Edia AI Math – Geometry

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.

Geometry 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, when students complete a diagnostic assignment, educators can see how each student performed on the program’s identified domains. The domains reflect the TEKS statements to which they align; for example, the Coordinate and Transformational Geometry domain aligns with the TEKS G.2. In the “Classes” tab of the Teacher Dashboard, educators can view concepts grouped by domain within the “Adaptive Learning Pathway” with a title detailing the concept being covered, as well as the alignment to the TEKS. One grouping includes the “Applying Pythagorean Theorem–Pt. 1” (TEKS 8.7D), “Applying Pythagorean Theorem–Pt. 2” (TEKS 8.7D), and “Calculating Unit Rate” (TEKS 7.4B) lessons.

While geometry 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
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.

Geometry 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.”

Geometry 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
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

The 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.

Geometry 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 represent each student’s proficiency in the identified TEKS by showing how long the student spent on the standard in relation to the proficiency level. The cards color-code students based on their respective proficiency. Educators can check individual students’ cards and view recommended skills and prerequisites those students should complete to demonstrate proficiency.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The 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.

The 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
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.

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.

Geometry 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
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.

The materials do not include assessment resources aligned with ELPS. Geometry materials do include TEKS-aligned assessment resources. For example, educators can create a quiz 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.

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
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.

Geometry 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.”

Geometry 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
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).

Geometry materials contain support for families in English and Spanish. The Edia AI Family Guide is the program resource that provides families with suggestions on how to support their student’s progress. The guide includes sections for what students are learning in each domain, “Activities to Try at Home,” and “Questions to Ask Your Student.” For example, in the “Linear Functions and Equations” section, the guide encourages families to “look at graphs in news articles and discuss what the slope (steepness) means.”

Additionally, the Family Guide includes a “How to Help” section, which offers recommendations for how families should approach the concepts with their students. For example, in “Geometric Reasoning and Proof,” the guide states “Geometry proofs require a different kind of thinking than computation. Help your student see that explaining ‘why’ is the goal, not just finding the answer.”

Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.

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.”

Geometry 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
Materials include guidance to ensure consistent and accurate administration of instructional assessments.

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
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.

Geometry 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.

Geometry 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
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

Geometry materials include diagnostic assessments with problems of basic recall only such as identifying the formula to find the volume of a prism (TEKS G.11D) and using a well-known algorithm to find the distance between two points (TEKS G.2B). Problems also include using skills and concepts to solve problems such as finding the measurement of vertical angles (TEKS G.6A). While materials are aligned to the geometry TEKS, diagnostic problems do not require students to use strategic or extended thinking.

The geometry diagnostic assessment includes more than two interactive item types, including numeric response, multiple selection, multiple choice, and fill in the blanks.

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.

Geometry materials include formative assessments with problems of basic recall such as identifying triangles as equilateral, isosceles, or scalene. Problems also include using skills and concepts to solve problems such as determining triangle similarity (TEKS G.7B). Problems extend students into using strategic thinking by applying concepts they know to solve more challenging problems. For example, students must use their knowledge of triangles to determine the lengths of sides and measures of angles in a right triangle by applying trigonometric ratios (TEKS G.9A).

The educator-designed quizzes can include more than two interactive item types, such as numeric response, multiple selection, multiple choice, and fill in the blanks.

Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.

The 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, in translating points on a graph, the explanation states, “A translation keeps a point congruent and just shifts it. Rule: left - subtract from x, down - subtract from y.” Throughout the explanation, the rationale modeled the steps being explained.

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
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The “Student 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, the “AI Analysis” explains that the student “doesn’t seem to understand how to set up the basic proportion between arc length and circumference using the angle” and that the student needs to review how to find the circumference from the radius. The “AI Analysis” lists nine skills the student has not seen yet, such as “circumference given arc length and central angle” and “arc length given radius and central angle.”

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.

Geometry 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.

Geometry 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
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.

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, the appendix 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. The appendix 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 teacher station. Use the prompts in the Discourse and Facilitation Guide, Section 2.”

Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.

Geometry 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, students receive immediate feedback after they answer an assignment question. These features allow the program to check understanding at key points and respond to student needs during the lesson rather than at the end. Geometry materials provide the following check for understanding how to apply the distance formula: “Start by recalling the distance formula for two points in the coordinate plane. It comes from the Pythagorean theorem and uses the differences in the x-coordinates and y-coordinates.”

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.

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.

Based on students’ diagnostic assessment, the Edia AI Math Implementation Guide directs educators to assign targeted “Adaptive Instructional Pathways” to bolster students’ prerequisite skills. The 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 geometry “Adaptive Pathways,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems when students 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.” 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
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.

Geometry 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.

Geometry materials also include guidance for embedding language supports as students work with mathematical content. Educators use supports such as visual representations, contextual explanations, translated language, sentence supports, and the AI Math Coach to clarify unfamiliar academic vocabulary during instruction and practice. For example, educators can support students in connecting terms such as corresponding sides and proportionality to visual models and familiar language while the AI Math Coach provides additional explanations and rephrases mathematical terminology as needed.

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.

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.” In practice, this guidance enables an educator to assign A
lgebra II cosine graphs, period, and amplitude content to a geometry student who has mastered grade-level trigonometric identities.

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
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.

The settings for assigning an assignment, quiz, diagnostic, or one of the “Adaptive Pathways” for the Algebra II materials include an option for educators to enable a calculator. They can do so for all students but not for individual students. Similarly, when students opt to use the text-to-speech function, the function works for all students rather than individual students.

The program does not include content and language supports, such as pictorial representations of nonmathematical terminology.

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.

Geometry materials include educator guidance for providing students with multiple options to demonstrate their understanding of mathematical concepts. Under the direction of the Multilingual Learner and Differentiation Guide, educators prompt 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 geometry content.

Geometry materials also provide explicit guidance for highlighting and connecting mathematical patterns, features, and relationships through multiple means of representation. The Multilingual Learner and Differentiation Guide directs educators to combine verbal explanations, visual representations, mathematical terminology, and cross-linguistic connections to help students identify relationships among concepts. For example, educators can use the “Two Languages, One Idea” routine to display mathematical terms in English and students’ home languages (e.g., connecting the English triangle to the Spanish triángulo) and to discuss similarities between the terms. Educators can also connect the vocabulary to visual and symbolic representations used in geometry, such as geometric diagrams representing a dartboard with rings of different sizes used to calculate geometric probability.

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.

The Multilingual Learner and Differentiation Guide supports educators in delivering lessons and building knowledge by activating prior knowledge and anchoring big ideas for classrooms serving emergent bilingual (EB) students. The guide establishes a structured instructional framework, directing educators on exactly what to set up, what to say, and what to listen for when using the platform alongside their core curriculum two to three times a week. To activate prior knowledge before students begin their digital practice, the guide directs educators to use verbal prompts and real-world analogies that encourage students to predict mathematical concepts. For example, to activate prior knowledge of calculating geometric probability based on area (TEKS G.13B), the guidance directs the educator to lead a discussion on everyday scenarios such as using a dartboard with rings of different sizes and prompting students to predict how these values represent geometric probability. To anchor big ideas, the guide prompts educators to introduce core unit concepts through structured introductory discussions, ensuring students have a conceptual anchor before engaging with the “Adaptive Practice” assignments on their devices.

Additionally, the Multilingual Learner and Differentiation Guide prompts educators to highlight and connect key patterns, features, and relationships through multiple means of representation. To connect mathematical features and terminology, the guide directs educators to facilitate the “Two Languages, One Idea” cross-linguistic routine. Educators write terms on the board, guide students to translate them into their home languages, and analyze cognates (e.g., connecting the English triangle to the Spanish triángulo) to highlight structural patterns in language and mathematics. To connect relationships and representations, the guide instructs educators to project the Math Content Glossary for Geometry and use the platform’s dual-language Spanish-English student interface and multilingual translation feedback.

Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.

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
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

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.”

Within the Student Profile Dashboard in the “Adaptive Learning Pathway,” Algebra II 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 Dashboard identifies student proficiency levels, recommended prerequisite skills, and targeted learning pathways to address learning gaps. For example, when a student demonstrates limited proficiency with determining the area of composite figures (TEKS G.11B), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on calculating perimeter and area to support mastery of the standard.

Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.

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.

The Multilingual Learner and Differentiation Guide encourages various forms of engagement and diverse student response methods. To ensure students have multiple pathways to demonstrate understanding beyond standard keyboard typing, the guide outlines five distinct digital and offline access modes: Home-Language Reading (problem text and the AI Math Coach feedback translated into more than 100 languages), Listening (read-aloud capabilities for both problems and the AI Math Coach responses), Speaking (voice input directly to the AI Math Coach), Handwriting (finger or stylus input with digital character recognition on tablets), and On-Paper Work (printing assignments to PDF in more than 100 languages to work offline or annotate beside the screen). Additionally, the guide details various active response forms embedded within geometry TEKS-aligned tasks such as choosing from multiple-choice items and selecting the statements that justify a mathematical conclusion, closely mirroring the logical progression of writing a geometric proof, rather than simply selecting a pre-drawn diagram or entering a final value. This multimodal framework allows educators to customize how students show what they know, ensuring that mathematical comprehension is not restricted by a single digital input format.

Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.

The geometry “Adaptive Pathway” includes the AI Math Coach, which students can enable on practice assignments. The AI Math Coach acts as the educator, providing timely feedback during a lesson. For example, in the Circles domain, in the “Apply Circle Theorems–Pt 1” lesson, when a student answers a problem correctly, the AI Math Coach states, “That’s right! Well done.” When a student answers a problem incorrectly, the AI Math Coach states, “Your answer ‘degree symbol’ is incorrect. An inscribed angle is the angle subtended at a point on the circle. The Inscribed Angle Theorem states that an angle inscribed in a circle is half the central angle that subtends the same arc on the circle.” If a student does not know where to begin, they can ask the AI Math Coach a question by selecting one of the prompts such as “Where do I start?” or by entering a question of their own. The AI Math Coach breaks down the steps of the problem, and the student can respond.

In the Teacher Dashboard, the Standards Cards provide guidance for educator feedback by showing real-time data on how the entire class is performing on a specific skill in relation to the amount of time spent on the skill. When the instructor selects an individual standard, the graph better individualizes each student’s proficiency on the chart and in a list by color-coding and sorting the students based on the demonstrated proficiency levels “Ready,” “Needs Practice,” and “Needs Help.”

The “How to: Understand Edia Data” resource explains how to use the Standards Cards to interpret student performance and provide support. It details how the proficiency colors green, yellow, and red correspond to the proficiency levels “Ready,” “Needs Practice,” and “Needs Help.” It explains that the Standards Cards only “populate once there is a minimum amount of evidence, specifically, a student needs to answer at least 3 questions across 3 different skills before they appear on a Standards card for that view.” It explains how to use the cards to answer the two questions “Which students are on track vs. need support for a given standard?” and “Where should I reteach vs. intervene?”

Evaluation for 3.3a
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.

Geometry 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 Algebra II 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, educators can move students from accepting single words and drawings of geometric relationships to explaining and justifying those relationships using complete sentences and course-level academic vocabulary.

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.

The materials include language accessibility features such as text-to-speech support for students and real-time translation of problem content into more than 110 languages. Students at the pre-production and beginning language proficiency levels can select their first language and listen to questions 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 in English.

In the geometry “Adaptive Pathway” and “Assigned Practice” activities, the AI Math Coach can also provide linguistic support for those students at the high-intermediate and advanced language proficiency levels. For example, in geometry pathways, students can demonstrate their level of mathematical knowledge by completing the questions. However, if they get stuck and need additional support, the AI Math Coach gives them detailed steps to take to solve the problem. In the Circles domain, in the “Surface Area Problem Solving–Pt 1” lesson, when asked to break down the steps of finding the surface area of a rectangular prism, the AI Math Coach states, “Start by identifying all six faces of the rectangular prism. Then plan to find the area of each pair of congruent faces and add them together for total surface area.”

Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.

Geometry materials guide educators on using the program 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
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The geometry “Adaptive Pathways” include embedded guidance and supports to help EB students engage in written academic discourse. Written response tasks and AI coach prompts rephrase content and clarify vocabulary. For example, the “Surface Area Problem Solving–Pt 1” lesson begins with finding the surface area of a rectangular prism. The student can ask the AI Math Coach to explain the problem differently, and the AI Math Coach responds by breaking down the formula into chunks, stating, “Let me show you with a different prism: If dimensions were 3, 4, and 5, you’d have two 3 x 4 faces, two 3 x 5 faces, and two 4 x 5 faces. Now apply this method using your dimensions: 10, 7, and 15.” The student can also ask the AI Math Coach to translate the explanation to Spanish, which builds cross-linguistic connections and helps the student make sense of mathematical ideas in a more accessible language.

Geometry 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
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Practice opportunities throughout the learning pathways require students to demonstrate depth of understanding aligned to the TEKS. In the geometry “Adaptive Pathway” under “Probability,” students use prior knowledge of the area of two-dimensional figures to solve probability problems in a contextual setting. For example, students are asked to determine the probability that a randomly chosen point within a rectangle also lies within an embedded triangle by comparing the area of the triangle to the area of the rectangle (TEKS G.13B).

The 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 practice questions in assignments that require multiple opportunities to apply grade-level TEKS before progressing. Students engage with related problems that build understanding of concepts such as function, the Pythagorean theorem, distance formula, and midpoint formula.

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.

The materials include questions and tasks that increase in rigor and complexity as students progress through the “Adaptive Pathway.” The educator can assign a TEKS-aligned grade-level skill and a related above-grade-level skill within the same assignment. For example, students may perform transformations of geometric figures in geometry (TEKS G.3A) and then extend that work to an Algebra II task involving function transformations and changes in the graph of an equation (TEKS A2.4D). Students must first successfully complete the grade-level problem before accessing the higher-level problem, ensuring that instruction progresses from current proficiency to more advanced application.

The materials include an “Adaptive Pathway” that adjusts the complexity of questions based on student proficiency. For example, students solve problems for missing angles or sides in right triangles using the SOH-CAH-TOA strategy (TEKS G.9A) in degrees and then progress to solving using radians, which is above grade level. 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 specifically designed for above-grade-level learning.

Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.

In the Student Dashboard, the “Adaptive Learning Pathway” demonstrates coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. For example, the Polynomial Operations domain has students progress through lessons in which they solve geometry-based equations, solve one-variable equations and inequalities, and then understand similarity and proportions. During these activities, students make connections to the big idea of similarity, proofs, and trigonometry, highlighting the relationships between these concepts.

When viewing a student’s pathway from the Teacher Dashboard in the “Classes” tab, an educator can see how the materials demonstrate horizontal coherence within the grade level by identifying connections among patterns, big ideas, and relationships with the content being practiced. For example, when viewing the geometry pathway, the educator can see the different ways probability such as representing sample spaces, understanding experimental and theoretical probabilities, and predicting and solving events are broken down and connected to the overall learning goal. The educator can also preview the different questions that students will see when working on their pathway.

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.

The Teacher Dashboard includes the “Classes” tab, which shows the skills each student has independently worked on within the “Adaptive Pathway.” The vertical connection of concepts is shown through patterns, big ideas, and relationships for each individual lesson. Students have opportunities to work on prerequisite skills that support mastery of grade-level standards when learning gaps are identified. In the Student Dashboard, when students do not demonstrate proficiency in grade-level skills, the materials provide lower-grade-level skills to help address gaps in understanding and scaffold instruction. For example, a student who is not yet proficient in verifying theorems about angles formed by the intersection of lines and line segments (TEKS G.6A) can practice with prerequisites TEKS 5.4B (solving multistep equations), TEKS 7.11C (solving geometry-based equations), and TEKS 8.8D (understanding triangle angles).

In the Student Dashboard, the geometry “Adaptive Pathway” connects patterns, big ideas, and relationships in a chain-link view, representing how concepts are connected vertically. For example, in the Probability domain pathway, students begin by reviewing how to represent sample spaces (TEKS 7.6A) before understanding experimental and theoretical probability (TEKS 7.6I) and predicting and solving events (TEKS 7.6C).

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.

In the Student Dashboard, the geometry “Adaptive Pathway” demonstrates coherence across lessons by connecting students’ prior knowledge of concepts and procedures to those learned in the current grade level. For example, in the Proof and Congruence domain, the pathway reviews the grade 8 concepts and procedures of understanding triangle angles (TEKS 8.8D). The pathway also reviews understanding solving one-variable equations and inequalities (TEKS 6.10A). The materials do not require students to make connections of their prior knowledge to concepts to be learned in future grade levels.

The “Classes” tab in the Teacher Dashboard provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade-level learning. The “Pathway” view shows lessons connected in a chain-link view. When an educator hovers their cursor over a circle in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in the Proof and Congruence domain, when an educator hovers the cursor over the circle for the “Understanding Triangle Angles–Part 1” lesson, the display shows the prior TEKS 8.8D. Following the chain-link diagram, the “Adaptive Pathway” continues to the “Solving Geometry-Based Equations–Part 1” lessons, which display alignment to the prior TEKS 7.11C. The materials do not demonstrate coherence with concepts to be learned in future grade levels.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.

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 within the Edia AI Math platform give educators the power to make decisions about the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, the educator can create a spiral review assignment on theorems about angles formed by intersections, including vertical angles, parallel lines, and transversals (TEKS G.6A) before introducing a new lesson on applying theorems about circles, including relationships among angles, radii, chords, tangents, and secants (TEKS G.12A).

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.

The “Practice Assignment” provides opportunities for mixed practice over previously learned skills. Educators can assign multiple questions over a variety of skills and set proficiency goal levels. Educators can add questions that address grade-level skills such as geometry similarity problems (TEKS G.7A) and previous questions such as generalizing the critical attributes of similarity from grade 7. Future grade-level questions can also be added such as verifying similar triangles (TEKS G.7B). Educators are also able to determine how questions will be assigned to students to address the concept being assigned by toggling over the selected questions and arranging them so that students are switching between different types of problems and strategies. Unlike the “Quiz Assignment,” the adaptive component of the “Practice Assignment” requires students to continue practicing those skills until they meet proficiency.

Creating a “Quiz Assignment” allows educators to create custom assignments that mix problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that ask students to do mixed operations and cover the TEKS that focus on addition, subtraction, multiplication, and division. This allows students to practice with previously learned skills and concepts.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.

Geometry students analyze mathematical concepts and complex, real-world situations in questions and tasks throughout the “Adaptive Learning Pathway.” Geometry materials include questions and tasks that require students to analyze mathematical concepts and complex, real-world situations. For example, the educator can add questions to a “Practice Assignment” that asks students to analyze the applications of transformations on two-dimensional figures (TEKS G.3B).

Geometry students evaluate mathematical concepts and complex, real-world situations when solving problems in the “K–12 Sample Practice” assignment. Geometry materials include questions and tasks that require students to evaluate mathematical concepts and complex, real-world situations. For example, the educator can add questions to a “Practice Assignment” that asks students to evaluate special right triangles (i.e., 30-60-90 and 45-45-90), aligned to TEKS G.9B.

Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.

The materials incorporate pictorial representations such as figures, diagrams, and coordinate graphs aligned to the geometry TEKS. For example, in the “Adaptive Pathway,” pictorial representations of composite figures are used to solve area problems (TEKS G.11B), along with other visual models and diagrams that help students analyze relationships, make sense of geometric concepts, and demonstrate understanding.

Geometry students create pictorial representations that represent mathematical situations such as translations within the “K–12 Sample Practice.” Educators can add questions where students complete tasks aligned to TEKS G.3A that require them to perform transformations of figures on an interactive coordinate grid using coordinate notation. While the materials incorporate pictorial representations, they do not include opportunities for creating concrete representations.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

Geometry students apply conceptual understanding to new problem situations and contexts throughout the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS G.3C that require them to identify the combinations of more than one transformation on a graph. One question reads, “The black figure has undergone two transformations to become the blue figure. Pick the two transformations that have been applied.” Students apply their understanding of transformations to determine the solution.

Geometry students also apply conceptual understanding within the “K–12 Sample Practice.” Educators can add problems that require students to identify transformations that make figures similar (TEKS G.3C). Students apply previously learned concepts from similarity and transformations.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.

The geometry “Adaptive Practice” assignment is designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, educators can add adaptive questions involving trigonometric ratios for right triangles (TEKS G.9A), giving students repeated opportunities to identify opposite, adjacent, and hypotenuse relationships and apply the SOH-CAH-TOA strategy accurately and efficiently. This repeated practice supports automaticity with right-triangle trigonometry and fluency in solving geometry problems, which prepares students to more successfully complete grade-level geometry tasks. The program will not allow students to move on from the given task until they have answered that question, or a similar question, correctly. Additionally, the “Adaptive Practice” assignment requires repeated successful performance at a 75.6 percent mastery threshold to build automaticity with grade-level skills.

The “Adaptive Pathway” provides tasks designed to build the fluency students need to access geometry content. Students begin with prerequisite skills and progressively work toward more complex tasks involving functions, expressions, and equations. This structure helps students strengthen accuracy, efficiency, and confidence as they apply the Algebra II TEKS in both procedural and real-world contexts.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.

Geometry materials include opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways. For example, geometry students engage in “Adaptive Practice” assignment opportunities involving geometric relationships, coordinate geometry, transformations, and proof-based reasoning that adjust based on student performance and provide immediate feedback. These opportunities allow students to refine procedures, improve accuracy, and apply mathematical processes across a variety of problem types and levels of complexity. Evidence can be found throughout the “Adaptive Pathway,” “Practice Assignments,” and instructional assessment items within the Edia AI Math platform.

“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, the educator can assign related questions that ask students to prove two triangles are congruent using conditions such as side-angle-side (SAS), angle-side-angle (ASA), and side-side-side (SSS) (TEKS G.6B). Students analyze the given information and the logical sequence of the proof to select the missing statement that makes the argument true. This routine helps students identify misconceptions, justify their reasoning, and determine when different strategies are appropriate based on the structure of the proof.

The materials also provide opportunities for students to practice applying accurate mathematical procedures through the “Adaptive Pathway” and “Adaptive Practice” assignment. For example, the educator can assign repeated questions involving triangle congruence, angle relationships, coordinate geometry, and area or volume problems, allowing students to become more accurate and efficient with grade-level procedures. This repeated practice supports fluency by helping students carry out geometric reasoning with increasing precision and confidence.

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.

The “Adaptive Practice” assignments and the “Adaptive Pathway” provide step-by-step explanations and model solution strategies through “Explanation” pages when students respond incorrectly to a problem, allowing students to evaluate the explanation for accuracy. For example, the geometry materials include opportunities for students to apply the properties of transformations and symmetry to create or analyze geometric figures (TEKS G.7A). However, in these tasks, students are primarily asked to arrive at the correct answer. The materials do not consistently prompt students to identify the most efficient method, analyze the accuracy of their solution process, or explain the flexibility of their approach to solving the problem. Once students have reviewed the “Explanation” information, the program provides students with another opportunity to respond to or solve a similar problem, supporting students in checking the accuracy of their work against a modeled solution.

While students learn how to use different mathematical representations, models, strategies, and solutions throughout the assignments, the materials do not include opportunities for students to evaluate them for efficiency and flexibility.

Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.

The geometry “Adaptive Pathway” in the Student Dashboard guides students through a sequenced progression of lessons within the Similarity, Proof, and Trigonometry domain, supporting students in selecting increasingly efficient approaches to solve mathematics problems. For example, students move from foundational work with proportional relationships and angle relationships to more advanced tasks such as solving geometry-based equations, understanding similarity and proportions, and verifying similar triangles. This progression requires students to build on prior learning and apply more efficient strategies as they advance through the pathway. Students can also ask the AI Math Coach for additional support and guidance.

The materials contain guidance that enables students to select increasingly efficient approaches to solving mathematics problems through scaffolded feedback from the AI Math Coach. For example, questions for trigonometry include finding missing angles and missing sides, and word problems. The AI Math Coach gives students additional support and prompts such as “Am I on the right track?” and “What should I try?” 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
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials include the Edia AI Math Implementation Guide and “Adaptive Practice” assignments, but they do not explicitly explain how the conceptual emphasis and procedural emphasis of the TEKS are addressed. For example, in the “Practice Assignments” for geometry, students can be assigned a variety of problems tagged with the geometry TEKS that state how the TEKS are aligned to student practice. However, the materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed or how both components are intentionally balanced within instruction.

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 the geometry lessons aligned to TEKS G.3A, students describe and perform transformations of figures using coordinate notation and receive immediate feedback on their responses. While students practice procedures and apply mathematical skills, the materials do not explicitly explain how the conceptual understanding developed through the tasks supports procedural fluency or how the conceptual and procedural emphasis of the TEKS are balanced throughout the learning pathway.

Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.

Within the “Adaptive Practice” assignment and educator-created assignments, educators can assign questions that require students to use pictorial representations such as figures on a coordinate grid to solve mathematical problems. For example, students complete tasks aligned to TEKS G.3A that allow them to use a figure on a coordinate grid to identify transformations.

The materials also include questions and tasks that provide opportunities for students to use abstract models as required by the TEKS. For example, students complete problems aligned to TEKS G.2B that require them to derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines. One task asks students to find the distance between the two points by deriving and using the Pythagorean theorem. This task requires students to verify geometric relationships 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
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.

Geometry materials include supports for students in connecting concrete models to abstract concepts. For example, in the “All Grades Sample Quiz,” students engage with tasks aligned to TEKS G.11D that require them to connect unit cube arrangements to abstract volume calculations. For example, one problem states, “A rectangular prism is built using unit cubes, where the base layer contains 12 unit cubes arranged in a 3 x 4 grid and the prism is stacked 5 layers high. If each unit cube has a side length of 1 cm, what is the total volume of the rectangular prism in cubic centimeters?” (TEKS G.11D). While the materials do not provide built-in digital manipulatives allowing students to create concrete models, the platform includes prompts that require students to apply their understanding of physical or visualized unit cubes to calculate total volume in cubic centimeters, bridging the gap between a three-dimensional model and an abstract formula.

Furthermore, questions aligned to TEKS G.2A include supports for students in connecting and creating representational models to abstract concepts. Students are asked to calculate the coordinates of the midpoint of a line segment given a graph or coordinates of both endpoints. For example, one problem shows a graph of a line segment with the following instruction: “Find the coordinates of the midpoint of the segment.” This process requires students to interpret the representational graph to identify the coordinates of endpoints (connecting) and use digital inputs to identify the resulting coordinates (creating) before applying the abstract midpoint formula to verify their solution.

In the “K–12 Sample Practice” assignment, educators can add questions that support students in connecting, creating, defining, and explaining representational models to abstract concepts. For example, one problem asks students to define the properties of dilations given a representation of a quadrilateral that has dilated and to define the properties of dilation about a point inside a figure by selecting the true statement(s) provided in a multi-select question (TEKS G.3A). The problem is interactive, so students can draw on the picture of the quadrilateral as needed. While the materials provide supports for students to define representational models to abstract concepts, they do not include the same supports for concrete models to abstract concepts.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.

Geometry materials provide opportunities for students to develop academic mathematical language through visual representations. For example, students complete tasks that require them to describe and perform transformations of figures in a plane using coordinate notation (TEKS G.3A). Students connect mathematical vocabulary such as translation, reflection, rotation, and dilation to the visual representations, strengthening conceptual understanding of mathematical language.

Geometry 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
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.

Geometry materials include embedded educator guidance to scaffold and support students’ use of academic mathematical vocabulary in context. Before digital sessions, the Multilingual Learner and Differentiation Guide instructs educators to pre-teach vocabulary using the platform’s “Standards” tab to target core terms for skills such as TEKS G.7B and G.13B (e.g., criterion, verify, similar, corresponding sides, proportionality, probability, and favorable region). Educators are guided to project the Math Content Glossary for Geometry, read definitions aloud, and have students put them in their own words. Section 4.1 outlines the “Term Talk” routine, which scaffolds oral peer-to-peer discourse. In the routine, educators model a term, the class repeats it twice, and partners practice using the term in oral sentences. Section 4.4 outlines the “Two Languages, One Idea” cross-linguistic routine, in which educators display English terms alongside home-language equivalents to analyze cognates (e.g., connecting English triangle to the Spanish triángulo), helping students anchor mathematical terminology within familiar linguistic structures. During digital practice, students receive real-time, bilingual vocabulary scaffolding as both the problems and the AI Math Coach’s step-by-step feedback translate into more than 100 languages.

Additionally, the materials include explicit educator guidance to extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators. The Multilingual Learner and Differentiation Guide instructs educators to “raise the bar from a word to a sentence” by refusing to accept simple nods or single-word answers during classroom discussions. During the “Term Talk” routine, when a student reaches for an informal workaround (e.g., saying “same shape, different size” instead of “similar”), the guide instructs the educator to recast the response by stating the sentence back with precise mathematical vocabulary and requiring the student to repeat it. To extend student language, the guide provides tiered, linguistically accommodated sentence frames mapped to ELPS. These frames guide students from basic identification (“These are triangles” and “Same shape”), to structured explanations (“The triangles are similar because _____” and “The probability is _____”), and finally to advanced peer-to-peer arguments (“The corresponding sides are proportional because _____, therefore _____” and “I disagree, because the ratio of the areas is _____”).

Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.

The Multilingual Learner and Differentiation Guide provides structured opportunities and explicit educator guidance for students to write about mathematical concepts using academic vocabulary. For multistep digital practice tasks such as applying the angle-angle (AA) similarity criterion to verify similar triangles (TEKS G.7B), the guide instructs educators to provide students with linguistically accommodated writing frames customized for their specific ELPS level. These embedded supports ensure that students are not merely selecting multiple-choice options but are actively generating written mathematical justifications using precise vocabulary.

Additionally, the Multilingual Learner and Differentiation Guide provides explicit educator guidance to support, monitor, and transition students’ written discourse during digital math sessions. For geometry tasks that involve entering a value, the guide directs the educator to move beyond accepting simple numerical answers by explicitly asking students for “the sentence that goes with the number,” explaining that a bare mathematical value (e.g., a similarity ratio or calculated probability on TEKS G.7B or G.13B tasks) reveals nothing about their actual logical reasoning. To ensure students can successfully write their reasoning using precise terms (e.g., criterion, verify, similar, corresponding sides, proportionality, probability, and favorable region), the guide instructs educators to project the Math Content Glossary for Geometry, read the definitions aloud, and prompt students to restate the definition in their own words before drafting their responses.

Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.

The Multilingual Learner and Differentiation Guide includes an “Oral Discourse Routines” section that explains four routines to help students hear, refine, and use math language with peers. For example, the “Term Talk” routine helps build academic vocabulary and gives educators steps to follow when introducing vocabulary and prompts to guide the conversation such as “Turn to your partner. Use the word ‘similar’ in a sentence about this problem.”

The “Academic Language and Checks for Understanding” appendix provides guidance for educators to facilitate conversations allowing students to refine their use of math language with their peers. The appendix suggests sending students back to try being more precise with the language in their conversations such as “You said the sides matching up first and proportionality the second time. That is the improvement.” The appendix also includes sentence frames for students to help facilitate the conversation.

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.

In the “Adaptive Practice” assignments and the “Adaptive Pathway,” when a student initially responds to an interactive or open-ended question incorrectly, the AI Math Coach provides a check in the form of tips and hints for the response provided. For example, in a geometry question about applying similarity theorems (TEKS G.7A), the AI Math Coach states, “Since angle CAD is congruent to angle DAB, segment AD bisects the angle. Use the Angle Bisector Theorem: set up a proportion comparing the two pieces of segment CD with the two sides of the triangle.”

The problems in the geometry materials include exemplar responses to questions and tasks in anticipation of a variety of student answers. For example, in questions where students are to prove two triangles are congruent (TEKS G.6B), the “Explanation” shows how to construct the proof using different valid approaches such as SAS or ASA postulates. Within some problem types, the “Explanation” also shows more than one example based on the methods that can be used to solve the problem, supporting students in a variety of their answers.

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

Geometry materials embed the TEKS mathematical process standards directly into describing transformations (TEKS G.3A). In the “Adaptive Practice” assignment, the platform validates multiple student-equivalent answer responses, including coordinate notation and verbal descriptions, allowing students to support their logical progression (TEKS mathematical process standard G.1E).

The “Adaptive Pathway” also appropriately integrates the TEKS mathematical process standards into the materials. For example, in geometry, the TEKS mathematical process standard G.1D (communicate using multiple representations [graphs, tables, symbols]) is integrated into TEKS G.3A. Students are required to describe transformations given coordinate notation, a graph, or a verbal description and represent their answers using multiple notations.

Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.

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 within the platform. In geometry, students engage with multiple process standards within the same mathematical task. For example, when students apply the AA criterion to verify similar triangles and apply the proportionality of corresponding sides (TEKS G.7B), they may analyze a real-world context, select an appropriate representation or strategy, move between equations and visual representations, and explain their mathematical reasoning using precise language. The appendix explains that the TEKS mathematical process standards are interwoven throughout the TEKS through the actions students are required to complete rather than being addressed as isolated skills.

Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.

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 G.1E is utilized in each lesson as “Students record and organize their own work rather than only reading a finished representation. In Geometry, the response forms confirmed in TEKS-aligned items are multiple choice with selected statements, and typed answers. On tablets, students can also write their work by hand. The prompts in the Discourse Guide, Section 2.4, ask students to name what they have created.”

Section 3 of the “Process Standards, Emphasis, and Alignment” appendix explains how each “Concept Lesson” preceding the practice problems incorporates the process standards. A table graphic shows each piece of the lesson is aligned with the appropriate process standard and explains what students do during the lesson. For example, in geometry, the part of the lesson identified as the “First Practice Problems” aligns with TEKS mathematical process standards G.1A and G.1C as students meet a mathematical idea in a real-world context and choose an appropriate tool or technique to approach the problem. The section also explains that not every concept standard includes a “Concept Lesson” component, so educators should check for this component before assigning the lesson to students.

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

The “Adaptive Pathways” and “Adaptive Practice” assignments include the AI Math Coach to support students in thinking mathematically and persevering through problem solving. For example, in a geometry question, students are asked to prove whether two triangles are congruent (TEKS G.6B). If the student mistakenly attempts to use the SSA condition, the AI Math Coach will provide prompts such as “What happens when you construct two triangles using SSA? Do they always result in congruent triangles? Can you think of a counterexample where SSA does not guarantee congruence?” The prompts help students make sense of math.

The materials provide support for persevering in mathematics with the AI Math Coach. For example, geometry students working on assignments have reminders of support with the prompt, “Hey! I’m here to help.” If a student is stuck on finding the coordinates of a midpoint (TEKS G.2A), they can select, “I don’t get this part,” and the AI Math Coach will provide steps on how to solve the problem such as “Use the midpoint formula by adding your x-coordinates together and dividing by two, then repeat the same process for your y-coordinates.” If the student gets the problem right, the AI Math Coach also provides encouraging phrases to affirm student progress such as “That’s it!”

Additionally, the AI Math Coach provides prompt selections for student support. The following prompts are examples of what students see when solving word problems in the geometry pathways that provide opportunities for them to make sense of mathematics: “Is there an easier way?” “Break this down for me,” and “What should I try?” By selecting “Break this down for me,” students receive step-by-step instructions such as “Identify the shape of the base and calculate its area using the appropriate formula. Multiply that base area by the height of the prism to determine the total volume in cubic units.”

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

Geometry materials support students in understanding that there are multiple ways to solve problems through the AI Math Coach and “Adaptive Practice” assignments. For example, students prove triangle congruence (TEKS G.6B) using different approaches such as the SAS, ASA, or SSS postulates. When students struggle, the AI Math Coach provides prompts such as “Is there an easier way?” or “What is the next step?” to encourage students to consider alternative solution strategies rather than rely on a single procedure. However, the materials do not support students in explaining or justifying that there can be multiple ways to solve problems and complete tasks.

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
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.

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, the section includes paired problem-solving before independent practice where students work on a problem together (e.g., constructing two similar triangles and verifying the criterion together [TEKS G.7B]) 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 suggests 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. Before allowing the students to move on, educators can ask them to construct a written explanation of the problem they worked on which will help them better understand the content and compare multiple strategies (e.g., comparing different methods for verifying similar triangles [TEKS G.7B], or challenging a claim of similarity that rests only on appearance [TEKS G.13B]) that might have been used in the small group to discuss what was learned.

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.

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
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.

The AI Math Coach provides guidance and prompts with feedback based on student responses when students solve a problem incorrectly. For example, in a geometry lesson on applying the Pythagorean theorem, students calculate unknown side lengths in right triangles. If a student incorrectly answers the question on the first attempt, the AI Math Coach prompts, “Identify the longest side of the triangle, known as the hypotenuse. In your equation, are you solving for the hypotenuse c, or one of the legs?” This prompt allows students to focus on a specific part of their answer without being told the correct answer. The AI Math Coach also provides support by anticipating common misconceptions. For example, the AI Math Coach reminds students about the relationship between side lengths, stating, “The theorem is a^2 + b^2 = c^2. Make sure you have squared each individual side length before attempting to add or subtract them.”

“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 applying the Pythagorean theorem (TEKS G.9B), the “Explanation” for a missing side length problem explains both algebraic steps to correctly solve the problem such as first identifying if the missing side is a leg or the hypotenuse and then substituting the known values into a^2 + b^2 = c^2. The preview allows educators to see the correct way to explain the process of solving the problem based on how students attempt to solve the problem. The preview also provides reminders of common misconceptions, such as “Remember, the longest side opposite the right angle is always c,” followed by showing how to correctly square each term before solving for the unknown variable.