
93% (40 out of 43 points)
Evaluation for 3.1a
The Edia AI Math Implementation Guide directs educators to assign targeted “Adaptive Pathways” that address prerequisite skills, demonstrating a need for additional support based on a student’s diagnostic assessment. For example, the “Adaptive Pathway” will provide students who are struggling with extending representations of division to include fraction notation (TEKS 6.2E) with additional foundational practice with fraction decomposition skills (TEKS 4.3A), fractions with unequal denominators (TEKS 5.3H), and fluent arithmetic operations (TEKS 5.3K). The Edia AI Math Implementation Guide states, “When the system detects gaps, it automatically incorporates content from earlier grades (up to 3 grade levels below), so students build foundational understanding before tackling grade-level content.”
Additionally, within the grade 6 “Adaptive Pathway,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems for students when they answer problems incorrectly. The Edia AI Math Implementation Guide states, “The Coach analyzes the student’s work step by step, identifies the specific misconception, and guides the student through corrective reasoning without giving away the answer.” For example, in grade 6 pathways, students are asked to graph and identify ordered pairs (TEKS 6.11). When students answer incorrectly, the AI Math Coach explains, “Don’t worry—check the explanation and you’ll get the next one.” Then, the AI Math Coach provides further explanation of the correct answer. Finally, the program continues to give new iterations of the same type of problem until the student is proficient in their response.
Evaluation for 3.1b
Grade 6 materials include explicit educator guidance for providing language supports before and during instruction to develop students’ academic mathematical vocabulary. The Multilingual Learner and Differentiation Guide provides guidance for educators to pre-teach essential mathematical terms and connect new vocabulary to students’ prior knowledge before students begin grade-level tasks. Educators are prompted to identify unfamiliar terms and references within mathematical contexts and use student-friendly explanations, visuals, examples, and connections to students’ home languages to build understanding before students independently engage with content.
Grade 6 materials also include guidance for embedding language supports as students work with mathematical content. Educators are prompted to use visual representations, contextual explanations, translated language, sentence supports, and the AI Math Coach to clarify unfamiliar academic vocabulary during instruction and practice. For example, when students work with grade 6 proportional relationship concepts, educators can support students in connecting terms such as ratio, rate, unit rate, scale factor, and proportion to visual models and familiar language, while the AI Math Coach provides additional explanations and rephrases mathematical terminology as needed.
Evaluation for 3.1c
In the Edia AI Math Implementation Guide, “Context B: Enrichment and Advanced Learning” provides educators with explicit guidance on activities and recommended usage for students who demonstrated proficiency in grade-level and above grade-level content and skills. For example, the guidance states to “create custom Practice assignments using the ‘By Standard’ or ‘By Subject’ browser to target above-grade-level skills.” For example, a grade 6 student who mastered grade-level additive and multiplicative relationships can be assigned grade 7 constant rates of change and linear relationship content.
Educators can assign “Adaptive Pathways” to students who show proficiency in above-grade-level content. The Edia AI Math Implementation Guide states, “The adaptive engine targets a 55–75% correct-answer rate, which means proficient students automatically receive harder, more complex problems rather than repeating content they already know.”
Evaluation for 3.1d
In the settings for assigning an assignment, quiz, diagnostic, or “Adaptive Pathway” for the grade 6 materials, there is an option for instructors to enable a calculator, but it does so for all students assigned rather than to support individual students. Similarly, students do have the option to use the text-to-speech function, but it can be enabled only for all students rather than individual students.
The program does not include content and language supports like pictorial representations of non-mathematical terminology.
Evaluation for 3.1e
Grade 6 materials include educator guidance for providing students with multiple options to demonstrate their understanding of mathematical concepts. The Multilingual Learner and Differentiation Guide directs educators to allow students to demonstrate mathematical thinking through verbal explanations, written responses, visual representations, models, and mathematical symbols based on students’ language proficiency and instructional needs. These options provide students with multiple ways to express their mathematical reasoning while maintaining the rigor of grade-level content.
The materials also guide educators to use multimodal supports when students represent and communicate mathematical understanding. For example, during grade 6 proportional relationship tasks, students can demonstrate their understanding by using graphical, numerical, or symbolic representations, written explanations, or oral explanations supported by mathematical vocabulary. Educators are guided to select appropriate supports like visuals, sentence frames, translated terminology, or oral response opportunities so students can communicate the same mathematical understanding through different forms of expression and representation.
Evaluation for 3.2a
In grade 6, the Discourse and Facilitation Guide provides explicit educator guidance to support lesson delivery and build knowledge by activating prior knowledge and anchoring big ideas for classrooms that serve emergent bilingual (EB) students. The guide establishes a structured instructional framework and directs educators on exactly what to set up, what to say, and what to listen for when using the platform alongside their core curriculum in two to three sessions per week. To activate prior knowledge before students begin their digital practice, the guide directs the educator to use verbal prompts and real-world analogies that encourage students to predict mathematical concepts. For example, to activate prior knowledge of relationships with ratios and rates (TEKS 6.4B), the educator is guided to lead a discussion on scaling using multiplication and division. To anchor big ideas, the guide prompts educators to write one sentence about the big idea and post it for all students to see and reference it throughout the lesson.
Additionally, the Discourse and Facilitation Guide provides educator guidance to highlight and connect key patterns, features, and relationships through multiple means of representation. For example, with TEKS 6.4B, it suggests asking students to look for patterns that happen across different scenarios to understand the idea that a ratio is specific to the individual problem but the individual relationship can be represented in different representations such as in tables or words.
Evaluation for 3.2b
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for effective lesson delivery across a variety of settings, including multi-tiered intervention, supplemental instruction, enrichment, and small-group implementation. For delivering supplemental whole-class instruction, the guide instructs educators on how to align digital assignments to the current instructional unit by selecting specific TEKS from the dedicated Texas question bank and embedding these sessions into the regular instructional schedule.
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for facilitation using various instructional approaches such as multi-tiered intervention, enrichment, and small-group practice. To facilitate enrichment, the materials instruct educators on assigning advanced learning paths where the AI Math Coach provides independent support, allowing high-performing students to progress through complex problems without constant instructor supervision.
Evaluation for 3.2c
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for multi-tiered intervention, supplemental instruction, enrichment, and small-group implementation. Guidance includes recommendations for assigning “Adaptive Pathways,” monitoring progress, and using student performance data to provide targeted support and differentiated instruction based on individual student needs. For example, “Edia’s auto-generated small groups use real-time proficiency data to recommend student groupings and suggest differentiated assignments for each group.”
In the Teacher Dashboard, grade 6 materials include multi-tiered intervention methods that provide prerequisite skill support, targeted intervention activities, differentiated assignments, and individualized practice opportunities based on student performance data. The Student Profile identifies student proficiency levels, recommended prerequisite skills, and targeted learning pathways to address learning gaps. For example, when a student demonstrates limited proficiency with converting units within a measurement system using proportions and unit rates (aligned to TEKS 6.4H), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on measurement unit comparison, converting within measurement systems, and solving measurement problems.
Evaluation for 3.2d
In the Edia AI Math Implementation Guide, the “Context B: Enrichment and Advanced Learning” section provides explicit educator guidance for enriching and extending learning for students who demonstrated proficiency within the program. It recommends assigning “Adaptive Pathways” that automatically increase problem complexity, creating custom assignments that target above-grade-level standards and using independent practice supported by the AI Math Coach. The materials state that the “AI Math Coach supports students working independently by providing real-time guidance, so advanced students do not need direct teacher supervision.” These strategies help educators provide accelerated learning opportunities without requiring constant direct supervision.
In grade 6, the materials provide explicit educator guidance to support various forms of engagement and diverse student response methods through the Discourse and Facilitation Guide. To ensure students have multiple pathways to demonstrate understanding beyond interacting only with the program, the guide suggests using four forms of engagement: build and defend, author the problem, teach it back, and find it in the world. Additionally, the guide details various active response forms embedded within grade 6 TEKS-aligned tasks such as system-equation entry and graph drawing, in which students must draw lines directly on the coordinate plane rather than simply selecting a pre-drawn graph. This multi-modal framework allows educators to customize how students show what they know, ensuring that mathematical comprehension is not restricted by a single digital input format.
Evaluation for 3.2e
The Grade 6 “Adaptive Pathway” includes the AI Math Coach, which can be enabled on practice assignments. The AI Math Coach acts as the educator, providing timely feedback during a lesson. For example, in the Expressions, Equations, and Relationships domain, in the lesson “Equation Writing from Tables, Part 1,” when a student answers a problem correctly, the AI Math Coach states, “That’s right! Well done.” When they answer incorrectly, the AI Math Coach states, “Your y-intercept of 5 is correct. The issue is the equation: writing just ‘1’ is incomplete. A linear equation needs a slope multiplied by x and then the intercept added.” If a student does not know where to begin, they can ask the AI Math Coach a question by selecting one of the prompts such as “Where do I start?” or typing their own. The AI Math Coach breaks down the steps of the problem, and the student can respond.
In the Teacher Dashboard, the Standards Cards provide guidance for educator feedback by showing real-time data on how the entire class is performing on a specific skill in relation to the amount of time spent on the skill. When the instructor selects an individual standard, the graph better individualizes each student’s proficiency on the chart and in a list by color-coding and sorting the students based on the demonstrated proficiency levels “Ready,” “Needs Practice,” and “Needs Help.”
The “How to: Understand Edia Data” resource explains how to use the Standards Cards to interpret student performance and provide support. It details how the proficiency colors green, yellow, and red correspond to the proficiency levels “Ready,” “Needs Practice,” and “Needs Help.” It explains that the Standards Cards only “populate once there is a minimum amount of evidence, specifically, a student needs to answer at least 3 questions across 3 different skills before they appear on a Standards card for that view.” It explains how to use the cards to answer the two questions “Which students are on track vs. need support for a given standard?” and “Where should I reteach vs. intervene?”
Evaluation for 3.3a
Grade 6 materials include educator guidance for providing and incorporating linguistic accommodations for students across the ELPS language-proficiency levels. The Multilingual Learner and Differentiation Guide identifies differentiated supports that educators can use based on students’ levels of English proficiency, including home-language support, visuals, simplified or clarified language, vocabulary scaffolds, sentence supports, and opportunities to use academic mathematical language. The guidance supports educators in adjusting the amount and type of linguistic support while maintaining access to grade 6 mathematical content.
The materials provide guidance for gradually increasing students’ use of academic language as their English proficiency develops. Students at beginning levels may receive stronger supports like visuals, home-language connections, translated terminology, and structured language frames, while students at intermediate and advanced levels are prompted to use increasingly precise mathematical vocabulary and more complete explanations. For example, when grade 6 students explain the relationship between ratio, rate, and unit rate, educators can move students from identifying mathematical relationships using supported words or phrases to explaining and justifying those relationships using complete sentences and grade-level academic vocabulary.
Evaluation for 3.3b
Grade 6 materials include language accessibility features such as real-time translation of problem content into more than 110 languages and text-to-speech support for students. Students at the preproduction and beginning language proficiency levels can use this option to select their first language and have questions read aloud to support their understanding and access to the content. Students in the intermediate language proficiency level can switch between their first language and English at their own pace to begin hearing the academic mathematical terminology spoken in English.
In the “Adaptive Pathway” and assigned practice, the AI Math Coach can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. For example, in grade 6 pathways, students can demonstrate their level of mathematical knowledge by completing questions aligned to the grade 6 TEKS. However, if they get stuck and need additional support, the AI Math Coach provides detailed steps to help solve the problem. In the Number and Operations domain, in the lesson “Decimal Comparison and Ordering, Part 1,” if a student asks the AI Math Coach to break down the steps of a comparison problem, the AI Math Coach states, “Start by lining up the decimals. Compare the tenths place first. The number with the larger digit in the tenths place is greater. Only if those match do you look at the next place. Now, apply that idea here.”
Evaluation for 3.3c
Grade 6 materials include implementation guidance for educators using Edia AI Math with
EB students in state-approved bilingual and ESL programs. The Multilingual Learner and Differentiation Guide explains how educators can incorporate the program’s language supports within bilingual and ESL instructional settings by selecting linguistic accommodations based on students’ language proficiency, providing access to home-language supports when appropriate, and intentionally connecting English academic mathematical language to students’ existing linguistic knowledge.
Grade 6 materials provide educators with actionable strategies for integrating Edia AI Math into instruction for EB students rather than relying solely on the platform’s translation features. Guidance includes using visual and contextual supports, structured oral and written language opportunities, academic vocabulary supports, and cross-linguistic connections alongside grade-level mathematics instruction. These supports allow educators in bilingual and ESL settings to use the program while simultaneously supporting mathematical content development and English-language acquisition.
Evaluation for 3.3d
The grade 6 “Adaptive Pathway” includes embedded guidance and supports that can help EB students engage in written academic discourse through written response tasks and AI Math Coach prompts that rephrase content and clarify vocabulary. For example, the lesson “Coordinate Plane Fundamentals, Part 1” begins with a review of how to read a coordinate plane. Students can ask the AI Math Coach to explain it differently, and it will respond by comparing a coordinate plane to a map of a city, saying, “Think of it like giving directions in a city . . . How many blocks to walk left or right (that’s the x-coordinate)? How many blocks to walk forward or backward (that’s the y-coordinate)? . . . You have two rulers that cross each other: One ruler goes left and right (the x-axis). One ruler goes up and down (the y-axis). Where they meet in the middle is your starting point—we call it the origin or (0,0).” This connection allows students to build on their background knowledge of a grid or a map by connecting it to their new learning of a coordinate plane. Then, the AI Math Coach explains how to find a specific point. Students can also ask the AI Math Coach to translate the directions to Spanish, which builds cross-linguistic connections and helps the student make sense of mathematical ideas in a more accessible language.
Grade 6 materials also include guidance for oral discourse that supports EB students in using academic mathematical language. The Multilingual Learner and Differentiation Guide provides strategies for educators to incorporate structured opportunities for students to verbally explain mathematical reasoning, rehearse academic vocabulary, discuss representations, and clarify ideas using appropriate linguistic supports. Students can first use home-language connections, sentence frames, or targeted vocabulary support and then progress toward more complete oral explanations using increasingly precise academic language. Together, the oral and written discourse supports provide opportunities for students to develop vocabulary, build background knowledge, increase comprehension, and make cross-linguistic connections while engaging with grade-level mathematics.
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
Additionally, within the grade 6 “Adaptive Pathway,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems for students when they answer problems incorrectly. The Edia AI Math Implementation Guide states, “The Coach analyzes the student’s work step by step, identifies the specific misconception, and guides the student through corrective reasoning without giving away the answer.” For example, in grade 6 pathways, students are asked to graph and identify ordered pairs (TEKS 6.11). When students answer incorrectly, the AI Math Coach explains, “Don’t worry—check the explanation and you’ll get the next one.” Then, the AI Math Coach provides further explanation of the correct answer. Finally, the program continues to give new iterations of the same type of problem until the student is proficient in their response.
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
Grade 6 materials also include guidance for embedding language supports as students work with mathematical content. Educators are prompted to use visual representations, contextual explanations, translated language, sentence supports, and the AI Math Coach to clarify unfamiliar academic vocabulary during instruction and practice. For example, when students work with grade 6 proportional relationship concepts, educators can support students in connecting terms such as ratio, rate, unit rate, scale factor, and proportion to visual models and familiar language, while the AI Math Coach provides additional explanations and rephrases mathematical terminology as needed.
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.
2 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.
2 out of 2 points
Educators can assign “Adaptive Pathways” to students who show proficiency in above-grade-level content. The Edia AI Math Implementation Guide states, “The adaptive engine targets a 55–75% correct-answer rate, which means proficient students automatically receive harder, more complex problems rather than repeating content they already know.”
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
The program does not include content and language supports like pictorial representations of non-mathematical terminology.
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
The materials also guide educators to use multimodal supports when students represent and communicate mathematical understanding. For example, during grade 6 proportional relationship tasks, students can demonstrate their understanding by using graphical, numerical, or symbolic representations, written explanations, or oral explanations supported by mathematical vocabulary. Educators are guided to select appropriate supports like visuals, sentence frames, translated terminology, or oral response opportunities so students can communicate the same mathematical understanding through different forms of expression and representation.
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
Additionally, the Discourse and Facilitation Guide provides educator guidance to highlight and connect key patterns, features, and relationships through multiple means of representation. For example, with TEKS 6.4B, it suggests asking students to look for patterns that happen across different scenarios to understand the idea that a ratio is specific to the individual problem but the individual relationship can be represented in different representations such as in tables or words.
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
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for facilitation using various instructional approaches such as multi-tiered intervention, enrichment, and small-group practice. To facilitate enrichment, the materials instruct educators on assigning advanced learning paths where the AI Math Coach provides independent support, allowing high-performing students to progress through complex problems without constant instructor supervision.
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
In the Teacher Dashboard, grade 6 materials include multi-tiered intervention methods that provide prerequisite skill support, targeted intervention activities, differentiated assignments, and individualized practice opportunities based on student performance data. The Student Profile identifies student proficiency levels, recommended prerequisite skills, and targeted learning pathways to address learning gaps. For example, when a student demonstrates limited proficiency with converting units within a measurement system using proportions and unit rates (aligned to TEKS 6.4H), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on measurement unit comparison, converting within measurement systems, and solving measurement problems.
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
In grade 6, the materials provide explicit educator guidance to support various forms of engagement and diverse student response methods through the Discourse and Facilitation Guide. To ensure students have multiple pathways to demonstrate understanding beyond interacting only with the program, the guide suggests using four forms of engagement: build and defend, author the problem, teach it back, and find it in the world. Additionally, the guide details various active response forms embedded within grade 6 TEKS-aligned tasks such as system-equation entry and graph drawing, in which students must draw lines directly on the coordinate plane rather than simply selecting a pre-drawn graph. This multi-modal framework allows educators to customize how students show what they know, ensuring that mathematical comprehension is not restricted by a single digital input format.
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
In the Teacher Dashboard, the Standards Cards provide guidance for educator feedback by showing real-time data on how the entire class is performing on a specific skill in relation to the amount of time spent on the skill. When the instructor selects an individual standard, the graph better individualizes each student’s proficiency on the chart and in a list by color-coding and sorting the students based on the demonstrated proficiency levels “Ready,” “Needs Practice,” and “Needs Help.”
The “How to: Understand Edia Data” resource explains how to use the Standards Cards to interpret student performance and provide support. It details how the proficiency colors green, yellow, and red correspond to the proficiency levels “Ready,” “Needs Practice,” and “Needs Help.” It explains that the Standards Cards only “populate once there is a minimum amount of evidence, specifically, a student needs to answer at least 3 questions across 3 different skills before they appear on a Standards card for that view.” It explains how to use the cards to answer the two questions “Which students are on track vs. need support for a given standard?” and “Where should I reteach vs. intervene?”
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
The materials provide guidance for gradually increasing students’ use of academic language as their English proficiency develops. Students at beginning levels may receive stronger supports like visuals, home-language connections, translated terminology, and structured language frames, while students at intermediate and advanced levels are prompted to use increasingly precise mathematical vocabulary and more complete explanations. For example, when grade 6 students explain the relationship between ratio, rate, and unit rate, educators can move students from identifying mathematical relationships using supported words or phrases to explaining and justifying those relationships using complete sentences and grade-level academic vocabulary.
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.
4 out of 4 points
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.
4 out of 4 points
In the “Adaptive Pathway” and assigned practice, the AI Math Coach can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. For example, in grade 6 pathways, students can demonstrate their level of mathematical knowledge by completing questions aligned to the grade 6 TEKS. However, if they get stuck and need additional support, the AI Math Coach provides detailed steps to help solve the problem. In the Number and Operations domain, in the lesson “Decimal Comparison and Ordering, Part 1,” if a student asks the AI Math Coach to break down the steps of a comparison problem, the AI Math Coach states, “Start by lining up the decimals. Compare the tenths place first. The number with the larger digit in the tenths place is greater. Only if those match do you look at the next place. Now, apply that idea here.”
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
EB students in state-approved bilingual and ESL programs. The Multilingual Learner and Differentiation Guide explains how educators can incorporate the program’s language supports within bilingual and ESL instructional settings by selecting linguistic accommodations based on students’ language proficiency, providing access to home-language supports when appropriate, and intentionally connecting English academic mathematical language to students’ existing linguistic knowledge.
Grade 6 materials provide educators with actionable strategies for integrating Edia AI Math into instruction for EB students rather than relying solely on the platform’s translation features. Guidance includes using visual and contextual supports, structured oral and written language opportunities, academic vocabulary supports, and cross-linguistic connections alongside grade-level mathematics instruction. These supports allow educators in bilingual and ESL settings to use the program while simultaneously supporting mathematical content development and English-language acquisition.
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
Grade 6 materials also include guidance for oral discourse that supports EB students in using academic mathematical language. The Multilingual Learner and Differentiation Guide provides strategies for educators to incorporate structured opportunities for students to verbally explain mathematical reasoning, rehearse academic vocabulary, discuss representations, and clarify ideas using appropriate linguistic supports. Students can first use home-language connections, sentence frames, or targeted vocabulary support and then progress toward more complete oral explanations using increasingly precise academic language. Together, the oral and written discourse supports provide opportunities for students to develop vocabulary, build background knowledge, increase comprehension, and make cross-linguistic connections while engaging with grade-level mathematics.
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 applicable.
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.
Not applicable.
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
75% (12 out of 16 points)
Evaluation for 4.1a
Grade 6 materials include practice opportunities throughout the learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. In grade 6, students engage in adaptive practice assignments that require them to apply mathematical concepts in problem-solving situations. For example, one interactive text-entry question says, “A store sells blue shirts and red shirts at a ratio of one to four. If the store sells 14 blue shirts in one day, how many red shirts will it expect to sell?” This task is aligned to TEKS 6.4B and requires students to analyze the problem situation, determine the given and equivalent ratio, and solve a proportion for an unknown value. Students must apply conceptual understanding and procedural skills to arrive at a solution rather than relying solely on recall or computation.
Grade 6 materials include instructional assessments that require students to demonstrate conceptual understanding, procedural fluency, and application of mathematics aligned to the TEKS. Diagnostic assessments, benchmark assessments, quizzes, and “Adaptive Practice” activities include questions that require students to represent mathematical ideas, solve contextual problems, and analyze relationships among concepts. For example, students solve problems aligned to TEKS 6.5B in which they calculate percentages, parts, and wholes in mathematical situations and real-world scenarios. This work requires students to apply mathematical reasoning and demonstrate depth of understanding. To support that understanding, educators can also include problems with pictorial models such as number lines and 10-by-10 grids, which align to TEKS 6.4F.
Evaluation for 4.1b
Grade 6 materials include questions and tasks that increase in rigor and complexity as students progress through the “Adaptive Pathway.” Grade 6 students move from foundational concepts and procedural practice to more complex applications of current grade-level and above-grade-level standards. For example, students progress from identifying solutions of one-step linear equations and inequalities ( TEKS 6.10B) to solving one-step linear equations and inequalities (TEKS 6.10A). Educators can help extend this understanding beyond the current grade level by assigning problem sets that include solving two-step linear equations and inequalities (TEKS 7.11A).
The “Adaptive Pathway” adjusts the complexity of questions based on students’ performance and requires students to apply mathematical reasoning in increasingly challenging contexts. For example, students progress from reviewing concepts relating to graphs of linear equations, including identifying independent and dependent variables (TEKS 6.6A) to writing equations from tables and using relationships in verbal descriptions to graph an equation and create a table (TEKS 6.6C). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade-level standards. However, the materials do not provide enrichment or extension activities.
Evaluation for 4.2a
In the Student Dashboard, the “Adaptive Pathway” demonstrates coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. For example, the Proportionality domain prompts students to progress through lessons in which they generate numerical patterns, identify additive and multiplicative patterns, explore measurement and comparison, and connect ratios, rates, and percents while making connections to the big idea of proportionality and highlighting the relationships between these concepts.
When viewing a student’s pathway from the Teacher Dashboard in the “Classes” tab, an educator can see how the materials demonstrate horizontal coherence within the grade level by identifying connections among patterns, big ideas, and relationships with the content being practiced. For example, when viewing the grade 6 pathway, the educator can see different ways that number properties such as absolute value and opposites are broken down and connect to the overall learning goal. The educator can also preview different questions that students will see when working on their pathway.
Evaluation for 4.2b
The Teacher Dashboard includes the “Classes” tab, which shows the skills each student has independently worked on within the “Adaptive Pathway.” It shows the vertical connection of concepts through patterns, big ideas, and relationships for each individual lesson. Students have opportunities to work on prerequisite skills that support mastery of grade-level standards when learning gaps are identified. For example, in grade 6, the first lesson, “Decimals and Fractions Relationship,” shows that the vertically related standard is TEKS 4.2G. The second lesson, “Decimal Comparison and Ordering, Part 1,” identifies the vertically related standard as TEKS 5.2B.
In the Student Dashboard, the “Adaptive Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts are connected vertically. For example, in the grade 6 Proportionality domain, students begin by reviewing how to generate numerical patterns (TEKS 5.4C) before comparing and differentiating between additive and multiplicative patterns (TEKS 6.4A) and building on those skills to solve real-world ratio problems (TEKS 6.4B). This leads to the Expressions, Equations, and Relationships domain, in which students complete lessons by representing those relationships in tables, equations, and graphs (TEKS 6.6C).
Evaluation for 4.2c
In the Student Dashboard, the “Adaptive Pathway” demonstrates coherence across lessons by connecting students’ prior knowledge of concepts and procedures to those learned in the current grade level. For example, in the Measurement and Data domain, the pathway reviews the grade 5 concepts and procedures of identifying parts of the coordinate plane (TEKS 5.8A) and how to graph ordered pairs (TEKS 5.8B and TEKS 5.8C). Then, the pathway connects to the grade-level skill TEKS 6.11A. The materials do not require students to make connections of their prior knowledge to concepts to be learned in future grade levels.
The “Classes” tab in the Teacher Dashboard provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade-level learning. The “Pathway” view shows lessons connected in a chain-link view. When an educator hovers over a circle in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in grade 6, when an educator hovers over the circle for the “Coordinate Plane Fundamentals, Part 1” lesson, the display shows prior standard TEKS 5.8A. Following the chain-link diagram, the “Adaptive Pathway” continues to the “Coordinate Geometry Understanding, Part 1” lesson, which displays alignment to TEKS 6.11A. The materials do not demonstrate coherence with concepts to be learned in future grade levels.
Evaluation for 4.3a
The materials provide spaced retrieval opportunities with previously learned skills and concepts through the “Adaptive Pathway” and educator-created assignments. The “Adaptive Pathway” automatically incorporates prerequisite content from earlier grades when gaps are detected and revisits previously learned skills through personalized learning sequences. These opportunities allow students to retrieve and strengthen prior mathematical understanding while progressing toward grade-level proficiency. The Edia AI Math Implementation Guide encourages educators to “monitor intervention progress using the Standards tab scatter plot.” The educator can then filter by individual students to see proficiency growth over time.
The materials offer the educator the opportunity to create retrieval opportunities within the Edia AI Math Platform that enable educator decision-making over the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, educators can create a spiral review assignment on solving problems with integer operations through inverse operations (TEKS 6.3D) before introducing a new lesson on solving one-step equations and inequalities (TEKS 6.10A).
Evaluation for 4.3b
The “Practice Assignment” provides opportunities for mixed practice on previously learned skills. Educators can assign multiple questions on a variety of skills and set proficiency goal levels. They can add questions that address grade 6 skills like classifying rational numbers (TEKS 6.2A), generating equivalent expressions (TEKS 6.7A), and distinguishing between debit and credit cards (TEKS 6.14B). Educators are able to determine how questions will be assigned to students to address the concept being assigned by toggling over the selected questions and arranging them so students switch between different types of problems and strategies. Unlike the “Quiz Assignment,” the adaptive component of the “Practice Assignment” requires students to continue practicing those skills until they meet proficiency.
Creating a “Quiz Assignment” allows educators to create custom assignments that mix problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that prompt students to practice mixed concepts, including TEKS that focus on operations with integers (TEKS 6.3D) and rational numbers (TEKS 6.3E) alongside those that focus on solving equations and inequalities (TEKS 6.10A) and the area and volume of figures (TEKS 6.8D). This allows students to practice previously learned skills and concepts.
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
Grade 6 materials include instructional assessments that require students to demonstrate conceptual understanding, procedural fluency, and application of mathematics aligned to the TEKS. Diagnostic assessments, benchmark assessments, quizzes, and “Adaptive Practice” activities include questions that require students to represent mathematical ideas, solve contextual problems, and analyze relationships among concepts. For example, students solve problems aligned to TEKS 6.5B in which they calculate percentages, parts, and wholes in mathematical situations and real-world scenarios. This work requires students to apply mathematical reasoning and demonstrate depth of understanding. To support that understanding, educators can also include problems with pictorial models such as number lines and 10-by-10 grids, which align to TEKS 6.4F.
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.
2 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.
2 out of 4 points
The “Adaptive Pathway” adjusts the complexity of questions based on students’ performance and requires students to apply mathematical reasoning in increasingly challenging contexts. For example, students progress from reviewing concepts relating to graphs of linear equations, including identifying independent and dependent variables (TEKS 6.6A) to writing equations from tables and using relationships in verbal descriptions to graph an equation and create a table (TEKS 6.6C). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade-level standards. However, the materials do not provide enrichment or extension activities.
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
When viewing a student’s pathway from the Teacher Dashboard in the “Classes” tab, an educator can see how the materials demonstrate horizontal coherence within the grade level by identifying connections among patterns, big ideas, and relationships with the content being practiced. For example, when viewing the grade 6 pathway, the educator can see different ways that number properties such as absolute value and opposites are broken down and connect to the overall learning goal. The educator can also preview different questions that students will see when working on their pathway.
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
In the Student Dashboard, the “Adaptive Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts are connected vertically. For example, in the grade 6 Proportionality domain, students begin by reviewing how to generate numerical patterns (TEKS 5.4C) before comparing and differentiating between additive and multiplicative patterns (TEKS 6.4A) and building on those skills to solve real-world ratio problems (TEKS 6.4B). This leads to the Expressions, Equations, and Relationships domain, in which students complete lessons by representing those relationships in tables, equations, and graphs (TEKS 6.6C).
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
The “Classes” tab in the Teacher Dashboard provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade-level learning. The “Pathway” view shows lessons connected in a chain-link view. When an educator hovers over a circle in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in grade 6, when an educator hovers over the circle for the “Coordinate Plane Fundamentals, Part 1” lesson, the display shows prior standard TEKS 5.8A. Following the chain-link diagram, the “Adaptive Pathway” continues to the “Coordinate Geometry Understanding, Part 1” lesson, which displays alignment to TEKS 6.11A. The materials do not demonstrate coherence with concepts to be learned in future grade levels.
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
The materials offer the educator the opportunity to create retrieval opportunities within the Edia AI Math Platform that enable educator decision-making over the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, educators can create a spiral review assignment on solving problems with integer operations through inverse operations (TEKS 6.3D) before introducing a new lesson on solving one-step equations and inequalities (TEKS 6.10A).
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
Creating a “Quiz Assignment” allows educators to create custom assignments that mix problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that prompt students to practice mixed concepts, including TEKS that focus on operations with integers (TEKS 6.3D) and rational numbers (TEKS 6.3E) alongside those that focus on solving equations and inequalities (TEKS 6.10A) and the area and volume of figures (TEKS 6.8D). This allows students to practice previously learned skills and concepts.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
84% (32 out of 38 points)
Evaluation for 5.1a
Grade 6 materials require students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations throughout the “Adaptive Practice” and “Quiz Assignments.” For example, students complete tasks aligned to TEKS 6.2D that require them to order rational numbers. The materials provide students with a table of fence perimeter measurements and ask them to “determine the correct order from smallest to largest.” The measurements are given as decimal values, which requires students to interpret the value of each measurement, analyze the place value, and evaluate the comparison among the values to determine the correct order.
These assignments also require students to analyze and evaluate models and representations of linear relationships represented in real-world situations. For example, in questions in which students must represent additive and multiplicative relationships through tables, graphs, equations, and verbal descriptions, students are given one of the representations and must choose all other representations that show the same relationship. This work requires students to analyze each model for the relationship and evaluate its accuracy for the problem.
Evaluation for 5.1b
Grade 6 materials include opportunities for students to create concrete models of integer operations using virtual integer chips. For example, educators can select questions aligned to TEKS 6.3C in which an algebraic expression of integer operations is provided to students. Below the expression, students can create a model for the expression using the virtual integer chips.
Grade 6 materials also include questions and tasks that allow students to create pictorial representations of mathematical situations. For example, problems aligned to TEKS 6.6C include verbal descriptions of proportional relationships and require students to create a table or a graph to represent the relationship.
Evaluation for 5.1c
In grade 6 assignments and quizzes, questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, students learn how to write and compare ratios and rates in mathematical contexts by creating equivalent ratios or finding the unit rate. Then, the problems prompt students to apply those skills to real-world contexts to find the best deal for an item when given many ratios. One problem states, “Four different markets have four different prices for bell peppers. Select the best deal.” The number of pounds of peppers and the cost at each location are represented in a table, which requires students to make equivalent ratios for comparison.
The materials also include problems that require students to use their conceptual understanding of additive inverses to new problem situations and contexts. For example, the problems prompt students to analyze a real-world context involving bank fees and cash-back rates to calculate the break-even point for monthly spending.
Evaluation for 5.2a
The “Adaptive Practice “ assignment in the grade 6 materials is designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, when students are learning how to operate with integers, educators can assign problems aligned to TEKS 6.3D that require students only to complete the computation with numbers between -12 and 12. This work allows students to apply the concept of integer operations without having to decode a word problem to first determine the integers represented. The program will not allow students to move on from the given task until they answered that question or a similar one correctly. Additionally, the “Adaptive Practice” requires repeated successful performance at a 75.6 percent mastery threshold to build automaticity with grade-level skills.
The “Adaptive Pathway” provides tasks that are designed to build student fluency necessary to complete grade-level mathematical tasks. For example, students can take skills they learned in using models to represent integer operations in lessons aligned to TEKS 6.3C and practice with computation in TEKS 6.3D to solve integer operation problems in context. Based on the given problem, students can choose to use a model or the integer operation rules they discovered through previous lessons to solve mathematical and real-world problems that include examples with money and distance.
Evaluation for 5.2b
Grade 6 materials include opportunities for students to practice applying efficient mathematical procedures throughout learning pathways. For example, in the Student Dashboard, the “Adaptive Pathway” provides students with multiple lessons on how to generate equivalent numeric forms (TEKS 6.5C). The AI Math Coach supports students in using the most efficient method by helping them convert between fractions, decimals, and percents. For example, one question states, “Write 76 hundredths as a decimal and as a fraction.” When a student asks the AI Math Coach for help in starting the problem, it explains, “Start by thinking about what ‘hundredths’ means. For the decimal: where is the hundredths place? For the fraction: what denominator represents hundredths? Try filling each using that idea.” As students progress through lessons, they are given one of the three forms, occasionally represented in word problems, and can use the same idea for all place value positions to solve the problem.
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, educators can assign problems about solving real-world ratio problems (aligned to TEKS 6.4B), which ask students to solve problems in which they find a missing amount in an equivalent ratio, find the best deal, and compare ratios. In problems like these, students can apply skills they learned like generating equivalent ratios with or without a table and using a scale factor to solve the problem. Students have the opportunity to choose the method that best works for the situation or the one they are most comfortable with to find the correct answer.
The materials also provide opportunities for students to practice applying accurate mathematical procedures through the “Adaptive Pathway” and “Adaptive Practice” assignments. For example, when a student answers a question incorrectly, an explanation is provided of the correct procedure to use to solve the problem. Then, the materials provide a similar problem for students to answer before moving on to a new type of problem.
Evaluation for 5.2c
The “Adaptive Practice” assignments and “Adaptive Pathways” provide step-by-step explanations and model solution strategies through “Explanation” pages after students respond incorrectly, allowing students to evaluate the accuracy of modeled solutions. For example, in a grade 6 lesson on balancing check registers, if a student enters the final balance incorrectly, the “Explanation” details the difference between deposits and withdrawals and shows how those values are added to or subtracted from the previous total. After students review the “Explanation” information, the program provides students with another opportunity to respond to or solve a similar problem, supporting students in checking the accuracy of their work against a modeled solution.
While students learn how to use different mathematical representations, models, strategies, and solutions throughout the assignments, the materials do not include opportunities for students to evaluate them for efficiency and flexibility.
Evaluation for 5.2d
In the Student Dashboard, the “Adaptive Pathway” guides students through multiple lessons on related mathematical concepts, supporting students in selecting increasingly efficient approaches to solving mathematics problems. For example, in the Proportionality domain, lessons about measurement conversion begin by providing students with a table that shows unit conversions to use while solving problems. By the time students reach the “Measurement Conversion Mastery” lesson, they have practiced making conversions through proportions with and without word problems. Problems in this lesson require students to take all they learned about measurement and proportions to choose the best method to solve problems. The AI Math Coach is also available so students can ask for additional support and guidance.
The materials contain guidance that supports students in selecting increasingly efficient approaches to solving mathematics problems through scaffolded feedback the AI Math Coach provides. For example, when students request support during a practice assignment aligned to TEKS 6.10A, the AI Math Coach responds with guidance such as “What operation would undo adding 200 on the left side?” Rather than simply identifying whether an answer is correct or incorrect, the AI Math Coach analyzes students’ work, identifies misconceptions, provides corrective reasoning without revealing the answer, and adjusts the vocabulary and complexity of hints based on students’ responses to support increasingly efficient problem-solving strategies.
Evaluation for 5.3a
The materials, including the Edia AI Math Implementation Guide and “Adaptive Practice Assignments,” do not explicitly explain how the conceptual emphasis and procedural emphasis of the TEKS are addressed. For example, in the “Practice Assignments” for grade 6, students can be assigned a variety of problems tagged with grade 6 standards that identify how the TEKS are aligned to student practice. However, the materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed or how both components are intentionally balanced within instruction.
Grade 6 materials provide students with opportunities to engage in standards-aligned practice through “Adaptive Learning Pathways” and assigned practice activities. However, the materials do not include explicit guidance describing how conceptual understanding and procedural fluency are intentionally connected within instruction. For example, in grade 6 lessons aligned to TEKS 6.4H, students convert units within a measurement system using proportions and unit rates and receive immediate feedback on their responses. While students practice procedures and apply mathematical skills, the materials do not explicitly explain how the conceptual understanding developed through the tasks supports procedural fluency or how the conceptual and procedural emphasis of the TEKS are balanced throughout the learning pathway.
Evaluation for 5.3b
In grade 6, questions aligned to TEKS 6.3C provide opportunities for students to use concrete models. For example, problems ask students to add or subtract numbers using integer chips. An expression of an integer addition or subtraction problem is given, and the instructions tell students to “click ‘Add +’ to add a positive chip, ‘Add -’ to add a negative chip, or ‘Add + -’ to add a positive and negative pair.” When students click these buttons, yellow and red chips appear with the integer they represent.
Questions aligned to TEKS 6.5A allow students to use a pictorial representation of equivalent ratios by completing a table and graphing the ratios on a coordinate plane. The instructions state, “Fill in the missing values on the following table of equivalent ratios. Then, plot each of the table’s points on the coordinate plane.” After students complete the table, they manipulate the points on the graph to represent each equivalent ratio.
Questions also provide students opportunities to use abstract models, as required by the TEKS. For example, as aligned to TEKS 6.9A, questions provide students with visuals of algebra tiles or word problems in which they must write a one-step equation or inequality to represent the relationship. One problem states, “Savannah spends the weekend mowing lawns for $10 per hour. This week, Savannah earned $110. What equation can we use to find out how many hours, x, Savannah spent mowing lawns this week?”
Evaluation for 5.3c
Grade 6 materials include opportunities for students to create concrete models and then connect those models to abstract concepts, as required by the TEKS. For example, in problems for TEKS 6.3C, students are given an integer addition or subtraction expression. Students use the integer chip interactive box to represent the expression and find the correct solution to the problem. While these problems allow for the manipulation of concrete models to help students understand the abstract concept of the expression, the materials do not provide opportunities for students to define and explain how the concrete model connects to the abstract concepts.
Grade 6 materials include opportunities for students to create representational models and connect those models to abstract concepts, as required by the TEKS. For example, in problems for TEKS 6.6C, students are given a verbal description or equation of a linear relationship. They must take that relationship and graph it on a coordinate plane, which requires students to create the representation of the relationship. In other problems, students are given one representation such as a table or graph and must identify the other representations, including algebraic equations, that show the same relationship, guiding students through making the connection of the representation to the abstract concept. While these problems allow for the manipulation of representational models to help students understand the abstract concept of the expression, the materials do not provide opportunities for students to define and explain how the representational model connects to the abstract concepts.
Evaluation for 5.4a
Grade 6 materials provide opportunities for students to develop academic mathematical language through visual representations. For example, students complete tasks aligned to TEKS 6.2D that require them to identify and represent fractions using number lines. Students connect mathematical vocabulary terms like fraction, numerator, denominator, mixed number, and improper fraction to visual representations, strengthening conceptual understanding of mathematical language.
Grade 6 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing quiz questions, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students may also ask the AI Math Coach questions about mathematical vocabulary or problem meaning and receive explanations that reinforce academic mathematical language.
Evaluation for 5.4b
Grade 6 materials include embedded educator guidance to scaffold and support students’ use of academic mathematical vocabulary when communicating with peers and educators. The Multilingual Learner and Differentiation Guide directs educators to pre-teach targeted mathematical vocabulary, project the Math Content Glossary, read definitions aloud, and have students restate terms in their own words. The “Term Talk” routine directs the educator to model a mathematical term, have students repeat it, and then have shoulder partners use the term in spoken mathematical sentences.
Grade 6 materials also include guidance for extending students’ use of academic mathematical vocabulary. Educators are directed to “raise the bar from a word to a sentence” rather than accept single-word responses and to recast informal student language using precise mathematical terminology. The materials also include tiered sentence frames that move students from identifying a mathematical idea to explaining and defending their reasoning. These supports provide educators with a progression for helping grade 6 students use increasingly precise academic vocabulary when communicating mathematical ideas with peers and educators.
The article Math Content Glossary and Key Terms includes a list of mathematical terms for grade 6. It gives guidance on how to use the glossary and scaffold and support students in understanding the vocabulary.
Evaluation for 5.4c
Grade 6 materials include embedded guidance that supports students in applying appropriate mathematical language and academic vocabulary during discourse. The Multilingual Learner and Differentiation Guide directs educators to provide linguistically accommodated writing frames that require students to communicate mathematical reasoning using precise academic terminology rather than responding only with a number or selected answer. These supports can be used with grade 6 TEKS-aligned tasks to help students explain and justify mathematical thinking using complete mathematical statements.
Grade 6 materials also guide educators to move students from oral rehearsal to written mathematical discourse. Educators are directed to ask students for “the sentence that goes with the number” and to use the Math Content Glossary to support students in restating mathematical definitions in their own words. When students need additional language support, the Multilingual Learner and Differentiation Guide recommends giving students opportunities to verbally rehearse their reasoning with a partner before producing a written explanation. This progression supports grade 6 students in applying appropriate mathematical vocabulary during both oral and written discourse.
Evaluation for 5.4d
The Multilingual Learner and Differentiation Guide for grade 6 includes the “Oral Discourse Routines” section, which explains four routines educators can use to help students hear, refine, and use math language with peers. For example, the “Term Talk” routine helps build academic vocabulary. It provides educators with five steps to follow when introducing vocabulary to students and prompts to guide the conversation such as “Turn to your partner. Use the word[s] unit rate in a sentence about this problem.”
The “Academic Language and Checks for Understanding” appendix provides guidance for educators to facilitate conversations allowing students to refine their use of math language with their peers. It suggests sending students back to try being more precise with the language in their conversations such as “You said how much for one first and unit rate the second time. That’s the improvement.” It also includes sentence frames to provide to students to help facilitate the conversation.
Evaluation for 5.4e
The materials include embedded guidance to anticipate a variety of student answers and guidance to support or redirect inaccurate student responses. In the “Adaptive Practice” assignments and the “Adaptive Pathway,” when a student initially responds incorrectly to an interactive or open-ended question, the AI Math Coach provides a check in the form of tips and hints for the response provided. For example, in a grade 6 question about ordering rational numbers from least to greatest, the AI Math Coach states, “Your order does not follow place value. You started with a number that has a larger hundred-thousands digit than another option. When ordering, always compare the highest place value first before moving right.”
Problems in the grade 6 materials include exemplar responses to questions and tasks in anticipation of a variety of student answers. For example, in questions where students are prompted to write decimals as fractions such as the problem that asks, “Write four-tenths and five-hundredths as a decimal and as a fraction,” the “Explanation” shows that four times one-tenth plus five times one-hundredth is equal to the fraction 45/100. In some problem types, the “Explanation” also shows more than one exemplar based on the methods that can be used to solve the problem, supporting students in a variety of their answers.
Evaluation for 5.5a
In grade 6, the materials embed process standards directly into solving one-variable, one-step equations (TEKS 6.10A). In the “Adaptive Practice” assignment, students communicate mathematical ideas by interpreting the pictorial model and connecting it to the symbolic equation, aligned to TEKS 6.1D.
The “Adaptive Pathway” also appropriately integrates process standards into the materials. For example, in grade 6, the process standard TEKS 6.1A is integrated into TEKS 6.5B. Students are required to apply mathematical concepts of ratios and rates to problems arising in everyday life, society, and the workplace.
Evaluation for 5.5b
The materials demonstrate that the Texas Mathematical Process Standards (MPS) are represented throughout the program. Evidence of the TEKS mathematical process standards can be found within the tasks, activities, and student experiences included in the materials. While not every TEKS mathematical process standard is equally emphasized, the majority are embedded and represented across the learning experiences provided to students.
The “Process Standards, Emphasis, and Alignment” appendix includes a table in section 2 of the document that explains each process standard and how it is incorporated within the program. For example, for TEKS 6.1A, the table states, “Edia problem contexts are drawn from everyday and workplace situations. In Grade 6, [TEKS] 6.14.C is the clearest case: students reason about a decision a person actually has to make.” Beneath the table, the document explains that the TEKS interweave the process standards through the verb usage of the standard and gives an example of how to read the TEKS to identify the process standards, stating, “A single [TEKS] 6.4.B problem touches at least four of the seven. A student reads a real context (TEKS 6.1A), chooses a representation (TEKS 6.1E), moves between representations (TEKS 6.1D), and explains the result in precise language (TEKS 6.1G).”
Evaluation for 5.5c
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix identifies each process standard with an explanation of how it can be incorporated into a lesson. For example, the table details that TEKS 6.1E is used in each lesson as “students record and organise their own work rather than only reading a finished representation. In Grade 6, the response forms confirmed in TEKS-aligned items are multiple choice with a data table, and compound multi-field response. On tablets, students can also write their working by hand. The prompts in the Discourse Guide, section 2.4, ask students to name what they have created.”
The appendix also includes section 3, which explains how each “Concept Lesson” before the practice problems incorporates the process standards. A table graphic provides each piece of the lesson aligned with the appropriate process standard and explains what the student is doing during the lesson. For example, the part of the lesson identified as “First Practice Problems” is shown to align with TEKS 6.1A and TEKS 6.1C, with the student “meeting the idea in a real context and choosing a tool or technique to approach it.” The section also explains that not every concept standard has a “Concept Lesson” and that educators should check for that before assigning it to students.
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
These assignments also require students to analyze and evaluate models and representations of linear relationships represented in real-world situations. For example, in questions in which students must represent additive and multiplicative relationships through tables, graphs, equations, and verbal descriptions, students are given one of the representations and must choose all other representations that show the same relationship. This work requires students to analyze each model for the relationship and evaluate its accuracy for the problem.
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
Grade 6 materials also include questions and tasks that allow students to create pictorial representations of mathematical situations. For example, problems aligned to TEKS 6.6C include verbal descriptions of proportional relationships and require students to create a table or a graph to represent the relationship.
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
The materials also include problems that require students to use their conceptual understanding of additive inverses to new problem situations and contexts. For example, the problems prompt students to analyze a real-world context involving bank fees and cash-back rates to calculate the break-even point for monthly spending.
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
The “Adaptive Pathway” provides tasks that are designed to build student fluency necessary to complete grade-level mathematical tasks. For example, students can take skills they learned in using models to represent integer operations in lessons aligned to TEKS 6.3C and practice with computation in TEKS 6.3D to solve integer operation problems in context. Based on the given problem, students can choose to use a model or the integer operation rules they discovered through previous lessons to solve mathematical and real-world problems that include examples with money and distance.
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
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, educators can assign problems about solving real-world ratio problems (aligned to TEKS 6.4B), which ask students to solve problems in which they find a missing amount in an equivalent ratio, find the best deal, and compare ratios. In problems like these, students can apply skills they learned like generating equivalent ratios with or without a table and using a scale factor to solve the problem. Students have the opportunity to choose the method that best works for the situation or the one they are most comfortable with to find the correct answer.
The materials also provide opportunities for students to practice applying accurate mathematical procedures through the “Adaptive Pathway” and “Adaptive Practice” assignments. For example, when a student answers a question incorrectly, an explanation is provided of the correct procedure to use to solve the problem. Then, the materials provide a similar problem for students to answer before moving on to a new type of problem.
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.
1 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.
1 out of 3 points
While students learn how to use different mathematical representations, models, strategies, and solutions throughout the assignments, the materials do not include opportunities for students to evaluate them for efficiency and flexibility.
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
The materials contain guidance that supports students in selecting increasingly efficient approaches to solving mathematics problems through scaffolded feedback the AI Math Coach provides. For example, when students request support during a practice assignment aligned to TEKS 6.10A, the AI Math Coach responds with guidance such as “What operation would undo adding 200 on the left side?” Rather than simply identifying whether an answer is correct or incorrect, the AI Math Coach analyzes students’ work, identifies misconceptions, provides corrective reasoning without revealing the answer, and adjusts the vocabulary and complexity of hints based on students’ responses to support increasingly efficient problem-solving strategies.
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.
0 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.
0 out of 2 points
Grade 6 materials provide students with opportunities to engage in standards-aligned practice through “Adaptive Learning Pathways” and assigned practice activities. However, the materials do not include explicit guidance describing how conceptual understanding and procedural fluency are intentionally connected within instruction. For example, in grade 6 lessons aligned to TEKS 6.4H, students convert units within a measurement system using proportions and unit rates and receive immediate feedback on their responses. While students practice procedures and apply mathematical skills, the materials do not explicitly explain how the conceptual understanding developed through the tasks supports procedural fluency or how the conceptual and procedural emphasis of the TEKS are balanced throughout the learning pathway.
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
Questions aligned to TEKS 6.5A allow students to use a pictorial representation of equivalent ratios by completing a table and graphing the ratios on a coordinate plane. The instructions state, “Fill in the missing values on the following table of equivalent ratios. Then, plot each of the table’s points on the coordinate plane.” After students complete the table, they manipulate the points on the graph to represent each equivalent ratio.
Questions also provide students opportunities to use abstract models, as required by the TEKS. For example, as aligned to TEKS 6.9A, questions provide students with visuals of algebra tiles or word problems in which they must write a one-step equation or inequality to represent the relationship. One problem states, “Savannah spends the weekend mowing lawns for $10 per hour. This week, Savannah earned $110. What equation can we use to find out how many hours, x, Savannah spent mowing lawns this week?”
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.
4 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.
4 out of 6 points
Grade 6 materials include opportunities for students to create representational models and connect those models to abstract concepts, as required by the TEKS. For example, in problems for TEKS 6.6C, students are given a verbal description or equation of a linear relationship. They must take that relationship and graph it on a coordinate plane, which requires students to create the representation of the relationship. In other problems, students are given one representation such as a table or graph and must identify the other representations, including algebraic equations, that show the same relationship, guiding students through making the connection of the representation to the abstract concept. While these problems allow for the manipulation of representational models to help students understand the abstract concept of the expression, the materials do not provide opportunities for students to define and explain how the representational model connects to the abstract concepts.
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
Grade 6 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing quiz questions, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students may also ask the AI Math Coach questions about mathematical vocabulary or problem meaning and receive explanations that reinforce academic mathematical language.
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
Grade 6 materials also include guidance for extending students’ use of academic mathematical vocabulary. Educators are directed to “raise the bar from a word to a sentence” rather than accept single-word responses and to recast informal student language using precise mathematical terminology. The materials also include tiered sentence frames that move students from identifying a mathematical idea to explaining and defending their reasoning. These supports provide educators with a progression for helping grade 6 students use increasingly precise academic vocabulary when communicating mathematical ideas with peers and educators.
The article Math Content Glossary and Key Terms includes a list of mathematical terms for grade 6. It gives guidance on how to use the glossary and scaffold and support students in understanding the vocabulary.
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
Grade 6 materials also guide educators to move students from oral rehearsal to written mathematical discourse. Educators are directed to ask students for “the sentence that goes with the number” and to use the Math Content Glossary to support students in restating mathematical definitions in their own words. When students need additional language support, the Multilingual Learner and Differentiation Guide recommends giving students opportunities to verbally rehearse their reasoning with a partner before producing a written explanation. This progression supports grade 6 students in applying appropriate mathematical vocabulary during both oral and written discourse.
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
The “Academic Language and Checks for Understanding” appendix provides guidance for educators to facilitate conversations allowing students to refine their use of math language with their peers. It suggests sending students back to try being more precise with the language in their conversations such as “You said how much for one first and unit rate the second time. That’s the improvement.” It also includes sentence frames to provide to students to help facilitate the conversation.
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
Problems in the grade 6 materials include exemplar responses to questions and tasks in anticipation of a variety of student answers. For example, in questions where students are prompted to write decimals as fractions such as the problem that asks, “Write four-tenths and five-hundredths as a decimal and as a fraction,” the “Explanation” shows that four times one-tenth plus five times one-hundredth is equal to the fraction 45/100. In some problem types, the “Explanation” also shows more than one exemplar based on the methods that can be used to solve the problem, supporting students in a variety of their answers.
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
The “Adaptive Pathway” also appropriately integrates process standards into the materials. For example, in grade 6, the process standard TEKS 6.1A is integrated into TEKS 6.5B. Students are required to apply mathematical concepts of ratios and rates to problems arising in everyday life, society, and the workplace.
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
The “Process Standards, Emphasis, and Alignment” appendix includes a table in section 2 of the document that explains each process standard and how it is incorporated within the program. For example, for TEKS 6.1A, the table states, “Edia problem contexts are drawn from everyday and workplace situations. In Grade 6, [TEKS] 6.14.C is the clearest case: students reason about a decision a person actually has to make.” Beneath the table, the document explains that the TEKS interweave the process standards through the verb usage of the standard and gives an example of how to read the TEKS to identify the process standards, stating, “A single [TEKS] 6.4.B problem touches at least four of the seven. A student reads a real context (TEKS 6.1A), chooses a representation (TEKS 6.1E), moves between representations (TEKS 6.1D), and explains the result in precise language (TEKS 6.1G).”
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
The appendix also includes section 3, which explains how each “Concept Lesson” before the practice problems incorporates the process standards. A table graphic provides each piece of the lesson aligned with the appropriate process standard and explains what the student is doing during the lesson. For example, the part of the lesson identified as “First Practice Problems” is shown to align with TEKS 6.1A and TEKS 6.1C, with the student “meeting the idea in a real context and choosing a tool or technique to approach it.” The section also explains that not every concept standard has a “Concept Lesson” and that educators should check for that before assigning it to students.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
90% (19 out of 21 points)
Evaluation for 6.1a
In the “Adaptive Pathway” and “Adaptive Practice” assignments, the materials include the AI Math Coach to support students in thinking mathematically and persevering through problem-solving. For example, in a grade 6 question, students must order rational numbers from least to greatest. When a student answers incorrectly, the AI Math Coach states, “Try converting each number to a decimal first. Now, compare the negative numbers carefully. Which is smaller?” The scaffold helps students persevere in solving the problem by prompting them to consider the mathematical concept of negative numbers.
The materials provide support for persevering in mathematics with the AI Math Coach. For example, grade 6 students who are working on assignments receive reminders of support with the prompt “Explain this differently.” If a student is stuck on selecting ordered pairs that match a plotted point on a graph, they can select “I don’t get this part,” and the AI Math Coach will provide steps on how to solve the question such as “Find 5 on the bottom, ‘Issue number,’ line. Move straight up to the dot. Then, look across to the left to read how many copies it shows. What number do you see?” If the student gets it right, the AI Math Coach provides encouraging phrases to affirm student progress such as “Correct! You’re on fire.”
Additionally, the AI Math Coach provides prompt selections for student support. The following prompts are examples of what students see when they are solving word problems in the grade 6 pathways that provide opportunities for students to make sense of mathematics: “Is there an easier way?” “Break this down for me,” and “What should I try?” By selecting “Break this down for me,” students receive step-by-step instructions such as “For point A, read the years on the bottom axis and repairs on the side axis. Then, choose the sentence that says Dana repaired his car that many times during that year—not a total or a different car.”
Evaluation for 6.1b
The AI Math Coach and “Adaptive Practice” assignments support students in understanding that there are multiple ways to solve problems. For example, students solve equivalent ratio problems aligned to TEKS 6.5A using scale factors, tables, graphs, and proportions. When students struggle, the AI Math Coach provides prompts such as “Is there an easier way?” or “What is the next step?” These prompts encourage students to consider alternative solution strategies rather than relying on a single procedure.
While the materials support students in understanding they can use multiple solution strategies to solve mathematical problems, they do not support students in explaining or justifying why different approaches are valid. Students receive individualized feedback from the AI Math Coach, but the materials do not require students to communicate, compare, defend, or justify their mathematical reasoning with peers or the instructor. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students explaining or justifying multiple solution methods.
Evaluation for 6.1c
The Edia AI Math Implementation Guide includes a “Doing, Writing About, and Discussing Mathematics” section that addresses students and their peers. In this section, each action is paired with five examples of how educators can help facilitate the particular action with students in the classroom. For example, it includes paired problem-solving before independent practice, in which students work on a problem together before finishing the problem set independently, writing for a partner to explain their thinking on a problem, and discussing as a whole group during a class debrief at the end of a lesson.
The guide also includes suggestions on how to implement opportunities for students to do, write about, and discuss math with educators. For example, small-group instruction at the educator station allows educators to use data collected in the “Standards” tab and work with a selected group of students. Then, before allowing the students to move on, the educator can have them construct a written explanation alongside the problem to better understand the content and compare two strategies that might have been used in the small group to discuss what was learned.
Evaluation for 6.2a
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to share their approach to solving a problem. Section 3 begins with explaining the difference between what a student should be doing and what the conversation should sound like when they are explaining, arguing, or justifying their approach. Each section includes examples for what the educator should say to facilitate conversations and what to listen for from students when sharing and reflecting through explanations, arguments, and justifications. For example, in sharing an argument, the prompts for the educator include “Convince your partner that your way is better.” Then it tells the educator that to use this approach successfully, they need to “deliberately pair students who used different approaches” and to “not resolve it for them. An argument nobody has to win is not an argument.”
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to reflect on their approach to solving a problem. Section 4 explains that after students share their approach, it is necessary for them to reflect on their own thinking. The section includes examples for what the educator should say to facilitate the reflection piece and tips on what the action from the students should look like for reflection on an explanation, an argument, and a justification. For example, when reflecting on the argument, educator prompts include “Did your partner change your mind? What did they say that did it?”
The guide includes educator prompts and tips for facilitating opportunities for students to share and reflect on multiple points of entry for solving problems. For example, the section on sharing entry points includes the suggestion to “name entry points as legitimate. Students who believe there is one correct opening move stop trying when it doesn’t work.” In the reflection section,the guide suggests that educators should ask students if there are other entry points they can now see after sharing with their peers.
Evaluation for 6.2b
The AI Math Coach provides guidance and prompts with feedback based on student responses when students solve a problem incorrectly. For example, in a grade 6 lesson on equivalent forms of numbers, students change between equivalent forms of decimals, fractions, and percents. If a student incorrectly answers the question on the first attempt, the AI Math Coach prompts, “Remember, converting a decimal to a percent means thinking about ‘out of 100.’ What happens to a decimal when you change it into a percent? Try applying that rule to 0.43.” This prompt allows students to focus on a specific part of their answer without being told the correct answer. It also provides support by anticipating common misconceptions. For example, the AI Math Coach reminds students about place value names and their correct position behind the decimal, stating, “‘Tenths’ means the first digit to the right of the decimal point; ‘hundredths’ means the second digit to the right of the decimal point.”
“Explanation” pages in the materials provide guidance in explaining feedback based on student responses and anticipated misconceptions. When an educator assigns lessons to students, they can preview the types of questions along with the “Explanation” pages students will see after they answer a problem. For example, in problems aligned to measurement conversion, the “Explanation” for a multi-step conversion problem explains both the steps to correctly solve the problem such as first finding the total length and then converting to the correct measurement. The preview provides educators with the correct way to explain the process of solving correctly based on how students attempt to solve the problem. It also provides reminders of common misconceptions such as “Remember, there are 100 centimeters in one meter” and shows how to correctly multiply by the conversion factor to convert to meters.
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
The materials provide support for persevering in mathematics with the AI Math Coach. For example, grade 6 students who are working on assignments receive reminders of support with the prompt “Explain this differently.” If a student is stuck on selecting ordered pairs that match a plotted point on a graph, they can select “I don’t get this part,” and the AI Math Coach will provide steps on how to solve the question such as “Find 5 on the bottom, ‘Issue number,’ line. Move straight up to the dot. Then, look across to the left to read how many copies it shows. What number do you see?” If the student gets it right, the AI Math Coach provides encouraging phrases to affirm student progress such as “Correct! You’re on fire.”
Additionally, the AI Math Coach provides prompt selections for student support. The following prompts are examples of what students see when they are solving word problems in the grade 6 pathways that provide opportunities for students to make sense of mathematics: “Is there an easier way?” “Break this down for me,” and “What should I try?” By selecting “Break this down for me,” students receive step-by-step instructions such as “For point A, read the years on the bottom axis and repairs on the side axis. Then, choose the sentence that says Dana repaired his car that many times during that year—not a total or a different car.”
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.
1 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.
1 out of 3 points
While the materials support students in understanding they can use multiple solution strategies to solve mathematical problems, they do not support students in explaining or justifying why different approaches are valid. Students receive individualized feedback from the AI Math Coach, but the materials do not require students to communicate, compare, defend, or justify their mathematical reasoning with peers or the instructor. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students explaining or justifying multiple solution methods.
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.
3 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.
3 out of 3 points
The guide also includes suggestions on how to implement opportunities for students to do, write about, and discuss math with educators. For example, small-group instruction at the educator station allows educators to use data collected in the “Standards” tab and work with a selected group of students. Then, before allowing the students to move on, the educator can have them construct a written explanation alongside the problem to better understand the content and compare two strategies that might have been used in the small group to discuss what was learned.
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
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to reflect on their approach to solving a problem. Section 4 explains that after students share their approach, it is necessary for them to reflect on their own thinking. The section includes examples for what the educator should say to facilitate the reflection piece and tips on what the action from the students should look like for reflection on an explanation, an argument, and a justification. For example, when reflecting on the argument, educator prompts include “Did your partner change your mind? What did they say that did it?”
The guide includes educator prompts and tips for facilitating opportunities for students to share and reflect on multiple points of entry for solving problems. For example, the section on sharing entry points includes the suggestion to “name entry points as legitimate. Students who believe there is one correct opening move stop trying when it doesn’t work.” In the reflection section,the guide suggests that educators should ask students if there are other entry points they can now see after sharing with their peers.
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
“Explanation” pages in the materials provide guidance in explaining feedback based on student responses and anticipated misconceptions. When an educator assigns lessons to students, they can preview the types of questions along with the “Explanation” pages students will see after they answer a problem. For example, in problems aligned to measurement conversion, the “Explanation” for a multi-step conversion problem explains both the steps to correctly solve the problem such as first finding the total length and then converting to the correct measurement. The preview provides educators with the correct way to explain the process of solving correctly based on how students attempt to solve the problem. It also provides reminders of common misconceptions such as “Remember, there are 100 centimeters in one meter” and shows how to correctly multiply by the conversion factor to convert to meters.