Program Information
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 576.77 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 191.96 KB)
Exact Path Mathematics – Grade 5
Supplemental Math (English) Grade 5
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: Edmentum, Inc.
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 5 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
81% (17 out of 21 points)
Evaluation for 1.1a
The Access and Teach section ofExact Path Mathematicsfor grade 5clearly defines the Texas Essential Knowledge and Skills (TEKS)covered by the materials.The Access and Teach sectionalsoincludes a link to the English Language Proficiency Standards (ELPS) information.Thissection clearly illustrates the concepts covered in the materials. Users can navigate the available materials by selecting between options such as Search by Skill, Search byStandard, or TopicName.TheTeacher Resource Guideprovides rationale for horizontal alignment within the same grade, but fails to provide rationale for vertical alignment opportunities.
Evaluation for 1.1b
An implementation guide is included in theTeacher Resource Manual.This guideexplainshow to access various supportsfor each lesson, includingGuided Practice, Differentiated Support, and Independent Practice. Itprovidesguidance on how teachers can addresscommon errors and misconceptions. It also provides support on how teachers can use the materials inboth small-group and whole-groupinstruction. The materials include a link to "Learn & Support—Exact Path," which includes implementation guidance with recommendations and strategies for effective educator use. For example, there is a Brief link that opens a documenttitled"Implement with Fidelity to Accelerate Growth." This document outlines recommendations for both universal and targetedinterventions. These materials include Lesson Ideas withvarious resources for implementation, including Components, Lesson Objectives, Learning Modalities, Warm-ups, Procedures, IndependentPractice, ClosingActivities, Advanced LearnerOptions, Struggling Learner Options, Extension Activities, and English LanguageLearner (ELL) teaching tips. The materials include aTeacher Resource Manualthat provides anexplanation oftheLesson Ideas format, along with general guidance for teachers to review each lesson in detail.
Evaluation for 1.1c
The materials provide students with a Learning Path that links the skilltothestandardcovered,referencing the TEKS organized for each student with designations of the Previous, Current, and Next skills to be covered.The materials include a K–12 Learning Progression Report that lists the skill, along with itscorresponding domain and skill statement. The materials include a "Student Learning Path Placement," though this resource providesminimal guidance.The Assessment Solutions under Diagnostic Results and Reports is an overview that includes summaries of Class Results, as well as individualStudent Summary Reports. These reports provide details on various metrics, including the AdaptiveDiagnostic Experience, Diagnostic Scale Score, Domain Details, Grade Level Proficiency (GLP), Student Growth, Typical Growth, Learning Path Placements, Lexile and Quantile Score, and National Percentile Rank (NPR).
Evaluation for 1.1d
TheExact Path Mathematicsgrade 5materialsfacilitate internalization oflessons. These include implementation guidesthat detail thematerials needed, along withstep-by-step instructions on how to teach the lesson and ELL teaching tips. It also sorts the TEKS into their respective domains based on TEA classification.Teacherscan access a student'sKnowledgeMap totracktheir progressthrough the unitsanddomains.The materials include a "Guidance for Educators" document that references the New Teacher Homepage, which can also be accessed from the Help Center button. This resource explains how educators can viewstudents' performance on their individual learning paths and how teachers may respond to students in each of the three categories:Needs Attention, May Need Support, and Deserves Recognition.
Evaluation for 1.1e
The materials includean "Understanding the Administrator Dashboard" resource, which provides administrators with guidance onoverseeing theExact Path Mathematicsimplementation and monitoring process.The materials include a Lesson Idea document for each grade 5 standard, providingguidance on lessons.The materials provide guidance for school leaders to support teachersin implementingthe curriculum.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The materials provide TEKS- and ELPS-aligned assessments that adapt to student progress. The materials include Lesson Idea documents for each skill or standard. The students are assigned lessons based on their performance on theDiagnosticAssessment.The location for the resources is found in Texas Resources, Help, Exact Path Guide, which contains allthe ELPS and TEKSaligned to each skill. The timestamps provided do notprovide guidance to teachers onthe length of each component.
Evaluation for 1.2c
The materialsprovide support for families in both English and Spanish, including videos (e.g.,"Getting Started"and"Exact Path for Families"),familyletters, and embedded support to facilitate translations from English to Spanish (additional languagesarealso available).However, these supports are not unit, pathway, or cluster specific,anddonotvarybasedon thestudent's progression.The text-to-speech function provides only English audio. Navigation tools for students include anHOLAicon that, when clicked, enables access to embedded language supports.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
4 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
4 out of 5 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
96% (22 out of 23 points)
Evaluation for 2.1a
The materials include definitions and describe the intended purposeofthe diagnostic assessment. This section explains that the diagnostic assessments "are grade-agnostic tests, designed to measure a person's knowledge without regard to their grade level." The materials further explain computerized adaptive tests that arestudent-centric, "which means that students receive targeted questions that adjust in real time based on their responses and individual ability level."The materialsexplainthe diagnostic assessmentsand how to utilize them. For example,teachers can view students' results in the Student Summary Report, which providesspecific information about each student's performance on individual skills.The materials include a video,"Welcome to Your Diagnostic," for students and theirfamilies. The video explains what a diagnostic test is, how it works, and what students can expect to see and do during the assessment.
Evaluation for 2.1b
TheExact Path Mathematicsgrade 5materials include guidanceon administering the diagnostic assessments, including tips on the testing environment and what to say to preparestudents for the upcoming diagnostic. Students can be assigned a video to watchbeforetaking the diagnostic, which tells them why they are taking the test, how the questions are administered, and how to navigate through the diagnostic.The materials provide Test Administration Guidelines, whichincludeprocedures and recommendations for before, during, and after testing. This resource outlines the Test Administration Protocol, which includes steps for administering the assessment, such as preparing students and the testing environment, suggested verbal prompts, and provides approximatetesting times.The guidelinesallocate five minutesfor directions and 30–45 minutes for assessment for grades 3–5.
Evaluation for 2.1c
Exact Path Mathematicsgrade 5includesways for teachers to administer assessments with accommodations,including three audio features: automatic read-aloud, prerecordedon-demandaudio, and text-to-speech. Guidance is provided regarding the use of text-to-speech accommodations, which are recommendedonly forstudents with IndividualizedEducation Plans (IEPs)and 504 plans. Also included are visual accommodations in three categories: blindness, color blindness, and low visualacuity, which can be enhancedthrough the use of grayscale and screen magnifiers. Blindness gives guidanceonscribe usage. Calculator use is covered in the case of IEP or 504 plan accommodationsthatare required,and isaddressed as a prompt forappropriate questions.The materials include support for ELLs,including teacher guidance to provide a dictionary. The product also includes built-in text-to-speechcapabilities, closed captions for videos, and highlighted vocabulary words, along with integratedtools for translation, definition, and audio support. These supports are included to prevent teachers fromoverinterpreting the text.The materialsprovide guidance for educators to print and administer assessments tailored toindividual students' accommodations. The platformfeatures text-to-speech, calculators, and content and language support tailored tostudents' individual needs.
Evaluation for 2.1d
Thegrade 5Exact Path Mathematicsdiagnostic includesvaryinglevels of complexity acrossmultiple skills. For example, therearequestions on fractions thatincreaseordecreasein complexity depending on how accurately the student answeredpreviousquestions.The materials include diagnostic tests with four different interactive question types, includingmultiple-choice questions, multi-select, inserting text, and dragging a shaded section on a number line to show fraction parts.Diagnostic assessments include TEKS-aligned questions from grades 2through 5,with varyinglevels of complexity. For example, a grade 5 diagnostic assessment includesquestions that relate to identifying factors and pairs of multiples, evaluating multistep numerical expressions, writing expressions, symbolizing, and solving equations.The materials explain thatExact Path Mathematicsis a holistic literacy and math intervention program based on a skills framework that is strongly alignedwiththe TEKS.As such,it incorporates three Adaptive Diagnostic Assessmentsthatdefinestrengths and needs, enabling reflection on growth. The materialscombineinstructions, lessons, and practiceintoindividualized learning paths to address individual skill gaps and ensure progress.
Evaluation for 2.1e
Thegrade 5Exact Path Mathematicsprovidesseveral formative assessments withvarying levels of complexity. For example, in the Order of Operations assignment, the studentmust solve basic order of operations problems with multiple-choice answers, followed by problems without provided answers. They also have to add parentheses to make the expressions true.The materials include multiple formative assessments with interactive item types, including multiple-choice, drop-down, drag-and-drop, graphing, and text-entry questions.The materials include a variety of TEKS-aligned formative assessments, such as Learning Path practice and progress checks. For example, the grade 5 Priority Skills Lesson "Add and Subtract Fractions:Unlike Fractions" includes eight practiceexercisesand a mastery quiz.The materials include a ProgressCheck thatfeatures one question with three blanks, allowing for amultiple-selectanswer choice or amultiple-choiceoption, as well as drawing tools for creatinga number line. The materials include multi-step problems with more than two levels of complexity. The student must be able to understand the letter representation of expressions and equations. The questions provide more than one possible answer, andstudents must apply mathematical knowledge to analyze and answer them.
Evaluation for 2.2a
Exact Path Mathematicsgrade 5 includes Standards Mastery Assessments, which are assessmentsthatteacherscan assignaccording to theTEKS. On the printable version,teachers haveaccess to the correct answers and explanations.The materials include scoring information and guidance for interpreting student performance through the Diagnostic Experience graph. Thisgraph represents the student's experience on the diagnostic and shows which items were answered correctlyorincorrectly. However, it does not include a rationale for incorrect responses.The materials break down students' performance by standards. This allows teachers to view and identifywhichstandards are being mastered and areas that require improvement. Students' mastery levelsareidentifiedasDeveloping,Approaching,Mastery,orStrongMastery.
Evaluation for 2.2b
In the "Teacher Resource Drawer," materials include instructor access toLessonIdeas, whichfeature adaptations for acceleration and remediation, as well as teacher support, such asanticipated misconceptions and feedback prompts. TheseLessonIdeas are directly tied to the skills students areworking withontheir Learning Path.The materials include lesson ideas thatprovide step-by-step implementation guidance, such as scripting, differentiation ideas based on student needs, guided lesson plans, answer keys, student practice exercises, and extension activities.The materials provide guidance for the use oftheincluded tasks and activities. For example, each Lesson Ideaincludes implementation supports such asscripting, ideas for differentiation based on student needs, guided lesson plans, and extension activities.
Evaluation for 2.2c
The materials include a Knowledge Map for teachers to assess students' progress on their Learning Path, which shows educatorswhich skills a student hasmastered, is currently practicing, or is strugglingwith.The materials include tools for students to track their own progress and growth. For example, the Student Goal Tracker Gameboardenables students to tracktheir personal goals and rewards.The materials include tools for teachers to track student progress and growth. For example, teachers canaccess information on students' progress through their learning reports by usingthe Skills Performance Report, Learning Path Progress Report, and Learning Path Availability Report.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
The materials for the student include immediate feedback after answering a question,indicating whether the answer was correct or incorrect, and providing them with another opportunityto answer it correctly.The materials include adaptive assessments embedded within each lesson, providing real-time data on student understanding. For example, the Learning Path consists ofLessons,Practices, andProgressChecks. A score of 80percentor above onaProgressCheckindicates mastery, while a score below 80 percent indicatesa need for additional assistance. The student can work through the module again and attempt theProgressCheck a second time. Ifa student scores below 80 percent on the Progress Check a second time, they will be given a building-block lesson that focuseson a prerequisite skill. If they master that building-block lesson, they willrevisitthe original skill with an alternate lesson.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
4 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
4 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
92% (34 out of 37 points)
Evaluation for 3.1a
The materials provide lessons and practice problems for students based on their current level of understanding, while automatically adjustingskilllevel based on the student's performance on the diagnostic assessment. If a student struggles with a particular concept, the program provides additional lessons and practice targeting that skill before moving on to more advanced content.The materialsinclude explicit educator guidance for lessons to scaffold for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. For example, in thegrade 5 Lesson Idea for"Classifying Two-Dimensional Figures,"the Struggling Learner option provides procedural steps for teachers to support students who strugglewith identifying polygons. The procedure provides one-on-one guidanceusing printed flashcardsand a T-chart. The student identifies 2-D polygons into known and unknown columns. If the student does not name the polygon successfully, an explanation of what the polygon is will beprovided, along with hints or tips to help themremember its name. The guidance states, "Repeat the process with other students who are struggling with the lesson."
Evaluation for 3.1b
The grade 5Exact Path Mathematicsincludesonline lessons that introduce vocabulary through direct teaching. As a new vocabulary word is introduced, the lesson will boldthe word, provide a mathematically correct definition, and offeran example and/or visual representation of the word. In the grade 5 lesson "H (2, 0)," the wordx-axisis introduced with a definition, a picture, and an example. All online lessons include a link to a dictionary in the top left-hand corner.The materials include explicit guidance for embedded support for developing academic vocabulary and unfamiliar references in the text. For example, in the Lesson Ideafor the"Volume Resource" lesson, teachers areprovided with key lesson vocabulary, directed to form small groups with structured roles, and instructed touse a graphic organizer to reinforce key concepts.
Evaluation for 3.1c
The materials include Priority Skills Lessons with a component titled Advanced Learner Option and Extension Activities that provides the teacherwithideas for enrichment activities, such as creating models, games, story problems, and riddles related to the lesson content.In grade 5, the Lesson Idea materials include a designated Advanced Learner section that providesenrichment opportunitiesfor students who have demonstrated proficiency in grade-level content. Students access an Advanced Learner activity sheet in the "Add and Subtract" Lesson Idea resources and have the opportunity for independent practice.
Evaluation for 3.1d
The materials include instructionson how educators can enable audio controls for students who require click-to-speak accommodations. Enabling audio controls allows them to select any text and have it read aloudto them. This accommodation can be toggled on and off for allstudents or aselect group.The materials include instructions for how educators can enable calculators for students in each grade level. Teachers have the option to hide calculators from skills wherecalculators areavailable.The material includes accommodations that educators can enable or disable to support individual students. For example,text-to-speech reads all available text to the student. This feature must be enabled on a per-student basis. Whentext-to-speech is enabled for a student, they may toggle on Click to Speak in the Reader Tools toolbar. This will allow the student to select any text and have it read to them. The sentence being read willbe highlightedinyellow, and the current word being read will be blue.The platform includes the ability to toggle on and off the following features: text-to-speech, calculators, and content and language supportforindividual student accounts.
Evaluation for 3.1e
The materials include Lesson Ideas that provideteachers with various waysfor students to demonstratetheir knowledge of a skill. In the grade 5Lesson Idea"2-Dimensional Figures," the students draw and identify polygons, name polygons around the room, and create polygon riddles.In grade 5, the Lesson Idea resource includes teacher guidance on options and supports for students to demonstrate understanding in multiple ways. For example, in the "Numerical Expressions" lesson, the teacher guides students through the development of an anchor chart, then students complete a guided practice activity. There is also an opportunity for students to create a construction paper pennant on which they solve an expression.
Evaluation for 3.2a
In the grade 5Lesson Idea"Interpret Multiplication as Scaling," the materials provide explicit guidance to educators to help connect patterns within area models of fractions.The teachers are instructed to ask, "Using this model, will the product be greater than, less than, or equal to the factor 2?"Thishelps students make the connection between whole numbers and fractions.In grade 5, the Lesson Idea resource includes teacher guidance to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting key patterns. For example, in the "Numerical Expressions" lesson, the teacher guides students through solving an equation by exposing them to two different answers. In the main lesson, the teacher directly explains to the students that each of the problems from the Warm-Up gave various answers, activating prior learning. Using that learning, the teacher explains the "order ofoperations" rules.Another examplecan be seen intheWarm-Upfor the"Representing and Interpreting Data" lesson.Here, the teacher guides students through measuring the length of their feet to the nearest half-inch and recording the measurement. In the main lesson, the teacher instructs students to create a line plot using the measurements they made in the warm-up activity.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
Adaptive materials adjust the level of difficulty of the student's Learning Path based on the student's responses to the lessons. Immediate feedback isprovided, and students are directed to prerequisite skills when necessary. Immediately, educators can access students' progress andidentify which lessons they are struggling with. The programprovides lesson ideas along with intervention strategies, including whole-group, small-group, and individual activities that requireteacher guidance.The materials include aTeacher Resource Manualthat outlines lesson ideas andtheir implementation, explains the components of the lessons, describes various teaching practices, and provides examples for integrating lesson ideas in whole-group, small-group, and collaborative learning settings.Thegrade5Exact Path Mathematicslesson materials allow for various types of practice,includingguided practice, independent practice, and differentiated learner support. For example, in the "Understand the Coordinate System" lesson,the materials include a warm-up, guided practice (including paired work), and independent practice.The materialsalso include teacher guidance foractivities that cater to struggling and advanced learners.
Evaluation for 3.2d
The materials include the statement, "Exact Pathprovides personalized learning experiences for advanced students while maintaining age-appropriate content (up to two grades above their current level)." Teacher customization options include modifying or augmenting learning paths for students requiring targeted acceleration. Each lesson plan includes differentiation procedures for advanced learners and extension activities for further enrichment.In grade 5, the "Powers of Ten" lesson materials include anAdvancedLearner activity that extends students' learningby having themcomplete riddles that create decimal numbers and share them with their group. In the enrichment materials, the lesson guides students to roll a number cube to create decimal numbers.
Evaluation for 3.2e
The Knowledge Map provides educatorswithreal-time feedback on a student'sprogress along their Learning Path. Educators can see which lessons a student has failed, is currently struggling with, and has mastered. Educators can then provide prompt guidance through the Lesson Ideas.The materials include the Teacher Homepage guidance document, which providestips on how teachers can identify and respond to students in each of the following categories: Needs Attention, May Need Support, and Deserves Recognition. The tips include ideas for what teachers might see, prompts for what to think about, andsuggestionsfor how teachers can take action to support students in each category.The materials include the "Numerical Expressions" lesson, whichenables teachers to assess students and provide formative feedbackusing the whiteboard activity. Teachers are guided to review student responses in the moment, ask students to explain their thinking, and reteach if necessary.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
The materials contain educator guidance on providing and incorporating linguistic accommodations to support educators in assistingELLsby providing ELL Teaching Tips. For example, in the grade 5 "Water World" Lesson Idea, educators can pre-teach the academic vocabulary words necessary for the lesson. The materials also suggest having students respond to mathematical questions in their home language first and then translate to English, if needed.The materials do not include embedded linguistic accommodations for all levels of language proficiency,designed to engage students in using increasingly more academic language.
Evaluation for 3.3c
Exact Path Mathematicsfor grade 5providessupport for educators to assistELLswith materials,including explicit vocabulary instruction on key terms, an English dictionary, and background knowledge that students need to successfully complete the content.The materials include implementation guidance to support educators in effectively usingthem, along with a description of allowable testing conditions and special accommodations. These materials feature built-in text-to-speech functionality, closed captions for videos, and highlighted vocabulary words withtools for translation, definition, and audio support.The materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. For example,the Lesson Idea for "Numerical Expressions" includes ELL Teaching Tips to assist with key lesson vocabulary, such as academic language, guided independent work, andthe use ofRed/Yellow/Green reflection.
Evaluation for 3.3d
The grade 5Exact Path Mathematicsincludesembedded guidance for teachers within the Lesson Ideas that help students develop academic vocabulary, increase comprehension, build background knowledge, and make cross-linguistic connections through oral and written discourse. For example, in the grade 5 Lesson Ideafor"Solve Word Problems Involving Fractions," the teacher uses models and correct academic vocabulary to connect students' knowledge of fractions to the lesson. The instructor provides sentence frames such as "An equivalent fraction for __ is __," and "The numerator is ___" to help students develop academic vocabulary when speaking and writing.The materials include guidance for allowing students to demonstrate understanding of a content task by responding in their home language or by doing preparatory work in their home language before responding in English. For example, the Lesson Idea for the "Multiply Whole Numbers"lessonasks studentstowrite the problems for the first Extension Activity in their native language and then challenges them to translate them into English. Studentsutilizethe integrated bilingual dictionary to enhance comprehension, establish cross-linguistic connections, and expand their academic vocabulary through written discourse.The materials include designated lesson guidance and ELL Teacher Tips that provide 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. For example, in the Lesson Idea for the "Powers of Ten" lesson, students build background knowledge of place value in both thewarm-upactivity andthemain lesson. They build comprehension through theGetting Bigger/Getting Smallerguided practiceactivityand have the opportunity forcross-linguisticconnections through group/partner work and written reflection in the ELL Teacher Tips activity, Red/Yellow/Green Reflection.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
1 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
1 out of 4 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
88% (14 out of 16 points)
Evaluation for 4.1a
In thegrade 5 lesson, "Photo Finish," students are introduced to comparingdecimal numbers. The lessonprovides practice problems on selectingthe correct symbol to compare two decimal numbers (<, >, or =). As the lessonprogresses, the student must then selectthe correct number to make the equation true.The materials provide practice opportunities that require students to demonstrate a depth of understanding aligned to the TEKS. For example, in thegrade 5 practice assignment, "Problem Solvers," students are asked to evaluate expressions byfilling in the blanks with numerals and selecting from answer choices. Students then take the Problem Solvers Quiz,where they evaluate expressions and type in the correct answers.The materials include learning paths thatfeature learning, practice, and mastery checks, which are aligned with the TEKS outlined in the learning pathway overview, as well as final checks at the end of each path to assessmastery. The measure is completely covered through practice opportunities and instructional assessments throughout theLearningPath. The materials in this pathway include two lessons: "Bake Sake" and "Baking Patterns." The materials include practice with questions and a mastery quiz at the end of theLearningPath.
Evaluation for 4.1b
The materials include assignments in the program that increase in rigor and complexity as the lessons go on. As students complete lessons and pass theProgressChecks, theyprogressto increasingly more complex skills. The program does notassign lessons based solely on grade level, but rather allows students toprogress through the lessons at their own pace and ability levels. For example, inthe grade 5 lesson "Photo Finish,"students learn about comparing decimals. As the lesson progresses, the question types increase in rigor,movingfrom basic numbers to larger numbers, while also asking the students to apply knowledge from a previous lesson on decimal place value. In a grade 5 enrichment activity, students apply their knowledge of multiplying whole numbers to a real-world problem by solving and comparingseveralmultiplication scenarios. Students then create their own multiplication word problems.The materials include opportunities for students to engage in questions and tasks that increase in rigor and complexity. The Learning Path introduces each student to a set of skills identified forthem to work on, stating,"Theseskills are not restricted to a given grade level; instead, the skills represent critical learning components from the entire K–12 learning progression that match a student's academic readiness."The materialsexplainthatif a student needs a challenge, then teachers can "place a student completely above a domain, by selecting the last grade level available in the domain and place out ofthedomain as the new skill. Saving changes will create a brand new Learning Path, and assign your student new content based on placement and skill progression order."The materials include a guided practice worksheet,which uses examples and models to teach the topic, then progresses to word problems thatstudents must solve, with odd shapes serving asthe final practice that demonstrates increasing rigor and complexity in the task. For example, the Advanced Learner andExtensionActivities have students create their own drawings, label all dimensions,andcalculatethevolume. TheExtensionActivity also requires them to find three objects at home (rectangularprisms) with allowance to estimate to the nearest whole. This demonstrates bothon-levelandabove-grade-leveltasks, including both the task and extension activities.
Evaluation for 4.2a
The materialsinclude instruction on how to convert unitsbetween both customary and metric units, and make a connection to how they are both solved using the same method,either multiplication or division.Inthegrade 5 lesson, "Problem Solvers," students are taught that "operations are always performed in order: first multiplication and division from left to right, and then addition and subtraction from left to right," and then consider grouping symbols. It then explains that "if you do not do the operations in the right order, you will not get the right answer."
Evaluation for 4.2b
Thegrade 5Exact Path Mathematicsmaterials include a lesson that demonstrateshow to round decimals. The lessonbegins by stating, "You can round decimals to a place value in the same way you round whole numbers to a place value." This helps students make the connection that rounding decimals is similar to rounding whole numbers, which they learned in previous years.The materials include the statement, "skills are not restricted to a given grade level; instead, the skills represent critical learning components from the entire K–12 learning progression that match a student's academic readiness."In grade 5, students learn fractions and ratios. The rigor increases by introducing finding areas by multiplying fractions, scaling, dividing fractions and whole numbers, and ending with solving word problems involving fractions.
Evaluation for 4.2c
The materials include the lesson "Wags to Riches," which reviews area models as amethod for solvingmultiplication problems. The lesson thenproceeds to demonstrate to students that,since division is the inverse operation of multiplication, they can also use area models to solve division problems.Lessons and activities in the program do not make connections to concepts or procedures to be learned in future grade levels. The materials do not include prompts or guidance as to how to connect the lessons to concepts to be learned in the future.
Evaluation for 4.3a
The materials review previously learned skills or concepts across the learning path and mainly focus onthecurrent learning. TheKnowledgeMapdisplays students' progress in developing theseskills.The materials include guidance for teachers in theTeacher Resource Manualunder the header Accommodation Support and Learning Extension, which provides suggested adaptations for struggling learners. The adaptations include support for struggling learnersthrough teacher-guided practice and reassignment to previous skills lessons for reinforcement.
Evaluation for 4.3b
The materials include guidance for teachers in theTeacher Resource Manualunder the header Accommodation Support and Learning Extension, which provides suggested adaptations for struggling learners.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
92% (35 out of 38 points)
Evaluation for 5.1a
The materials provide the Lesson Idea for "Find Area by Multiplying Fractions," where the teacher and students both use models to find the area of a rectangle. After the teacher models a problem with the answer 12/48 sq. cm.,theyask, "How can we find the side lengths?" This requires students to analyze the model and work backwards to find the side lengths.The materials includeaworksheettitledStreet Shapes—Hierarchy of Quadrilaterals, which allows students the opportunity to review shapes, analyze to generate different names for each shape, and then evaluate using the termsalways,sometimes, orneverto answer questions about the shapes.
Evaluation for 5.1b
The materialsinclude pictorial models and concrete representations intheLesson Ideafor"Solving Real-World Problems Involving Volumes." Here, students are prompted to design a storage container that could hold exactly 36 cubic inches, drawthecontainer, label all dimensions, and show their volume calculations. Students are encouraged to find different possible dimensions that would result in the same volume.Grade 5 materials outline tasks that provide students with the opportunity to create concrete models and pictorial representations. In the "Coordinates" Lesson Idea, students are directed tocreate a map of their neighborhood, labeling features such as their home, stores, playground, park, school, bus stop, and other relevant locations. They then identifythe ordered pairsforeach location.
Evaluation for 5.1c
In the grade 5LessonIdea for the "Find Area by Multiplying Fractions" lesson,students use their knowledge of finding the area of a rectangle with fractions and work backward to find the unknown side lengths given a knownarea, requiring them to apply their knowledge to an unfamiliar situation.
Evaluation for 5.2a
In the grade 5 lesson, "Number Patterns," students eachreceivean index card with the wordincreasingordecreasingwritten on it. The teacher shows the class a pattern and has each student hold up their card while the teacher scans the room, which supports fluency by helping students quickly recognize number patterns.In the grade 5 practice lesson, "Photo Finish," the students practicecomparing decimals. They are given 12 questions in which they are asked to compare two decimal numbers.
Evaluation for 5.2b
In thegrade 5 lesson, "Wags to Riches," students are introduced to various methods for dividingnumbers. First,theyare shownthatdivision is the inverse of multiplication and that they can use an area model to solve division problems, just asthey did with multiplication. The lessondemonstrates how large numbers can be broken down into smaller numbers for greaterefficiency.The materialsinclude various division methods, and the students can choose one or more strategies that work for them, making them more efficient and accurate.Thematerials provideaLesson Ideafor the"Add and Subtract Fractions" lesson in whichstudents begin with a warm-up, solving addition and subtraction fraction problems with the same denominators. They then add and subtract fractions with unlike denominators by finding equivalent fractionswith the same denominators. Students practice using models to find equivalent fractions, which provides practicein applying learned conceptswith flexible, accurate,and efficient problem-solving strategies.
Evaluation for 5.2c
In thegrade 5 lesson "Line Plots," students learn how to create line and stem-and-leaf plots usingtheir shoe measurements. Students make both data representations. The teacher asks the students, "Which data display would be best for finding the smallest and largest values?" The instructor guides students to reflect on and evaluate the best representation for the task.The materials include the lesson "Subtracting Mixed Numbers: Unlike Denominators Tutorial," in which students are given multiple opportunities to evaluate the representations, strategies, and solutions for subtracting mixed numbers. For example, students are presented with five steps for solving and asked to consider the solution at each step.The grade 5lesson materials include the "Coordinate System" Lesson Idea activity. The teacher models for students how to use the coordinate system, and then students have the opportunity to evaluate the strategies taught by drawing objects using ordered pairs.
Evaluation for 5.2d
In the grade 5 lesson "Ready Set Subtract," students are shown how to subtract decimals using pictorial models. As the lesson progresses,students are shown how to subtract decimals using a place value chart, and then they are introduced tothe standard algorithm. This helps students visualize the problem and see how the standard algorithm is the more efficient method.The materials include the "Multiply Fractions" Lesson Idea activity. In this activity, students solve an equation by drawing an arrayto represent it. The teacher then directs students to use a more efficient strategy of multiplying fractions, with guidance on numerators and denominators.
Evaluation for 5.3a
In the grade 5LessonIdea for the "Multiply Fractions" lesson, the overview provides a Teacher Tip which states, "This lesson uses arrays to guide students in multiplying a whole number by a fraction. The visuals are meant to help solidify students' conceptual knowledge so that, in the future, they can compute the products without the aid of models." This idea explicitly states how the lesson will focus on the TEKS's conceptual and procedural emphasis.In the grade 5 lesson "Interpret Multiplication as Scaling," the overview provides a Teacher Tip which states, "This skill builds students' conceptual knowledge about how a fractional factor affects the product." The lessonconcludes with a worksheet that practices the concept, helping tobuild on the procedural aspect of the TEKS.The materials explicitly state how theconceptual and procedural emphasis of the TEKS is addressed. For example, thegrade 5 Lesson Idea, "Division with Fractions," explains how students will explore dividing unit fractions and whole numbers conceptually by using models and grid paper before transitioning to solving equations that dividewhole numbers by fractions, building on the procedural aspect of the TEKS.
Evaluation for 5.3b
Materials include the "Solve Real-World Problems Involving Volume" Lesson Idea,in whichthe learning objective states that students will solve real-world problems involvingthe calculation ofvolumes of rectangular prisms. In the Observe and Respond guidance, students draw a pictorial representation of a prism and label the length, width, and height. Then, students shade in the prism's base, andthestudents are guided to useV=l×w×horV=Bxhfor the abstract model practice. The Struggling Learner guidance directs students to construct a concrete model using unit cubes to build simple rectangular prisms.The materials include the "Coordinate System" Lesson Idea,in whichthe learning objective states that students will be able to identify and locate points on a coordinate grid. In the Struggling Learner resource, students use a concrete model through the masking tape coordinate grid activity. In the Extension Activity, students create a pictorial representation bymapping their neighborhood and labeling key locations, such as the school, grocery store, and home.
Evaluation for 5.3c
The materials include the "Coordinate System" Lesson Idea, where the instructor uses masking tape to create a coordinate grid system on the floor for a concrete representation. Then, the students use their bodies to move around the coordinate grid,followingthe teacher's instructions. The students write ordered pairs on index cards and move to that location. For the representational model, students create a map of their neighborhood using a coordinate grid system. It prepares them to work abstractly to plot points on a coordinate grid using pencil and paper.The materials include support for students in connecting, creating, defining, and explaining concrete and representational models to abstract concepts, as required by the TEKS. For example, in the "2-Dimensional Figures" Lesson Idea,the main lesson guides studentsin creating a graphic organizer that outlines special two-dimensional shapes and prompts themto define their characteristics. Additional Learner Supports direct the students to identify polygons in real-world examples in the classroom and at home, and explain their characteristics and terms that define each polygon.The materials include support for students in connecting, creating, defining, and explaining concrete and representational models to abstract concepts, as required by the TEKS. For example, in the "Solve Real-World Problems Involving Volume" Lesson Idea, Advanced Learner students create their own composite shapes using two or more rectangular prisms and define all dimensions. Struggling Learner guides studentsusing unit cubes to build simple rectangular prisms, makingthe abstract concepts outlined in the TEKS concrete.
Evaluation for 5.4a
In thegrade 5 lesson "Brilliant Beetles," students are visually shownhow to create a line plot. As they move into further lessons, students will need to be able to identify line plots among other types of graphs. The visual provided helps connect the academic vocabulary to the concept.In thegrade 5 Lesson Idea for "Solving Real-World Problems Involving Volume," opportunities are provided for students to use academic mathematical language by using pictures, models, manipulatives, and real-life objects to solve problems andcalculate volume. Then, students are prompted to discuss as a class why some objects with similar appearances might have very different volumes.
Evaluation for 5.4b
The materials include embedded educator guidance to scaffold, support, and extend students' use of academic mathematical vocabulary in context when communicating with peers and educators. For example, in the "Compare Decimals" Lesson Idea, the teacher guidance directs students to work in pairs to play a game with the Guided Practice cards. TheStrugglingLearner activities allow students to communicate with their teacher as they work through and scaffold the concept of comparing decimals.Inthe grade 5 Lesson Ideafor"2-Dimensional Figures," students and the educator complete a graphic organizer that includespolygon names, examples, and definitions. Using the graphic organizer, students discuss with a partner how they can name shapes using the vocabulary terms from their graphic organizer.
Evaluation for 5.4c
In the grade 5 "Line Plots" Lesson Idea, educators provide sentence stems, such as "My foot measures. . .inches" and "The shortest measurement is. . .inches." These sentence stems allow students to use mathematical language properly in discourse.The materials include the "Adding and Subtracting Decimals"lesson idea, which providesguidance on eliciting discourse from students. In the guidance for the Decimal Decathlon section, the teacher is directed to point to the decimal number sum shown, ask students whether the problem has been set up correctly, and ask students to explain their answers.
Evaluation for 5.4d
In the grade 5 Lesson Idea for "Interpret a Fraction as Division," the materials suggest "Pair students with another student and encourage students to talk through their thinking together. Give each pair base-10 pieces and a place value chart to recreate what they describe." This activity encourages students tolisten to and refine theirmathematical language with their peers.In the Lesson Idea for "Find Area by Multiplying Fractions," the educator is encouraged to pair a struggling learner with an advanced learner, havingthe advanced learner explain the steps to the struggling learner. They then work together to complete the activity, guiding each other as needed. This activity encourages the use and refinement of mathematical language with peers.
Evaluation for 5.4e
The materials provide answer keys to all worksheets. On the grade 5 answer key to the worksheet "Tanks A Lot," possible student answers are shown to help educators model correct reasoning and facilitate practical discussions.The materials include a Feedback Response Accommodation. The description of this feature states, "Students receive feedback with each item. Most feedback is growth-mindset and whole learner-focused. Additional support is provided if a student gets the item incorrect to help students correct any misconceptions."In the grade 5 Lesson Ideafor"Line Plots," the materials include an Observe and Responseactivityusing "If a student. . ." and "then" statements, which guides theanticipationofmisconceptions and addressing inaccuracies. For example, if a student measures their foot with the wrong unit or to the wrong nearest increment, then review the inch and centimeter units on the ruler.
Evaluation for 5.5a
TEKS process standards are integrated into the materials. Students are regularly encouraged to reason through questions, explain their thinking, and test their understanding in various contexts.In thegrade 5 lesson "Party Planner," students apply a problem-solving model (process) to solve problems involvingdecimals (content). Theymust determine which operation to use, identify the necessary informationto solve the problem, and formulate a plan.The materials include an"Exact Path: High Quality TEKS-Aligned Assessments"document, which featuresa table displaying the TEKS Mathematics Coverage withinExact Path Mathematicsfor each grade level. The following TEKS alignment dataare shown: grade 3, 98 percent; grade 4, 98 percent; and grade 5,97percent.
Evaluation for 5.5b
The materials do not include a description of how process standards are incorporated and connected throughout the learning pathways.
Evaluation for 5.5c
The materials include anExact Path Correlation to Texas Essential Knowledge and Skills (TEKS) Guide,which provides a TEKS standards reference, including the activity type, audience, citation, URL, page(s), and location; however, the materials do not include an overview of the TEKS process standards in each lesson.The materials include the TEKS process standards incorporated within the learning pathways; however, lesson materials do not clearly outline how the standards are incorporated into each lesson. The examples in the evidence guides could not be identified in specific lesson materials. TheTEKS Guideprovides an overview of lesson components that include process standards; however, individual lessons do not specifically identify where these process standards areaddressed.The materials do not include an overview of the TEKS process standards incorporated into each lesson. For example, in grade 5, the standard is onlylisted in the introduction of the "Domain: FractionsandRatios"lesson.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
84% (16 out of 19 points)
Evaluation for 6.1a
The materials includeaLesson Idea for "Solving Real-World Problems Involving Volume," where students are providedwithunit cubes to build simple rectangular prisms. Students count the total number of cubes to find the volume and thenverify their answerusing the formula for volume.The materials provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. For example, in the video lesson and student practice activity"Fractional Escape," the materials break down the concept of solving word problems involving fractions into visual and verbal explanations, followed by interactive questions that prompt studentsto apply their own understanding.
Evaluation for 6.1b
In the grade 5 Lesson Ideafor"Multiply Whole Numbers," the students are presented with a problem and asked to solve it independently. Then, they are asked to share their work with a partner and to explaintheirproblem-solving process. Thisprocess supports students in understanding that there are multiple ways to solve a problem andhelpsthem learn to explain their work.The materials include the "Number Patterns" Lesson Idea,which guides studentsthrough multiple ways to solve a problem. The main lesson shows students multiple ways to outline number patterns and solve to identify the relationship between the numbers in the pattern. However, while the materials ask students to explain their strategies, they do not provide enough guidance for justifying that multiple strategies can be valid. This limitsstudents' opportunitiesto fully justify and analyze the efficiency of different problem-solving approaches.
Evaluation for 6.1c
In the grade 5 Lesson Ideafor"2-Dimensional Figures," students create riddles to describe polygons, such as "I am a figure with four sides, I have four right angles." After creating the riddles, students share their riddles with their peers and have them guess the answer.In the grade 5 Lesson Idea for the "Coordinate System" lesson, students draw a figure on a coordinate grid. Then,theywrite down the steps they would take to draw the figure following the ordered pairs. After that, students exchange their instructions with a partner to see if the partner can correctly draw the shape. In this activity, the students write and discuss math, as well as complete math problems with their peers.
Evaluation for 6.2a
The Lesson Idea for "Solve Word Problems Involving Fractions" supports educators in guiding students to reflect on their problem-solving approach, including explanations. For example, student groups are assigned word problems involving fractions and asked to work together to solve the assigned problem on chart paper. Students then explain how they solved the problem to the class; however, the materials do not include questions or prompts that educators can use to guide students in reflecting on their problem-solving approaches or arguments.The materials include the "Numerical Expressions" Lesson Idea, which provides guidance to support students as they reflect on problem-solving approaches,including explanations and justifications. The materials do not include guidance for arguments. In thewarm-upactivity, the teacher writes the problem4 + 9 x 2 - 3on the board. Students are asked to solve the problem on theirwhiteboards. The teacher is guided to ask the students to explain and justify their answers by askingthemhow they arrived atthem.
Evaluation for 6.2b
The digital platform provides automated hints and explanations when students make errors. For example, in the grade 5 "Water World" lesson, if the student switches around the numerator and denominator, the prompt states, "The numerator is the dividend and the denominator is the divisor." The materials also provide the student with a dictionary to remind themselves of the mathematical definitions.Thegrade 5 Lesson Idea for the "Multiply Fractions" lesson includes an Observe and Respond component that provides guidance to support educators in offeringfeedback based on student responses and anticipated misconceptions. For example, the lesson states, "if a student multiplies only the numerators when multiplying fractions by fractions, then explain in multiplication, the denominators must always be multiplied, whether they are the same or different."The Teacher Support Materials in theLesson Idea "Adding and Subtracting Decimalsinclude aCommonMisconceptions component. This component lists misconceptions and provides prompts for teacher responses. For example, one bullet states that some learners assume that if two numbers are written using different notation, they may not be equal, so educators show models and different ways to name the amount shown.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
2 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
2 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
4 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
4 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points