Program Information
- ISBN
- 9798995402589
Edia AI Math – 8th Grade
Supplemental Math (English) Grade 8
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 8 | 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 8 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 8.2. In the “Classes” tab of the Teacher Dashboard, educators can view concepts grouped by domain within the “Adaptive Pathway” with a title that details the concepts being covered plus their alignment to the TEKS. One grouping includes the lessons “Understanding Transformations and Congruence” (8.10B), “Understanding Shape Transformations” (8.10C), and “Modeling Shape Dilation Effects” (8.10D).
Although grade 8 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 8 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 recommends strategies such as assigning a diagnostic to identify students’ specific gaps and assigning targeted “Adaptive Pathways” to address prerequisite skills. Another example provides guidance for small-group instruction. “Context D: Small Group Practice” explains how educators can use this strategy while other students engage in productive independent work through “Adaptive Pathways.”
Grade 8 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 8 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 8 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, when students need practice in converting between scientific notation and standard decimal notation (TEKS 8.2C), they may have an orange indicator on the Standards Cards. 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 8 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 8 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 8 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 8 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 8 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 8 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, or comprehensive lesson overviews aligned to instructional components.
Evaluation for 1.2c
Grade 8 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, the section “Ratios and Proportional Relationships” suggests that families double or halve recipes together, asking, “If the recipe serves 4 and we need to serve 6, how do we adjust each ingredient?”
Additionally, the Family Guide includes a “How to Help” section that offers overall recommendations about how families should approach math concepts with their students. For example, the section “Expressions and Equations” notes, “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
Although grade 8 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 8 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 8 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, when students need practice in converting between scientific notation and standard decimal notation (TEKS 8.2C), they may have an orange indicator on the Standards Cards. 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 8 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 8 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 8 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, or comprehensive lesson overviews aligned to instructional components.
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 offers overall recommendations about how families should approach math concepts with their students. For example, the section “Expressions and Equations” notes, “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 8 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 8 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 8 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 plotting integers on a number line (TEKS 8.2D). Problems also include using skills and concepts to find the combined volume of two figures (8.7A). Although materials are aligned to grade 8 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 recognizing algebraic representations of dilations (TEKS 8.3C). They also include using skills and concepts to solve problems such as writing linear equations from a table (TEKS 8.5B). Students also must use strategic thinking by applying concepts they know to solve more challenging problems. For example, in a word problem with a given volume, students must find how many cups in a cone-shape can be filled to full capacity from the given volume (TEKS 8.7A).
The 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 8 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.
After students complete a quiz, they can see their results in the Student Dashboard. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, an explanation for identifying and representing translations states, “A translation is the movement of a set of points a given distance horizontally and a given distance vertically. In this problem, the shape is moving 4 units to the left. Moving left corresponds with x decreasing. Therefore, we subtract 4 from x. Next, the shape is moving 5 units up. Moving up corresponds with y increasing. Therefore, we add 5 to y. Putting these together, the correct answer is (x,y) -> (x - 4, y + 5). The translation of an example triangle below demonstrates this.”
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 8 “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 8, the “AI Analysis” indicates when the program lacks sufficient data on a student to provide recommendations. When expanded, TEKS 8.3C shows that the necessary prerequisites of 5.8C graphing ordered pairs, 5.8B graphing ordered pairs process, 5.8A coordinate plane fundamentals, and 6.11A coordinate geometry understanding also require more data to provide recommendations for the student.
Evaluation for 2.2c
The grade 8 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.
The 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
The 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. For instance, in grade 8, the materials provide the following check for understanding: “Check the exponent rule. In scientific notation, the power of 10 matches how many places the decimal moves to make the coefficient between 1 and 10. Recount the zeros and adjust the exponent.”
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 8 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 8 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
The 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
After students complete a quiz, they can see their results in the Student Dashboard. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, an explanation for identifying and representing translations states, “A translation is the movement of a set of points a given distance horizontally and a given distance vertically. In this problem, the shape is moving 4 units to the left. Moving left corresponds with x decreasing. Therefore, we subtract 4 from x. Next, the shape is moving 5 units up. Moving up corresponds with y increasing. Therefore, we add 5 to y. Putting these together, the correct answer is (x,y) -> (x - 4, y + 5). The translation of an example triangle below demonstrates this.”
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 8, the “AI Analysis” indicates when the program lacks sufficient data on a student to provide recommendations. When expanded, TEKS 8.3C shows that the necessary prerequisites of 5.8C graphing ordered pairs, 5.8B graphing ordered pairs process, 5.8A coordinate plane fundamentals, and 6.11A coordinate geometry understanding also require more data to provide recommendations for the student.
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
The 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 based on a student’s diagnostic assessment. For example, if students struggle with ordering a set of real numbers (TEKS 8.2D), the “Adaptive Pathways” will supply additional foundational practice with comparing and ordering numbers (TEKS 4.2C), decimal comparison and ordering (TEKS 5.2B), and ordering rational numbers (TEKS 6.2D). 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 8 “Adaptive Pathways,” 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, the grade 8 “Adaptive Pathways” ask students to approximate and locate irrational numbers. When students answer incorrectly, the AI Math Coach responds, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then explains the correct answer and provides new iterations of the same type of problem until students are proficient.
Evaluation for 3.1b
Grade 8 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 8 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 8 transformation concepts, educators can support students in connecting terms such as translation, reflection, and rotation to visual models and familiar language, and 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 grade 8 students who have mastered identifying and verifying an ordered pair that is the solution to two linear equations (TEKS 8.9A), educators can assign the Algebra I standard regarding solving systems of two linear equations with two variables (TEKS A.5C).
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
The settings for assigning an assignment, quiz, diagnostic, or “Adaptive Pathway” include an option for educators to enable a calculator for all students but not for individual students. The text-to-speech function works similarly.
The program does not include content and language supports such as pictorial representations of non-mathematical terminology.
Evaluation for 3.1e
Grade 8 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 8 transformations tasks, students may demonstrate their understanding by using graphical, numerical, or symbolic representations, written explanations, or oral explanations supported by mathematical vocabulary. The program guides educators to select appropriate supports such as 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 8, 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 about transformations on a coordinate plane (TEKS 8.10C), educators can review and discuss plotting points on a coordinate plane. 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 throughout the lesson.
Additionally, the Mathematical Discourse and Facilitation Guide instructs educators on how to highlight and connect key patterns, features, and relationships through multiple means of representation. For example, for TEKS 8.10C, the guide suggests having students look for patterns across different scenarios to understand that the relationship of reflection over an axis changes only a specific value of the ordered pair, identify the feature of a line of reflection, and represent the relationship between a point and its image both visually and algebraically.
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 8 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 in modeling how dilated two-dimensional shapes affect linear and area measurements (a skill aligned to TEKS 8.10D), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on solving problems with similar shapes.
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 8, 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 8 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 and ensures that mathematical comprehension is not restricted by a single digital input format.
Evaluation for 3.2e
The grade 8 “Adaptive Pathway” includes the AI Math Coach, which can be enabled on practice assignments. The coach acts as the educator and provides timely feedback during a lesson. In the Expressions, Equations, and Relationships domain, in the lesson “Equation Writing from Tables–Pt 1,” when students correctly answer a question, the AI Math Coach states, “That’s right! Well done.” When students answer incorrectly, the AI Math Coach responds, “Your coefficient choice makes sense. Now check the power of 10 . . . Think about how many places the decimal moves (or how many zeros) from 4 to reach 40,000.” If students do not know where to begin on a problem, they can choose the AI Math Coach prompt “Where do I start?” or type in their own prompt. 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 8 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 8 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 8 students explain the difference between translation, reflection, and rotation, educators can transition 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
The 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.
The AI Math Coach, available in the “Adaptive Pathway” and “Assigned Practice,” can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. If students need additional support to solve problems, the AI Math Coach offers detailed steps. For example, in the Measurement and Data domain, in the lesson “Comparative Data Analysis–Pt 2,” if students ask the AI Math Coach where to start in solving a problem, it states, “Start by locating 46 on the horizontal axis. Then think about where that value falls on each box plot relative to the quartiles. Which plot has a larger portion of data to the right of 46?”
Evaluation for 3.3c
Grade 8 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.
The 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 8 “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, in the Number and Operations domain pathway, the lesson “Conversion to Scientific Notation–Pt 1” begins with a five-page mini-lesson review explaining the purpose of scientific notation. If students ask the AI Math Coach to explain the information differently, it responds, “Think of it like a shortcut for writing really big or really small numbers.” The AI Math Coach then gives an example, noting that 93,000,000 miles is the same as “‘93 x 1 million’ or more precisely 9.3 x 10 million . . . Here’s the key: Positive exponent = move the decimal to the right = bigger number. Negative exponent = move the decimal to the left = smaller number . . . Think of the exponent as directions.” Students also can ask the AI Math Coach to translate the explanation to Spanish, which builds cross-linguistic connections and helps students make sense of mathematical ideas in more accessible language.
Grade 8 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 8 “Adaptive Pathways,” 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, the grade 8 “Adaptive Pathways” ask students to approximate and locate irrational numbers. When students answer incorrectly, the AI Math Coach responds, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then explains the correct answer and provides new iterations of the same type of problem until students are proficient.
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 8 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 8 transformation concepts, educators can support students in connecting terms such as translation, reflection, and rotation to visual models and familiar language, and 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 such as 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 8 transformations tasks, students may demonstrate their understanding by using graphical, numerical, or symbolic representations, written explanations, or oral explanations supported by mathematical vocabulary. The program guides educators to select appropriate supports such as 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 Mathematical Discourse and Facilitation Guide instructs educators on how to highlight and connect key patterns, features, and relationships through multiple means of representation. For example, for TEKS 8.10C, the guide suggests having students look for patterns across different scenarios to understand that the relationship of reflection over an axis changes only a specific value of the ordered pair, identify the feature of a line of reflection, and represent the relationship between a point and its image both visually and algebraically.
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 8 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 in modeling how dilated two-dimensional shapes affect linear and area measurements (a skill aligned to TEKS 8.10D), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on solving problems with similar shapes.
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 8, 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 8 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 and ensures 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 8 students explain the difference between translation, reflection, and rotation, educators can transition 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
The AI Math Coach, available in the “Adaptive Pathway” and “Assigned Practice,” can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. If students need additional support to solve problems, the AI Math Coach offers detailed steps. For example, in the Measurement and Data domain, in the lesson “Comparative Data Analysis–Pt 2,” if students ask the AI Math Coach where to start in solving a problem, it states, “Start by locating 46 on the horizontal axis. Then think about where that value falls on each box plot relative to the quartiles. Which plot has a larger portion of data to the right of 46?”
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.
The 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 8 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
Practice opportunities throughout the learning pathways require students to demonstrate depth of understanding aligned to the TEKS. In grade 8, students engage in “Adaptive Practice” assignments that require them to apply mathematical concepts in problem-solving situations. For example, one interactive drag-and-drop question says, “Order the following numbers from least to greatest,” and it includes real numbers such as square roots and pi. This task aligns to TEKS 8.2D and requires students to analyze the problem situation, determine the approximate values of the irrational numbers, and order the values accordingly. Students must apply conceptual understanding and procedural skills to arrive at a solution rather than rely solely on recall or computation.
Grade 8 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 8.7C such as determining whether three sides lengths, represented by whole or real numbers, can make a right triangle (both with and without a diagram); finding the missing hypotenuse or leg from a given diagram; and determining the missing leg or hypotenuse in word problems, with and without a diagram. The variety in these problems requires students to apply mathematical reasoning and demonstrate depth of understanding.
Evaluation for 4.1b
The materials include questions and tasks that increase in rigor and complexity as students progress through the “Adaptive Pathway.” Grade 8 students move from foundational concepts and procedural practice to more complex applications of grade-level and above-grade-level standards. For example, students progress from graphing linear equations to demonstrate understanding that the solution is the intersection point, aligned to TEKS 8.9A, to solving a system of linear equations through graphing, substitution, and elimination methods, aligned to TEKS A.5C.
“Adaptive Pathways” adjust question complexity based on student performance and require students to apply mathematical reasoning in increasingly challenging contexts. For example, students progress from graphing proportional relationships to interpreting and analyzing those relationships in real-world contexts, all aligned to TEKS 8.4B. 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 Two-Dimensional Shapes domain has students progress through lessons in which they explore shape similarity, coordinate plane geometry, congruence, and various shape transformations while making connections to the big idea of two-dimensional shapes and the coordinate plane 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 educators view the grade 8 pathway, they see how number properties such as irrational numbers and scientific notation break down and connect to the overall learning goal. Educators also can preview the questions 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. When educators identify learning gaps, students can work on prerequisite skills that support mastery of grade-level standards. For example, the first few lessons on “rational numbers and sets representation” show that the vertically related standard is TEKS 7.2.
The “Adaptive Learning Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts connect vertically. For example, in the Proportionality domain, students begin by reviewing shape similarity (7.5A and 7.5C) and coordinate plane fundamentals (5.8A, 5.8B, 5.8C, and 6.11) before applying transformations to create similar shapes on a coordinate plane (8.10B, 8.10C, and 8.10D).
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, the Number and Operations domain reviews the grades 6 and 7 concepts and procedures of classifying, comparing, and ordering rational numbers (TEKS 6.2A, 6.2D, 7.2A). The pathway expands on these concepts into the current grade-level skills of classifying real numbers (8.2A) and ordering real numbers (8.2D). The materials do not require students to connect their prior knowledge to concepts 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, when educators hover over the circle for the “Understanding Shape Similarity—Part 1” lesson, the display shows prior standard TEKS 7.5A. Following the chain-link diagram, the “Adaptive Pathway” continues to lessons on solving problems with similar shapes, which display alignment to the prior standard TEKS 7.5C, before moving into the grade-level lessons “Understanding Transformations and Congruence” (8.10B) and “Modeling Shape Dilation Effects” (8.10D). The materials do not demonstrate coherence with concepts 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.
Retrieval opportunities allow educators to make decisions about the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, educators can create a spiral review assignment on approximating values of square roots (TEKS 8.2B) before introducing a new lesson on using the converse of the Pythagorean theorem (TEKS 8.7C).
Evaluation for 4.3b
The “Practice Assignment” provides opportunities for mixed practice over previously learned skills. Educators can assign students multiple questions on a variety of skills and set proficiency goal levels. They can add questions that address grade 8 skills such as converting to scientific notation (8.2C), writing two-variable linear equations from various representations (8.5I), and calculating the mean absolute deviation of a set of data (8.11B). Educators can decide how to assign questions to address a particular concept by toggling over the selected questions and arranging them so students switch among types of problems and strategies. Unlike the “Quiz Assignment,” the “Practice Assignment” requires students to continue practicing skills until they meet proficiency.
Educators can create a custom “Quiz Assignment” that mixes problems from multiple standards, creating interleaved practice across concepts. For example, a quiz might require students to practice mixed concepts, including the TEKS that focus on graphing proportional relationships (8.4B) alongside the TEKS that require students to identify and describe transformations involving scale factor (8.3C). This allows students to practice with 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 8 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 8.7C such as determining whether three sides lengths, represented by whole or real numbers, can make a right triangle (both with and without a diagram); finding the missing hypotenuse or leg from a given diagram; and determining the missing leg or hypotenuse in word problems, with and without a diagram. The variety in these problems requires students to apply mathematical reasoning and demonstrate depth of understanding.
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
“Adaptive Pathways” adjust question complexity based on student performance and require students to apply mathematical reasoning in increasingly challenging contexts. For example, students progress from graphing proportional relationships to interpreting and analyzing those relationships in real-world contexts, all aligned to TEKS 8.4B. 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 educators view the grade 8 pathway, they see how number properties such as irrational numbers and scientific notation break down and connect to the overall learning goal. Educators also can preview the questions 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
The “Adaptive Learning Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts connect vertically. For example, in the Proportionality domain, students begin by reviewing shape similarity (7.5A and 7.5C) and coordinate plane fundamentals (5.8A, 5.8B, 5.8C, and 6.11) before applying transformations to create similar shapes on a coordinate plane (8.10B, 8.10C, and 8.10D).
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, when educators hover over the circle for the “Understanding Shape Similarity—Part 1” lesson, the display shows prior standard TEKS 7.5A. Following the chain-link diagram, the “Adaptive Pathway” continues to lessons on solving problems with similar shapes, which display alignment to the prior standard TEKS 7.5C, before moving into the grade-level lessons “Understanding Transformations and Congruence” (8.10B) and “Modeling Shape Dilation Effects” (8.10D). The materials do not demonstrate coherence with concepts 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
Retrieval opportunities allow educators to make decisions about the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, educators can create a spiral review assignment on approximating values of square roots (TEKS 8.2B) before introducing a new lesson on using the converse of the Pythagorean theorem (TEKS 8.7C).
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
Educators can create a custom “Quiz Assignment” that mixes problems from multiple standards, creating interleaved practice across concepts. For example, a quiz might require students to practice mixed concepts, including the TEKS that focus on graphing proportional relationships (8.4B) alongside the TEKS that require students to identify and describe transformations involving scale factor (8.3C). This allows students to practice with 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
74% (28 out of 38 points)
Evaluation for 5.1a
Grade 8 materials require students to interpret and evaluate mathematical concepts and complex, real-world situations throughout the “Adaptive Practice” and “Quiz” assignments. For example, students complete tasks aligned to TEKS 8.2A in which they must represent relationships between sets of real numbers. The problems first require students to interpret and name each set of numbers given. Then students must evaluate the answer choices for the correct representation in a Venn diagram using the interpreted sets.
These assignments also require students to analyze models and representations. For example, in determining whether representations show a function, students must analyze the components of the graph, table, ordered pairs, or mapping to identify any x-values that repeat and keep the relationship from representing a function.
Evaluation for 5.1b
Grade 8 students create pictorial representations to represent mathematical situations within digital assignments. For example, in tasks aligned to TEKS 8.10C, students receive an algebraic representation of a transformation and must graph the image of a figure. Students use pictorial representations to demonstrate understanding of the effect of transformations on figures on a coordinate plane.
Although some questions utilize concrete models to show mathematical relationships such as square containers to model the Pythagorean theorem, these questions do not require students to manipulate the squares to represent mathematical situations. For example, in questions for TEKS 8.6C, students must explain the relationship of the area of the sides of a right triangle using a model and description of the square containers being filled. However, students do not manipulate the squares to represent this relationship.
Evaluation for 5.1c
Grade 8 students apply conceptual understanding to new problem situations and contexts throughout the “Adaptive Learning Pathway.” For example, students begin learning how to use and apply the Pythagorean theorem using diagrams and models. Later questions require students to apply the theorem in context without a model. One such problem states, “Nur is making plans for a garden in the shape of a right triangle.” It then gives the length of the longest side and one of the other sides and asks, “How long is the third side, in feet?” This requires students to visualize the triangle, label each side accordingly, and use the converse of the Pythagorean theorem to find the missing side.
Grade 8 students apply conceptual understanding to write one-variable linear equations with variables on both sides as aligned to TEKS 8.8A. Lessons include opportunities for students to apply previously learned strategies for writing these equations from mathematical contexts to write equations for real-world contexts.
Evaluation for 5.2a
The “Adaptive Practice” assignment in grade 8 materials is designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, when students study how to explain transformations with an algebraic representation, educators can choose problems aligned to TEKS 8.10C that require students to identify the correct algebraic representation for a given transformation without having to find specific points. One problem set focuses only on identifying algebraic representations for translations, allowing students to recognize that when a number is added or subtracted from the x and y variables, it represents a translation. The program will not allow students to move on from a given question until they have answered it, or a similar question, correctly. Additionally, “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 what they have learned about identifying the appropriate algebraic representation of a transformation to find an image or pre-image point when given the algebraic representation. This requires students to fluently transfer between following the transformation to find the image point and doing the opposite to find the pre-image point.
Evaluation for 5.2b
Grade 8 materials include opportunities for students to practice applying efficient and accurate mathematical procedures throughout learning pathways. For example, in the Student Dashboard, the “Adaptive Pathway” provides students with multiple lessons on solving problems with similar shapes (TEKS 8.3A). Each lesson requires students to use the concept of scale factor to find a missing side length or write the scale factor that represents the similar figures. The AI Math Coach supports students in using the most efficient method. For example, one question states, “The trapezoids below are similar. Find b [a missing side length].” When students ask the AI Math Coach for help in starting the problem, it explains, “Start by finding the scale factor between the two trapezoids using a pair of corresponding sides (the shorter bases). Compare the lengths shown on the diagram.” It also provides the hint “Find the ratio of the corresponding shorter bases to get the scale factor.” As students progress through lessons, they use the same concept repeatedly.
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, educators can assign problems aligned to TEKS 8.2D in which students order sets of real numbers by converting them to the same form. To solve these problems, students must use both prerequisite and newly acquired skills, generating equivalent forms of fractions, decimals, and percents and approximating irrational numbers. Since students have learned various ways to convert based on which form (fraction, decimal) they want to use to compare, they can choose the method best suited to the problem and their method of solving.
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, when students incorrectly answer a question on identifying associations in scatter plots, the “Explanation” tells them how to look for an association in a scatter plot and details the difference between linear and nonlinear associations. After students review the “Explanation” information, they can respond to or solve a similar problem, which supports them 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 break down components of similar shapes into lessons that build on understanding. In the first lesson, students must find missing side measurements or the scale factor of two similar figures. In the next lesson, students must follow a similar procedure with figures on a coordinate plane. Students then connect this to dilations of figures and use the skills of finding scale factor to create the algebraic representation of the dilation. This requires that they choose the best method to determine the scale factor. At any time, students can ask the AI Math Coach 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 8.11A, AI Math Coach responds with guidance such as, “Your plotted points do not reflect the table’s data. The main issue is matching each ‘hours studied’ value to its corresponding ‘score’ as an ordered pair.” Rather than simply identifying whether an answer is correct, the AI Math Coach supports increasingly efficient problem-solving strategies by analyzing student work, identifying misconceptions, providing corrective reasoning without revealing the answer, and adjusting the vocabulary and complexity of hints based on student responses.
Evaluation for 5.3a
The materials include the Edia AI Math Implementation Guide and “Adaptive Practice” assignments. However, the materials do not explicitly explain how the program addresses both the conceptual emphasis and procedural emphasis of the TEKS. For example, the “Adaptive Practice” assignments include a variety of problems tagged with grade 8 standards that state how the TEKS align to student practice. However, the materials do not explicitly state how these problems address both the conceptual and procedural emphasis of the TEKS or how both components are intentionally balanced within instruction.
The materials give students 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 intentionally connect within instruction. For example, in grade 8 lessons aligned to TEKS 8.6C, students solve problems using models and diagrams to explain the Pythagorean theorem and receive immediate feedback on their responses. Although 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 learning pathway balances the both conceptual and procedural emphasis of the TEKS.
Evaluation for 5.3b
In grade 8, questions aligned to TEKS 8.11A provide opportunities for students to create, use, and choose accurate pictorial representations of scatter plots with and without a table. For example, one problem states, “Plot six points to create a scatter plot with a strong but imperfect positive linear association.” This requires students to demonstrate their understanding of the terms positive association and linear while creating their own scatter plot.
As required by the TEKS, questions aligned to 8.10C allow students to identify abstract models to explain the effect of transformations. For example, one set of problems requires students to determine the algebraic representation of the rotation explained in a word problem. A problem states, “A shape is rotated 180 [degrees] counterclockwise about the origin. Which of the following represents the transformation algebraically?”
The materials provide questions and tasks that allow students to engage with pictorial representations and abstract models, as required by the standard. Students receive opportunities to interpret and use visual representations to develop mathematical understanding. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the progression from concrete to representational to abstract understanding is only partially addressed in the materials.
Evaluation for 5.3c
The grade 8 materials include opportunities for students to create representational models and then connect those models to abstract concepts, as required by the TEKS. For example, in problems for TEKS 8.3C, students must use an algebraic representation of a dilation to create the dilation on a coordinate plane using a provided image. This task allows students to create a representational model to represent an abstract concept. In problems for TEKS 8.9, students create the representational model of two linear equations to represent the solution to the equations on a graph. Then students must represent that solution as an ordered pair, connecting the representation to the abstract concept. While these problems allow for manipulating 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.
While the materials include supports for connecting and creating representational models to abstract concepts, they do not include opportunities for students to create, connect, define, and explain concrete models to abstract concepts, as required by grade 8 TEKS.
Evaluation for 5.4a
Visual representations in the grade 8 materials provide opportunities for students to develop academic mathematical language. For example, when students complete tasks aligned to TEKS 8.2C, they must switch between scientific notation and standard decimal notation. Students connect mathematical vocabulary such as scientific notation, decimal notation, and coefficient to the visual representations, strengthening conceptual understanding of mathematical language.
Grade 8 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing questions in a quiz, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students can 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 8 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 8 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 8 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 8. It gives guidance on how to use the glossary and scaffold and support students in understanding the vocabulary.
Evaluation for 5.4c
Grade 8 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 8 TEKS-aligned tasks to help students explain and justify mathematical thinking using complete mathematical statements.
The 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 8 students in applying appropriate mathematical vocabulary during both oral and written discourse.
Evaluation for 5.4d
The Multilingual Learner and Differentiation Guide for grade 8 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 guides educators to facilitate conversations between students, helping them refine their use of math language. The appendix suggests encouraging students to be more precise with language. For example, “You said flipping it first and reflection the second time. That’s the improvement.” The appendix also includes sentence frames to facilitate conversations.
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 8 question about calculating the mean absolute deviation (MAD) from a set of data, the AI Math Coach states, “Your value 14.5 is the mean, not the mean absolute deviation. MAD requires finding each data point’s absolute distance from the mean and then averaging those distances.”
The problems in the grade 8 materials include exemplar responses to questions and tasks, anticipating a variety of student answers. For example, when students must calculate the distance between two points on a coordinate plane using the Pythagorean theorem, the “Explanation” shows an algebraic solution that uses the distance formula and a drawing of a right triangle that shows the horizontal and vertical distances between the points. The “Explanation” also shows how to find the distance using the converse of the Pythagorean theorem.
Evaluation for 5.5a
In grade 8, the materials embed process standards directly into using models and diagrams to explain the Pythagorean theorem (TEKS 8.6C). In the “Adaptive Practice” assignment, students communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and language, as aligned to TEKS 8.1D.
The “Adaptive Learning Pathway” also appropriately integrates process standards into the materials. For example, in grade 8, the process standard for TEKS 8.1A is integrated into TEKS 8.12G. Students must apply linear inequalities to determine how much money to save every month to cover the cost of a two-year college.
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.
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix includes a table that explains each process standard and how it is incorporated in the program. For example, for TEKS 8.1A, the table states, “Edia problem contexts are drawn from everyday and workplace situations. In Grade 8, 8.12.A is the clearest case: students reason about a decision a person actually has to make.” Beneath the table, the document explains that the TEKS contain process standards and gives an example of how to read the TEKS to identify the process standards: “A single 8.10.C problem touches at least four of the seven. A student reads a real context (8.1.A), chooses a representation (8.1.E), moves between representations (8.1.D), and explains the result in precise language (8.1.G).”
Evaluation for 5.5c
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix identifies each process standard and explains how lessons incorporate that standard. For example, the table details that TEKS 6.1E is utilized in each lesson as “students record and organise their own work rather than only reading a finished representation. In Grade 8, the response forms confirmed in TEKS-aligned items are multiple choice and multi-field numeric input. 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 each lesson identified as “First Practice Problems” is shown to align with TEKS 8.1A and 8.1C, and students are “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 this before making assignments 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 models and representations. For example, in determining whether representations show a function, students must analyze the components of the graph, table, ordered pairs, or mapping to identify any x-values that repeat and keep the relationship from representing a function.
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.
1 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.
1 out of 2 points
Although some questions utilize concrete models to show mathematical relationships such as square containers to model the Pythagorean theorem, these questions do not require students to manipulate the squares to represent mathematical situations. For example, in questions for TEKS 8.6C, students must explain the relationship of the area of the sides of a right triangle using a model and description of the square containers being filled. However, students do not manipulate the squares to represent this 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
Grade 8 students apply conceptual understanding to write one-variable linear equations with variables on both sides as aligned to TEKS 8.8A. Lessons include opportunities for students to apply previously learned strategies for writing these equations from mathematical contexts to write equations for real-world contexts.
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 what they have learned about identifying the appropriate algebraic representation of a transformation to find an image or pre-image point when given the algebraic representation. This requires students to fluently transfer between following the transformation to find the image point and doing the opposite to find the pre-image point.
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 aligned to TEKS 8.2D in which students order sets of real numbers by converting them to the same form. To solve these problems, students must use both prerequisite and newly acquired skills, generating equivalent forms of fractions, decimals, and percents and approximating irrational numbers. Since students have learned various ways to convert based on which form (fraction, decimal) they want to use to compare, they can choose the method best suited to the problem and their method of solving.
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 8.11A, AI Math Coach responds with guidance such as, “Your plotted points do not reflect the table’s data. The main issue is matching each ‘hours studied’ value to its corresponding ‘score’ as an ordered pair.” Rather than simply identifying whether an answer is correct, the AI Math Coach supports increasingly efficient problem-solving strategies by analyzing student work, identifying misconceptions, providing corrective reasoning without revealing the answer, and adjusting the vocabulary and complexity of hints based on student responses.
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
The materials give students 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 intentionally connect within instruction. For example, in grade 8 lessons aligned to TEKS 8.6C, students solve problems using models and diagrams to explain the Pythagorean theorem and receive immediate feedback on their responses. Although 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 learning pathway balances the both conceptual and procedural emphasis of the TEKS.
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.
2 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.
2 out of 3 points
As required by the TEKS, questions aligned to 8.10C allow students to identify abstract models to explain the effect of transformations. For example, one set of problems requires students to determine the algebraic representation of the rotation explained in a word problem. A problem states, “A shape is rotated 180 [degrees] counterclockwise about the origin. Which of the following represents the transformation algebraically?”
The materials provide questions and tasks that allow students to engage with pictorial representations and abstract models, as required by the standard. Students receive opportunities to interpret and use visual representations to develop mathematical understanding. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the progression from concrete to representational to abstract understanding is only partially addressed in the materials.
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.
2 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.
2 out of 6 points
While the materials include supports for connecting and creating representational models to abstract concepts, they do not include opportunities for students to create, connect, define, and explain concrete models to abstract concepts, as required by grade 8 TEKS.
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 8 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing questions in a quiz, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students can 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 8 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 8 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 8. 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
The 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 8 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 guides educators to facilitate conversations between students, helping them refine their use of math language. The appendix suggests encouraging students to be more precise with language. For example, “You said flipping it first and reflection the second time. That’s the improvement.” The appendix also includes sentence frames to facilitate conversations.
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
The problems in the grade 8 materials include exemplar responses to questions and tasks, anticipating a variety of student answers. For example, when students must calculate the distance between two points on a coordinate plane using the Pythagorean theorem, the “Explanation” shows an algebraic solution that uses the distance formula and a drawing of a right triangle that shows the horizontal and vertical distances between the points. The “Explanation” also shows how to find the distance using the converse of the Pythagorean theorem.
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 Learning Pathway” also appropriately integrates process standards into the materials. For example, in grade 8, the process standard for TEKS 8.1A is integrated into TEKS 8.12G. Students must apply linear inequalities to determine how much money to save every month to cover the cost of a two-year college.
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
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix includes a table that explains each process standard and how it is incorporated in the program. For example, for TEKS 8.1A, the table states, “Edia problem contexts are drawn from everyday and workplace situations. In Grade 8, 8.12.A is the clearest case: students reason about a decision a person actually has to make.” Beneath the table, the document explains that the TEKS contain process standards and gives an example of how to read the TEKS to identify the process standards: “A single 8.10.C problem touches at least four of the seven. A student reads a real context (8.1.A), chooses a representation (8.1.E), moves between representations (8.1.D), and explains the result in precise language (8.1.G).”
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 each lesson identified as “First Practice Problems” is shown to align with TEKS 8.1A and 8.1C, and students are “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 this before making assignments 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 one grade 8 question, students must calculate the length of a missing side in a set of similar figures. When students answer incorrectly, the AI Math Coach provides the scaffold “Use the ratio of corresponding sides to set up a proportion for x.” The scaffold helps students persevere in solving the problem by prompting them to consider the mathematical concept of negative numbers.
The AI Math Coach provides support for persevering in mathematics. For example, if students are stuck on finding the volume of a triangular pyramid from a triangular prism, they can tell the AI Math Coach, “I don’t get this part,” and it will provide information and solving steps such as “A pyramid with the same congruent base and height has 1/3 the prism’s volume. Multiply the prism’s volume by 1/3.” If students get a problem right, the AI Math Coach provides encouraging phrases such as “Correct! You’re on fire.”
Additionally, the AI Math Coach provides prompt selections for student support. When students solve word problems, for example, they see prompts such as “Is there an easier way?” “Break this down for me,” and “What should I try?” The prompt “Where do I start?” gives students step-by-step instructions such as “Start by recalling the volume relationship between a pyramid and a prism that have congruent bases and the same height. A pyramid occupies what fraction of the matching prism? Use that fraction for both parts.”
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 use tables, graphs, and equations to determine whether a relationship is proportional or non-proportional in problems aligned to TEKS 8.5I. When students struggle, the AI Math Coach provides prompts such as “How does the graph compare to the equation?” or “What pattern do you notice?” Such prompts encourage students to consider alternative solution strategies rather than rely 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 8 lesson on reflections, students must find the image point based on the algebraic representation. If a student incorrectly answers the question on the first attempt, the AI Math Coach explains the error and guides the student through the correct process. It explains that the given reflection algebraic representation “changes the sign of the x-coordinate but keeps the y-coordinate the same.” Then it says, “Check your ordered pair: did you switch the coordinates instead of only changing the x-value?” This prompt allows students to focus on a specific part of their answer without learning the correct answer. The prompt also provides support by anticipating common misconceptions. For example, the AI Math Coach reminds students, “The rule (x,y) [leads to] (-x,y) reflects a point over the y-axis: the x-coordinate changes sign, while the y-coordinate stays the same.”
“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 angles created when parallel lines are cut by a transversal, the “Explanation” includes the definition of each term represented, along with the type of angles shown in the problem. The preview provides educators with the correct way to explain the process of solving problems. It also provides reminders of common misconceptions such as “Corresponding angles are always congruent.”
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 AI Math Coach provides support for persevering in mathematics. For example, if students are stuck on finding the volume of a triangular pyramid from a triangular prism, they can tell the AI Math Coach, “I don’t get this part,” and it will provide information and solving steps such as “A pyramid with the same congruent base and height has 1/3 the prism’s volume. Multiply the prism’s volume by 1/3.” If students get a problem right, the AI Math Coach provides encouraging phrases such as “Correct! You’re on fire.”
Additionally, the AI Math Coach provides prompt selections for student support. When students solve word problems, for example, they see prompts such as “Is there an easier way?” “Break this down for me,” and “What should I try?” The prompt “Where do I start?” gives students step-by-step instructions such as “Start by recalling the volume relationship between a pyramid and a prism that have congruent bases and the same height. A pyramid occupies what fraction of the matching prism? Use that fraction for both parts.”
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 angles created when parallel lines are cut by a transversal, the “Explanation” includes the definition of each term represented, along with the type of angles shown in the problem. The preview provides educators with the correct way to explain the process of solving problems. It also provides reminders of common misconceptions such as “Corresponding angles are always congruent.”