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 6
Supplemental Math (English) Grade 6
SBOE No Action Taken | IMRA 2025
Commissioner No Action
Publisher: Edmentum, Inc.
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 6 | 50% | 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 Exact Path Mathematics grade 6 materials clearly outline the Texas Essential Knowledge and Skills (TEKS) covered in the program in the "Access and Teach" section. The "Access and Teach" section also includes a link to the English Language Proficiency Standards (ELPS) information. The "Access and Teach" section clearly illustrates the concepts covered in the materials. Users can navigate the available materials by selecting between options such as Search by Skill, Search by Standard, or Topic Name. The Teacher Resource Guide provides rationale for horizontal alignment within the same grade, but fails to provide opportunities for vertical alignment.
Evaluation for 1.1b
The materials include an Implementation Guide that covers usage recommendations for adapting to meet student needs, including guidance for Advanced Learners, Students with Dyslexia, Multisensory Learning, Targeted Interventions, and Priority Skill Lessons. The materials include a Teacher Resource Manual that outlines effective educator practices and suggestions for applying material in various contexts, including whole-group instruction, small-group instruction, and independent practice.
Evaluation for 1.1c
Exact Path Mathematics for grade 6 does not contain a functional TEKS reference guide. The material references breakouts using section symbols (§) that create difficulties in locating the references for users. The materials include opportunities to select Standard Coverage within each lesson. The materials contain a section titled Exact Path Diagnostics, which guides skill entry points based on assessment data, including beginning, middle, and end of year.
Evaluation for 1.1d
The Implementation Guide provides guidance on internalizing lessons and units. Additional teacher resources include designation of prerequisite lessons, video guides, sample lessons, and student progress checks.
Evaluation for 1.1e
The Teacher Resource Manual provides guidance and resources to support educators in implementing the material. This includes guidance on program structure, pacing recommendations, grouping applications, quick-start guides, rubrics, checklists, and general information found on the Exact Path Learn and Support page. Model video lessons provide educators with examples to review before delivering individual lessons. The Observe and Respond sections of the Lesson Idea are found in the lessons "Unit Rates I" and "Ratios and Ratio Language." This section of the materials provides guidance for educators, including "If . . . Then . . . " strategies.
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, as well as Lesson Idea resources for each skill or standard. The students are assigned lessons based on their performance on the diagnostic assessment. The location for the resources is found in Texas Resources, Help, Exact Path Guide, which contains all the ELPS and TEKS aligned to each skill. The timestamps provided do not provide guidance to teachers on the length of each component.
Evaluation for 1.2c
The materials provide support for families in both English and Spanish, including videos (e.g., "Getting Started" and "Exact Path for Families"), family letters, and embedded support for students to facilitate translations from English to Spanish (additional languages are also available). However, these supports are not unit-, pathway-, or cluster-specific, and the supports do not vary based on the student's progression.` The text-to-speech function provides only English audio. Navigation tools for students include an "HOLA" icon 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, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
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 detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
4 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
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
91% (21 out of 23 points)
Evaluation for 2.1a
The Exact Path Mathematics for grade 6 materials include definitions for the types of instructions in the "Exact Path Learn and Support, What Are Diagnostics?" section, including definitions of diagnostic assessments and classroom assessment techniques (CATs). The Diagnostic Glossary contains definitions of terms such as skill growth, standard deviation, and domain, among others. The About Standards Mastery section features a video that covers definitions of assessment terms. The "FAQ Quantile Measures" section defines what a quantile measure is. Inside the "What Are Diagnostics?" section, the materials define the intended purpose of assessments, which is to "provide information about the strengths and needs of individual students" and "to efficiently pinpoint where students are ready to start learning and measure their growth." The "Assessment Solutions" section outlines the intended purpose of assessments, provides guidance for monitoring, and offers examples of launch points for individual student Learning Paths based on assessment results. The "About Standards Mastery" section features a video designed to inform instruction through formative assessments. This section also includes examples of various activities, such as Exit Tickets, Weekly Quizzes, Homework, and Class Assignments. The "FAQ Quantile Measures" section answers the question, "How do I use Quantile measures?"
Evaluation for 2.1b
The Exact Path Mathematics materials for grade 6 provide guidance for consistent assessment in the "Assessment Solutions" section, for example, by outlining testing windows within the material and offering a testing calendar. The "Recommending Testing Windows" section provides guidance and examples for teachers, such as the number of calendar days between testing windows. The materials, as outlined in "Setting up Diagnostic Windows," only allow for an administrator or program manager to set up testing windows, which encourages administrative consistency. The materials contain elements to ensure consistent administration, such as the "Test Administration Guidelines," which include tips for teachers, including time allotment, segmenting assessments, and extending assessments. The Lesson Ideas for each lesson include examples of formative assessments and guidance on how to effectively utilize the material, such as warm-ups, extensions, remediation, and mastery checks.
Evaluation for 2.1c
The Exact Path Mathematics for grade 6 materials provide printable versions of assessments and language support, as found in the "Instructional Accommodations and Modifications" and "Mastery Quiz" sections. The materials provide opportunities for teachers to enable or disable the use of calculators. Calculator accommodation can be disabled within "Exact Path" sections of the material by navigating to Instructional Accommodations and Modifications via the Help Center. Within "Student Setting Enhancements," the material outlines content capabilities that include enabling and disabling content and language supports for students. The materials provide Text-to-Speech functions that can be enabled and disabled by the user by clicking on Reader's Tools at the top right of lesson pages.
Evaluation for 2.1d
The diagnostic assessment includes questions that vary from basic recall (Depth of Knowledge [DOK] 1), skills application (DOK 2), and reasoning (DOK 3). For example, the materials ask students to choose the best explanation, complete sentences with the most appropriate response, and calculate correct answers. The diagnostic assessment includes interactive, technology-enhanced item types, such as drawing tools, drag-and-drop features, drop-down text selection, and text response options.
Evaluation for 2.1e
The materials contain a variety of formative assessments with TEKS-aligned questions or tasks, such as those found in the "Mastery Quiz" section of the material, including the following item types: real-world application, drop-down, fill-in-the-blank, multiple-choice, and drag-and-drop.
Evaluation for 2.2a
The materials include a Student Summary Report that provides a detailed breakdown of individual student performance for teachers. The summary includes item-level details, national percentile rank, and domain-level details. The materials do not provide a rationale for correct answers to assessments, such as those found in the Knowledge Maps and Mastery Quizzes.
Evaluation for 2.2b
The materials include Learning Path guidance to support teachers in understanding a specific set of lessons tailored to each student's needs. The materials offer comprehensive guidance—including the Knowledge Map, Teacher Support Materials, and Learning Pathway—for effectively implementing tasks and activities in response to student performance trends observed in assessments.
Evaluation for 2.2c
The materials include tools for teachers to track student progress and growth, such as the Class Goal Tracker and Student Growth Tracker. The Student Growth Tracker is provided in a printable format to be given to students, allowing them to track their progress and growth. The materials provide students with opportunities to monitor and track their progress through visuals in tabs labeled Learning Path, Diagnostics, and Standards Mastery. These visuals inform students of their achievement levels on various components of the curriculum.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
When designed to be adaptive, the materials include frequent checks for understanding at key points within the lesson, such as the "Arithmetic with Decimals" lesson practice, where the material features practice formative assessments that allow students to answer a question twice before receiving the correct answer with an explanation. The Learning Path section of the material includes immediate feedback and adjusts the sequence of lessons according to individual student needs.
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.
1 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
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
84% (31 out of 37 points)
Evaluation for 3.1a
The materials include explicit educator guidance for the teacher to ask students questions to gauge proficiency in prerequisite concepts and skills, such as "what the words sum, difference, product, and quotient mean in arithmetic." The materials guide educators with explicit resources and strategies to support students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. For example, each lesson includes a static Lesson Idea plan that includes a Struggling Learner option. The lesson "Ratios and Ratio Language" also provides explicit guidance that meets this indicator.
Evaluation for 3.1b
The Exact Path Mathematics for grade 6 materials include explicit educator guidance for language supports, including pre-teaching supports for developing academic vocabulary. For example, the ELL portion of the lesson plan provides the teacher with key vocabulary for the lesson. This information can be found in the Lesson Ideas resource for each lesson. The materials do not include explicit educator guidance for language supports, such as pre-teaching for unfamiliar references in the text or embedded supports for developing academic vocabulary related to unfamiliar references.
Evaluation for 3.1c
The Exact Path Mathematics for grade 6 materials include guidance for both enrichment and extension activities through Lesson Idea components, which include Advanced Learner options and Extension Activities. The materials provide enrichment opportunities within the grade level, such as allowing educators to edit a student's math Learning Path by selecting a new skill placement in one or more domains, thereby generating a new, challenging path.
Evaluation for 3.1d
Text-to-speech functionality can be enabled or disabled by educators for individual students during diagnostic assessments. The Accommodations and Modifications support provides details on the built-in translation tool that features 19 different languages available to students to increase content access and accelerate learning. The materials allow educators to disable calculators for specific content within the learning path where calculators are permitted. Within Student Setting Enhancements, the material outlines content capabilities that include enabling and disabling calculators, as well as content and language supports for students.
Evaluation for 3.1e
The materials include educator guidance on offering options and support for students to demonstrate understanding of mathematical concepts in various ways, such as performing, expressing, and representing. Guidance is seen in "Lesson Ideas," where the materials provide lesson plans that identify the different learning modalities targeted for each lesson. In the "Surface Area and Volume" lesson, for example, students cut and create 3D nets, then relate these to the 2D figures shown on the worksheet.
Evaluation for 3.2a
The Exact Path Mathematics for grade 6 materials activate prior knowledge based on explicit instruction, such as the lesson "Equivalent Expressions," where explicit prompts and guidance activate prior knowledge by asking students to identify five different configurations of $1.00. The materials provide direct guidance for highlighting and connecting key relationships through means of representation, as seen in the "Quantitative Relationships" lesson, where students begin by completing blank x/y tables and then graph those points on a coordinate plane. The materials provide direct guidance for highlighting and connecting key features and patterns through means of representation as found in the "Division of Fractions" lesson. The materials offer a Teacher Tip! with specific guidance on the instructions that educators provide to the students. This lesson provides three different methods for solving division problems: number lines, visual models, and the keep-change-flip method. The materials use explicit prompts and embedded teacher supports that activate prior knowledge and anchor big mathematical ideas. For example, before introducing a new concept, the program begins with review questions or warm-ups that connect to previously taught material. The program also highlights key patterns, such as fraction and decimal relationships, through multiple means of representation, such as hundredths grids.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
The materials include multi-tiered intervention methods for various types of practice and structures, as well as educator guidance to support effective implementation. For example, in the "Number Theory" lesson, the materials provide intervention methods that incorporate small groups, pair work, and independent practice. The "Division of Fractions" lesson includes guidance for teachers to implement Guided Practice, Independent Practice, and Extension Activities. The material also guides small-group instruction for Advanced Learners, Struggling Learners, and ELL students, as well as providing an Independent Practice worksheet. The materials provide explicit guidance for educators within the Teacher Resource Manual, where, for each lesson, a script for teachers is located by selecting Teacher Tip!
Evaluation for 3.2d
The materials include enrichment and extension methods that support various forms of engagement, along with guidance to help educators implement them effectively. For example, the "Write and Evaluate Expressions" lesson utilizes these methods to support various forms of engagement and provides guidance to educators. The materials have students create and play a memory game, as well as engage in the lesson by rolling a number cube to create expressions and then write them in word form. The materials include options for differentiation to meet the diverse needs of learners, as well as guidance for the educator. For example, in the "Division of Fractions" lesson, the material provides an Early Finishers challenge (Spot the Error) where students create two or three fraction problems but include a deliberate error. The Extension Activities require students to represent a problem using number lines, visual models, and the keep-change-flip method without solving the problem. In "Ratios and Ratio Language," the materials include guidance to support educators in the effective implementation of enrichment and extension methods.
Evaluation for 3.2e
The materials provide guidance and support for timely feedback during a lesson, such as that found in the lesson "Ratios and Ratio Language," where the material prompts the teacher in response to possible misconceptions. Examples include: "If students choose the wrong quantities for a problem, then have students read the problem closely and highlight or circle the quantities. Then have them identify what each of the quantities represents." In "Division and Fractions," the materials provide guidance for timely feedback, including a section titled Observe and Respond, where suggestions are offered for responding to student mistakes.
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, as seen in the "Write and Evaluate Expressions" lesson, which offers support for L1 learners. This support includes creating wall charts, focusing on vocabulary, and allowing students to use a dictionary in their native language to clarify vocabulary. The ELL Learning Tips offer suggestions for the L1 learner within the "Number Theory" lesson. The material recommends that a student be provided a dictionary and look up the unfamiliar words in the lesson. In the grade 6 Learning Path, the materials provide a dictionary for all students to use in each lesson and assessment, helping to clarify word meanings. This dictionary supports 19 different languages.
Evaluation for 3.3c
The materials include implementation guidance to support educators in effectively using them in state-approved bilingual/ESL programs, as seen in the ELPS Guide, which identifies the ELPS for grades 4–12. These are connections to identify the "Exact Path Alignment Materials" and the "Exact Path Alignment Skills." The ELPS Guide outlines correspondence between lessons and the ELPS standards for grades 4–12.
Evaluation for 3.3d
The "Percentage I" lesson contains embedded content and language support. Clicking on the word "percent," for example, triggers a picture pop-up for the student, supporting their comprehension and development of academic vocabulary. The Implementation Guide contains the WIDA PRIME V2™ Correlation seal. The materials provide a list of items that are contained, such as multimodal instruction and explicit vocabulary instruction on key terms in each module. Each lesson's Lesson Idea resource provides educators with support and guidance. The "Units of Measurement" and "Statistical Analysis" lessons provide guidance to support oral and written discourse between students, enhancing comprehension, building background knowledge, and facilitating cross-linguistic connections. This includes partner work and the use of a bilingual dictionary.
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.
1 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.
1 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
75% (12 out of 16 points)
Evaluation for 4.1a
Within the Lesson Ideas, the materials require students to demonstrate their depth of knowledge by practicing a skill after watching instructional videos. The materials provide TEKS-aligned digital and paper-based assessments that require students to demonstrate their in-depth knowledge and understanding of the subject matter. Teachers can navigate the material, including assessments, by selecting the desired grade level and then choosing a specific TEKS standard.
Evaluation for 4.1b
Each lesson's Lesson Ideas resource contains enrichment and extension questions and tasks to support student growth toward grade-level proficiency. The material contains tasks that lead to above-grade-level proficiency. These supports can be found by navigating to the Advanced Learner option and Extension Activities within each lesson. The materials feature assignments that gradually advance in rigor and complexity throughout instruction. As students complete lessons and successfully pass progress checks, they are introduced to more challenging skills that prepare them for above-grade-level proficiency on the math TEKS. The progression through the lessons is individualized, allowing students to move forward at a pace aligned with their unique abilities, rather than being limited by traditional grade-level expectations.
Evaluation for 4.2a
The materials exhibit coherence horizontally within the grade level by connecting Big Ideas and concepts, such as the lesson on area, where students are encouraged to discuss previously learned concepts, including drawing picture representations with arrays, and make connections with equal squares and area. The materials connect Big Ideas; for example, the tutorial sections of the material require students to apply knowledge to real-world examples. The materials demonstrate coherence across relationships, such as those found in the "Ratios and Rates as Percentages" and "Ordering Values in the Real World" lessons.
Evaluation for 4.2b
The materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships, such as warm-up activities that engage students before a lesson. These lessons include written, verbal, and drawing activities.
Evaluation for 4.2c
The materials demonstrate coherence across lessons or activities by connecting students' prior knowledge of concepts in the current grade level using adaptive tools, including a progress map that shows educators how students' current mastery of concepts and skills links to upcoming grade-level concepts. Additional activities, such as warm-ups that meet the criteria, are also found in the Lesson Ideas for each lesson. The materials demonstrate coherence across lessons or activities by connecting students' prior knowledge of concepts in future grade levels. For example, a lesson on quantitative relationships prompts students to create equations using two variables from tables, graphs, and word problems, building a foundation for multiple representations in grade 8 and beyond.
Evaluation for 4.3a
The materials do not provide spaced retrieval opportunities to reinforce previously learned skills and concepts. The materials only include practice sets that focus on one skill or concept at a time, such as the material found in Learning Path Resources, Search by Skill, and Mastery Quiz.
Evaluation for 4.3b
The materials do not include interleaved practice opportunities that build upon previously learned skills and concepts. The materials only include practice sets that focus on one skill or concept at a time, such as the material found in the Learning Path and the Knowledge Map.
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 grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 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.
4 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.
0 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.
0 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.
0 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.
0 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
89% (34 out of 38 points)
Evaluation for 5.1a
The materials contain questions and tasks that require students to interpret mathematical concepts and complex, real-world situations, such as the lesson titled "Using Variables," where students interpret algebraic expressions and write them in words. The materials contain questions and tasks that require students to analyze mathematical concepts and complex, real-world situations as found in the lesson titled "Absolute Value," where students interpret and analyze the placement of an absolute value number on a number line and determine what the absolute value number is in isolation. The materials contain questions and tasks that require students to evaluate mathematical concepts and complex, real-world situations, as found in "Using Variables," where students are asked to evaluate variables within expressions.
Evaluation for 5.1b
Questions and tasks provide students with opportunities to create concrete models of mathematical situations, such as those found in the "Surface Area" lesson, where students build 3D nets. Questions and tasks provide students with opportunities to create representations of mathematical situations, such as in a lesson on "Coordinate Geometry," where students represent a polygon by plotting points before determining its area.
Evaluation for 5.1c
The Exact Path Mathematics for grade 6 materials do not provide opportunities for students to apply their conceptual understanding to new problems, situations, and contexts; instead, questions and tasks focus on basic computation without requiring students to apply their conceptual understanding to new or unfamiliar situations, as seen in the Mastery Quiz resource.
Evaluation for 5.2a
The materials provide tasks designed to build students' automaticity, which is necessary to complete grade-level mathematical tasks. For example, in the lesson "Coordinate Geometry," the materials contain spiraled warm-up activities that have students graph ordered pairs in each of the quadrants. The materials provide tasks designed to build student fluency necessary to complete grade-level mathematical tasks, as seen in the lesson "Write and Evaluate Expressions," where spiraled warm-up activities revisit the meanings of the words sum, difference, product, and quotient in arithmetic.
Evaluation for 5.2b
The Exact Path Mathematics for grade 6 materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways, as found in the lesson "Arithmetic with Decimals," where the material provides students with multiple problems to practice that increase in rigor, allowing them to recognize and use the most efficient procedure based on problem structure. The materials provide students with opportunities to practice applying efficient, flexible, and accurate mathematical procedures through lesson tutorial activities. Such procedures also allow students to complete more complex concepts and apply them to real-world problems. Within the Mastery Quiz, the materials provide students with opportunities to practice applying accurate mathematical procedures.
Evaluation for 5.2c
The materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways, as seen in "Calculating the Area of a Triangle" and "Descriptive Data," where students evaluate mathematical representations, models, and solutions for accuracy. The materials provide opportunities for students to evaluate mathematical representations, models, and strategies, as seen in "Ratios and Ratio Language," where students are taught three methods for solving problems.
Evaluation for 5.2d
The materials do not contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Evaluation for 5.3a
The materials explicitly state how the conceptual emphasis of the TEKS is addressed, as seen in the "Ratio and Ratio Language" lesson, where the Teacher Tip! explains the concept and how to set up the work, emphasizing its application in everyday life. In the lesson "Unit Rates 1," the Teacher Tip! suggests that students draw pictures, tables, and charts to help them visualize relationships between quantities in a ratio (conceptual) and then guide students through the process of identifying ratios from a word problem and solving them (procedural). In the grade 6 Learning Path, the Lesson Idea for each lesson includes explicitly written objectives that fully align with the selected TEKS.
Evaluation for 5.3b
The materials provide opportunities for students to use concrete models, such as in "Surface Area and Volume," where students use concrete model nets to visualize concepts. Independent practice portions of the lesson require students to apply the concept abstractly to 2D pictures. The materials provide opportunities for students to use pictorial models, as seen in the "Angles" lesson, where students utilize pictorial representations.
Evaluation for 5.3c
Throughout the grade 6 learning path, as seen in "The Coordinate Plane in the Real World," the materials consistently use representations or interactive tools across lessons and activities that support students in connecting, creating, and explaining concepts to models. In "The Number Line" lesson, students connect, define, and explain representational models to abstract concepts.
Evaluation for 5.4a
The materials provide opportunities for students to develop their academic mathematical language using visuals, manipulatives, or other language development strategies, such as in "Slippery Slope," which provides opportunities through manipulatives and other language development strategies. The lesson video provides a visual and verbal explanation of positive and negative numbers on number lines, illustrating their application to real-world situations. In "Three-Dimensional Figures," students view visuals of 3D figures, each part of which is labeled with academic vocabulary.
Evaluation for 5.4b
The materials include embedded educator guidance to scaffold and support students' use of academic vocabulary in context when communicating with peers and educators. For example, in "Three Dimensional Figures," the materials highlight key terms within the lesson and provide scaffolded definitions to support students in various contexts. The materials include the "Three-Dimensional" Lesson Idea, which provides teacher guidance to direct students to work together in groups to practice. The Struggling Learner activities provide students with the opportunity to communicate with their teacher as they work through and scaffold the concept of 3D figures.
Evaluation for 5.4c
The materials include embedded guidance to support students' application of appropriate mathematical language and academic vocabulary in discourse. For example, in the "Surface Area and Volume" lesson, the materials encourage students to use precise mathematical vocabulary to justify their answers when solving real-world problems involving rational numbers. Prompts such as "Will you get the same answer as in part D? Why or why not? Show your work to support your reasoning," are included to guide student thought processes. In "Three-Dimensional Figures," the materials provide embedded guidance through prompts that encourage students to justify their answers using precise mathematical vocabulary when solving real-world problems involving rational numbers.
Evaluation for 5.4d
The materials include embedded guidance to facilitate mathematical conversations, allowing students to hear math language with peers and refine their own math language, such as in "Coordinate Geometry," where the Advanced Learner option provides educators with guidance to facilitate student pairing. In this setting, students present their products to the whole group. In "Surface Area and Volume," students are paired with peers, allowing them to hear, refine, and use math language while exploring 3D objects.
Evaluation for 5.4e
The materials provide embedded guidance for educators to anticipate a variety of student answers, including exemplars, along with guidance for inaccurate responses, such as in "Division of Fractions," where the lesson includes Guided Practice with a teacher script and offers small group instruction tailored for Advanced Learners, Struggling Learners, and ELL students. It also provides an Independent Practice worksheet. Additional guidance is available in the Learner Accommodation box for educators. In "Ratio & Ratio Language," the material includes an "Observe and Respond" section that anticipates a variety of students' answers with responses, as well as support and redirect guidance for instances when the response is inaccurate.
Evaluation for 5.5a
The materials effectively integrate TEKS process standards, as seen in the mastery quiz for "Measurement Units and Ratio Conversions," which provides opportunities for students to apply mathematical relationships to generate solutions, make connections, and make predictions. Lessons integrate the grade 6 TEKS process standards by asking students to apply mathematics to problems arising in everyday life, society, and the workplace, such as those found in the Lesson Ideas section of various lessons on the Learning Path.
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 do not include an overview of the TEKS process standards incorporated into each lesson.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 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
76% (16 out of 21 points)
Evaluation for 6.1a
The materials provide opportunities for students to think mathematically and persevere through solving problems, such as in "Ratios and Ratio Language," where students engage in solving problems starting with identifying ratios and transitioning into finding and identifying equivalent ratios. The materials also enable students to make sense of mathematics by providing real-world scenarios that facilitate understanding, such as creating ratios of a fruit salad. In "Volume," the materials offer video-based lessons that break down abstract concepts into visual and verbal explanations, followed by interactive questions that prompt students to apply their understanding, persevere, and make sense of the mathematics.
Evaluation for 6.1b
The materials provide support for students in understanding and explaining that there can be multiple ways to solve and complete tasks, such as in "Division of Fractions," where the materials demonstrate that students can use a number line, models, or the keep-change-flip method. The materials also support the explanation that there can be multiple ways to solve problems by having students solve a problem using one strategy and then verify their accuracy using a different strategy. In "Ratios and Ratio Language," the materials support students in understanding and explaining that there can be multiple ways to solve problems. The activity asks students to create equivalent ratios using models and double number lines. The materials do not support students in justifying that there can be multiple ways to solve problems and complete tasks. Students are provided opportunities to utilize multiple ways to solve problems; however, the materials do not require students to justify their solutions.
Evaluation for 6.1c
The materials require students to make sense of mathematics through discussions, such as in "Units of Measurement," where materials include partner talk opportunities to allow students to discuss and make sense of math with peers. For example, students compare their processes for converting measurements in a given recipe. In "Ratios and Ratio Language," the materials require students to understand how to represent and solve ratios in multiple opportunities. The materials also enable students to discuss their answers with peers and write about the lesson when creating their own ratios.
Evaluation for 6.2a
The materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations and justifications, as seen in "Ratios and Ratio Language," where guidance is provided to ensure that students are allowed to share and explain their problem-solving approaches with their peers. In "Measurement Units and Ratio Conversions," the materials provide educators with questions and guidance to support students' opportunities to engage in discussions in which they explain their problem-solving approaches. The materials do not support educators in providing guidance to students to share and reflect on their problem-solving approaches, including arguments and multiple points of entry.
Evaluation for 6.2b
In "Ratio and Ratio Language," the material includes a Teacher Tip! that supports educators in providing explanatory feedback based on students' responses and anticipated misconceptions. An Observe and Respond section within the lesson planning material provides guidance to support educators in providing feedback based on student responses and anticipated misconceptions. In "Division of Fractions," the materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. In the lesson, if a student struggles to convert mixed numbers to improper fractions and vice versa, the material provides guidance on how to review the conversion process between these types of numbers. It recommends that instructors have the students draw models of simple mixed numbers and improper fractions as they review.
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
4 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
4 out of 8 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points