i-Ready Classroom Texas Mathematics, Algebra

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.

The Algebra 1 Teacher's Guide includes a "Scope and Sequence" and pacing guidance for the year. Teachers can view course concepts across the book. The Scope and Sequence includes alignment to the Texas Essential Knowledge and Skills (TEKS). For example, the table states that in Unit 1, Lesson 1, "Represent Quantities and Their Relationships," takes four days and aligns to TEKS A.2C and A.5A. The pacing guidance outlines the number of days each lesson should take as well as the total days for the unit. The Scope and Sequence does not include alignment to the English Language Proficiency Standards (ELPS). The materials provide a separate Algebra 1 ELPS Correlations document, and a separate "TEKS Correlation Guide."

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).

The Teacher's Guide includes a Pacing Guide for the year that lists the number of days for each lesson and unit assessment (or digital "Comprehension Check"), and the total days for the unit. The pacing calendar is based on a 45–60 minute class. The materials provide multiple pacing calendars to accommodate different instructional calendar lengths.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

In the Teacher's Guide, each Unit Overview includes a "Lesson Progression Chart" that shows connections among concepts taught in other grades, the unit's lessons, and later lessons in the curriculum. For example, in Unit 2, "Functions Concepts and Linear Functions," the chart indicates that Lesson 5 "Function Concepts" builds on previous lessons, including grade 7, Lesson 18 "Write and Solve Multistep Equations," grade 8, Lesson 9 "Derive and Graph Linear Equations of the form y=mx+b," and grade 8, Lesson 15, "Understand Functions." The chart also shows that Lesson 5 prepares students for future lessons such as Algebra 1, Lesson 7 "Linear Functions" and Algebra 1, Lesson 14 "Sequences." Each Lesson Overview includes a "Learning Progression Chart" that explains what students have previously learned. For example, the Unit 1, Lesson 4 Overview states: "Previously, students have: written inequalities in one variable to represent constraints; solve inequalities in one variable algebraically; represented solutions to inequalities in one variable on a number line; [and] solved problems in real-world situations that lead to inequalities in one variable." The i-Ready Dashboard includes a "Teacher Toolbox" with classroom resources for each unit. The "Beginning of the Unit" tab includes resources such as a "Unit Flow and Progression" video that explains the rationale for the unit order and how concepts connect throughout the course. For example, the Unit 2 Unit Flow and Progression video explains that students build on prior knowledge of working with two variables to understand function, graph of functions, bivariate quantitative data, and piecewise functions. The video states, "This is foundational for work with other function families."

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

The Teacher's Guide includes protocols with corresponding guidance for unit and lesson internalization. The beginning of every unit includes support for vocabulary, differentiation for language learners, unit themes, connections to prior knowledge, models, progressions, teaching tips, and standards for mathematical practices. Guidance also addresses deepening understanding, content, objectives, language objectives, discourse questions, structures, and reasoning for teachers to use the material effectively. The "Teacher's Guide Overview" features an implementation guide with protocols for internalizing units and lessons with teacher guidance on effective use.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The iReady Dashboard includes a section called "Online Educator Learning" section. This section features a 30-minute course, "Introducing i-Ready Classroom Mathematics for Leaders." The course "focuses on the important role of a leader in a successful i-Ready Classroom Mathematics implementation. Leaders explore the Top Leader Action to understand their role and responsibilities, build knowledge of key program features and components, and gain familiarity with resources and strategies they can use to support teachers." The materials include resources to support teachers in implementing the curriculum. For example, each unit's "Teachers' Guide Overview" includes a clear outline of TEKS-aligned learning goals, the sequence of lessons and concepts, key mathematical ideas and connections, suggested pacing, tips for scaffolding instruction and addressing misconceptions, and suggestions for developing vocabulary.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

In the "Teacher's Guide," each unit begins with a "Unit Overview" that provides the background content knowledge needed to teach the unit's concepts effectively. The overview provides strategies and enhancements to build the teachers' content and mathematical knowledge. For example, in Unit 2 "Function Concepts and Linear Functions," the Unit Overview includes information about the unit themes, prior knowledge, and insights in teaching or modeling key concepts from each lesson, as well as common student errors. It also outlines connections to future learning, showing how the unit's concepts connect to future concepts. The Unit Overviews include a list of the academic vocabulary used in each lesson. These words are organized into new vocabulary, vocabulary reviewed from previous lessons, and cross-curricular vocabulary in other courses.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials include "Family Letters" in both English and Spanish. The letters are provided at the beginning of each unit and lesson, and include the objectives of each lesson within the unit. The materials include a support website dedicated to families. The "Program Overview" states: "The Family Center, available in English and Spanish, provides families with program information and ready-to-use resources to support their child's learning at home."

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The Teacher's Guide includes Unit and Lesson Overviews with detailed lesson plans. The lesson plans include content objectives, language objectives, check-for-understanding questions, assessments, and differentiation. The Lesson Overview prompts the teacher to ask questions and what to listen for. For example, Lesson 1, Session 2, "Connect," includes questions to ask students, and guidance on responses to listen for. In Lesson 1, Session 1, "Explore," the "Connect It" section provides two questions and two "listen fors" to check understanding. The Lesson Overview includes "Language Support" and "Language Routines" sections. For example, in Lesson 1, "Explore," the "Language Support" section outlines differentiation for English Learners based on three levels. The overviews do not include the English Language Proficiency Standards (ELPS).

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.

The Teacher's Edition includes lesson notes with suggested timing for each lesson component. For example, Unit 1, Lesson 2, Session 4 suggests 10–15 minutes for students to try a problem and 10–15 minutes to discuss it. The materials include teacher resources needed to facilitate the lesson and a copy of the student-facing materials. For example, in the Teacher Edition for Lesson 14, Session 2, the materials include an image of the student pages for "Apply It," "Practice," and "Fluency & Skills Practice."

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The materials provide extension and enrichment activities, as well as guidance on their use. Lesson Overviews include additional practice activities titled "Fluency and Skills Practice." For example, Unit 1, Lesson 2, Session 5 includes guidance to challenge students to solve more complicated problems and provides guidance on "extending beyond proficiency." The Teachers' Edition includes guidance for extension activities. For example, Unit 3, Lesson 13, Session 3 includes guidance for extending the learning through a "Challenge" activity in which students extend their learning to solve a linear programming problem. The "Teacher's Toolkit" includes suggestions for differentiation, including assignments to assign for extension, enrichment, or homework.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials include a variety of summative and formative assessments throughout units and lessons; however, diagnostic assessments are only provided at the beginning, middle, and end of the course. Materials include a variety of summative questions at the end of each unit. For example, the Unit 4 "End of Unit Toolbox" includes unit assessments with questions that are multiple choice, graphing, solving, and matching. The materials also include a variety of summative tasks. For example, the end of Unit 4 includes "Modeling in Action," where students use the content to analyze videos. The materials include a variety of formative questions and tasks throughout each lesson. For example, the "End of Lesson 1" quiz includes a matching and short response rubric accompanied with a reteach, reinforce, and extend activity. Units also include self checks, exit tickets, and lesson quizzes. For example, in Lesson 1, Session 1, the exit ticket gives the expression 3n + 9t and asks students to determine the known information from the given scenario.

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

The materials include the intended purpose for each type of instructional assessment included in the Teacher's Guide. For example, the Teacher's Guide Overview explains how components of the text, each assessment, and practice can be used in the classroom. The materials include the reason it uses formative assessment, examples, and research from the National Mathematics Advisory Panel, 2008. The materials provide a description of the adaptive online diagnostic assessment, used to identify placement levels for determining grouping, monitoring growth, and informing differentiated instruction. The materials include Comprehension Checks that describe how to monitor student understanding, and help with pinpointing student errors and misconceptions. When assessments are assigned online, reports are available to guide instruction, such as identifying student misconceptions and checking for understanding. The materials include explicit definitions for all types of instructional assessments. For example, the "Definitions of Assessment Types," includes purpose statements and definitions for iReady Diagnostic assessments, iReady Standards Mastery Assessment, Formative Assessments, Activity Based Assessments, and Unit Assessment. The purpose of the Unit Assessment is to "help educators gauge student understanding at the end of each unit, evaluating cumulative knowledge to guide future instruction." The definition of the Unit Assessment is: "These assessments feature various question types similar to state exams and are also available digitally as Comprehension Checks. For units with more than five lessons, Mid-Unit Assessments follow the same format. All Comprehension Checks are configurable and auto-scored."

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials include teacher guidance to ensure consistent and accurate administration of instructional assessments. For example, in the Teachers' Guide, the End of Lesson quizzes include information to support the teacher in understanding assessments, such as notes for each problem in the lesson quiz and acceptable answers to each question. For example, in the Lesson 1 quiz, the question 1 part B "Problem Notes" provides the correct answer, and directs the teacher to "look for understanding that the area of the walkway is sixteen times the area of one tile." The materials provide printed and online versions that track student progress of formative assessments, to monitor individual and class progress. Each unit assessment includes problem notes, scoring guide, scoring rubric, and a response to student needs with each unit assessment for consistent and accurate administration of instructional assessments.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The materials include formative and summative assessments that reference the Standards for Mathematical Practice (SMP) and are not aligned to the TEKS. The Teacher's Guide includes lesson quizzes. Each quiz provides a description of the tested skills and an error alert that addresses common misconceptions about the lesson objectives. The Problem Notes section is broken down by problem and includes the correct answer, the DOK level, and the SMP for each problem on the quiz. Lesson overviews and quizzes reference Standards for Mathematical Practice (SMP) and not the TEKS. The Teacher Toolbox includes a teacher version of the unit assessment. For each problem on the assessment, the document includes the correct answer, the rationale for why a student may have selected the incorrect answer, the point value, DOK level, and the SMP. The diagnostic assessments cannot be evaluated, as they are not accessible for review.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials provide assessments with multiple levels of complexity. For example, the Unit 1 Assessment includes questions with more than two levels of complexity. Assessment items include multiple choice, constructed response, matching, writing an equation, and explaining your rationale. The instructional assessment questions align to the TEKS. For example, in the Teacher Guide, the Algebra 1 Unit 5, Lesson Quiz Correlations document outlines correlations for lessons 19, 20, 21, and 22. For each quiz question, the table outlines the Depth of Knowledge (DOK) level, points for scoring, TEKS, and Lesson Objective. For example, in Lesson 19, quiz problem 1 has a DOK level of 2, is worth two points, addresses TEKS A.10.(A), A.10.(B), and the lesson objective is "Add, subtract, and multiply polynomials in one or more variables."

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide guidance to interpret student performance. For example, the Digital Resources Comprehension Check results page includes a color-coded key to help teachers analyze student results. In Unit 1, Lesson 1, Session 2, a scoring guide includes an "Error Alert" for Question 4 to highlight common student mistakes. The materials support teachers in interpreting assessment results by providing DOK levels, scoring points, and identifying the lessons assessed by each item. Each unit assessment also includes a "Responding to Student Need" section with reteach tools and enrichment activities to address varying levels of student understanding. The materials include scoring rubrics for the choice matrix, multiple select, and short-response scoring rubrics.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

At the end of each lesson quiz, the materials provide guidance on using the tasks and activities to respond to students' trends in assessment performance. For example, the Unit 1, Lesson 2 Lesson Quiz includes reasons why students choose various answers. The materials include guidance to help teachers use Diagnostic Assessment results to support grade-level planning and identifying unit prerequisites. The guidance includes instructional groupings, tracks diagnostic growth, and TEKS performance.

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.

The materials include tools for teachers to track student progress and growth. Digital materials provide reports for students' diagnostic growth and TEKS performance throughout the course. For example, the Teacher Toolbox includes Assessment Recording Trackers (editable progress-monitoring charts that teachers can customize to track the growth of individual students or the whole class). The materials provide reports for students and families to view student growth and progress, with detailed information on the student's growth. For example, the Teacher Toolbox, includes a "Self Tracker" for students to identify learned skills before and after a lesson. There is also a "Self-Reflection" that aligns with the skills presented on the Self Tracker. Students work in pairs to respond to prompts that encourage a growth mindset.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

Materials include teacher guidance for differentiated instruction for students who have not yet reached proficiency on grade-level content and skills. For example, in Lesson 14, Session 2, teachers are provided with questions to support modeling a sequence with a formula. Sample questions include: "How can you determine what values make sense for n in this situation?," "What is the domain of the function f(x) = 30x + 20 when it is not connected to a real-world context?," and "How does your understanding of the real-world situation help you decide whether a sequence is an appropriate model?" The materials include teacher guidance for differentiated activities, to support students who have not yet reached proficiency in grade-level content and skills. Each lesson features a section titled "Differentiation," "Reteach," or "Reinforce," which includes a hands-on activity and guiding questions for teachers. For example, in the Teacher Toolbox, Lesson 1, Session 1, students model an expression with factors using visual shapes. The guidance states, "If students need support interpreting an expression consisting of a constant multiplied by a binomial, use this activity to show how a factor affects an expression," and includes instructions for implementing the activity. The materials include scaffolded lessons to support student learning. For example, in Student Worktext Volume 1, Lesson 2, Session 2, students engage in structured sections—Picture It, Discuss It, Connect It, and Apply It—to build understanding of the content.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).

The materials include pre-teaching supports for unfamiliar vocabulary and textual references. For example, the Teacher Toolbox for Lesson 15 includes a prerequisite section that highlights key vocabulary and concepts that students should understand before beginning the lesson. The materials include language development and discourse support to build students' use of math terms and academic language through structured routines and contextual activities. For example, each unit features vocabulary graphic organizers, cognates for academic terms, and math discourse cards that help students speak in complete sentences, explain their ideas, and justify their thinking.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.

The materials include teacher guidance for differentiating instruction for students who have demonstrated proficiency in grade-level content and skills. Detailed support is provided for lesson components such as "Try It," "Discuss It," "Language Routines," "Picture It," "Analyze It," and "Extend" to deepen understanding. For example, Lesson 14, Session 2 includes a "Deepen Understanding" section that guides teachers using an "Ask For" and "Listen For" model to facilitate discussion on modeling a sequence with a formula. The materials include teacher guidance for extension activities to support students who have demonstrated proficiency in grade-level content and skills. For example, Lesson 15, Session 3 features a "Deepen Understanding" section where students use reasoning to assess the validity of a formula. Additionally, Lesson 2, Session 5 includes a "Refine" section with small-group differentiation guidance. The "Extending Beyond Proficiency" notes indicate that tasks are designed to apply definitions and strategies beyond the lesson, make connections to new or deeper concepts, and encourage students to explain ideas in multiple ways.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials include explicit prompts and guidance to support the teacher in modeling and explaining concepts. Each section includes guidance to support the teacher with expectations and model answers. Additionally, the "Try It," "Discuss It," and "Model It" sections include explicit prompts to ask in discussions. For example, in the Teacher's Guide, Lesson 14, Session 2, includes "Model It," which includes the prompts: "Ask: 'How can you identify the rate of change and y-intercept using information from the situation?' and 'What do you notice about the meaning of the y-intercept in this situation?'" The "Try It," "Discuss It," and "Model It" sections include guidance on what to listen for in discussions. For example, in the Teacher's Guide, the Lesson 14, Session 2, "Model It" section contains prompts such as: "Listen For: 'The rate of change is the increase of 30 each year. There were 50 trees in year 1, so you can find the y-intercept by substituting (1, 50) into y = 30x + b and solving for b.' and 'The y-intercept is 20, which would be the number of trees planted in year 0. Because the first year in the situation is year 1, the number of trees in year 0 does not have meaning in this situation."

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials include teacher guidance and recommendations for effective lesson delivery and facilitation utilizing a variety of instructional approaches. For example, in Lesson 15, Session 2, the materials include guidance for modeling how to analyze exponential equations, tables, and graphs. In the Model It section, the guidance states, "direct students to analyze the equation by answering: How do you determine a constant factor when the x-values are increasing by one?" The materials include teacher guidance and recommendations for effective lesson delivery and facilitation utilizing a variety of instructional approaches. For example, in Lesson 15, Session 2, the materials include guidance for facilitating partner discussions and facilitating whole-class discussions. The whole class discussion guidance directs teachers to "Select 2–3 samples of student work" and "Guide students to Compare and Connect strategies." Teachers are prompted to ask questions such as, "How does each strategy help you understand the area of each section changes as the number of folds increases? How is this shown on the graph?" Additionally, teachers are provided with what to listen for: "Each shows the area of each section decreases as the number of folds increases, so the graph shows a decreasing function."

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials support multiple types of practice and include recommended structures to support effective implementation. For example, the Teacher's Guide includes multiple types of practice formats: digital, print, fluency, skills, puzzles, real-world problems, and extra practice. These formats alternate throughout the lesson and incorporate a range of instructional groupings, including individual, partner, small-group, and whole-class work. In the Teacher's Edition, Lesson 16, Session 1, the "Discuss It" section includes guidance on facilitating partner discussions. The text states, "Have partners respond to Discuss It. Use these prompts to promote further discussion: Are the functions in the table and in the graph increasing or decreasing? How do you know? How can you find the percent change in price between any two years?" In the Teacher's Edition, Unit 4, "Modeling in Action" includes group-work with guidance such as, "Direct students to discuss the Guiding Questions with their groups."

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency throughout the text. Each lesson contains Language Supports that provide guidance for students at various levels to develop language. For example, in the "Teacher's Guide," Lesson 26, Session 2 contains guidance for students on levels 1–3, 2–4, and 3–5 to have students identify and analyze a conclusion from a problem. The guidance states "Display the problem. Have students identify Marta's conclusion and reason and consider whether they agree with any part or parts of what she says. Say: You can introduce the part you agree with using even though or although. Then use a comma and say why you disagree. Provide: Even though/Although . . ., I disagree that the distribution is bell shaped because . . ." The material has the student complete an integrated language and mathematics Try, Discuss, Connect framework through language routines: Three Reads, Say It Another Way, Co-Craft Questions, Notice and Wonder, Compare/Contrast, Collect and Display. For example, in the Teacher's Guide, Chapter 2, Session 1, the "Explore" section includes the language support specifically to use with the "Connect It" problem number 5 and differentiates the instructions for beginner, intermediate and advanced English Language Learners for explaining their steps in solving the problem.

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

The materials include implementation guidance to support teachers to effectively use the materials in state-approved bilingual/ESL programs. For example, in the Teacher's Guide, each lesson contains Language Support for students at various levels of English proficiency, including sentence stems, using images, and connecting prior knowledge to new concepts. For example, in the Teacher's Guide, Lesson 26, Session 3 contains guidance for levels 1–3, stating, "Show a picture of a diner to activate prior knowledge. Have students explain what happens in a diner and why the number of customers might change[.]" It then provides sentence stems for students to use to answer the question. In the Teacher's Guide, prior to each lesson, guidance is provided for teachers to include strategies such as turn and talks, individual think time, and four Rs (repeat, rephrase, reword, and record) to help students develop ideas and increase discussion.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials include embedded guidance for teachers to support emergent bilingual students in developing academic language, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, in the Teacher's Guide, the Unit 7 Overview Professional Learning section contains information on "Discourse as a Tool for Learning the Language of Mathematics." The Teacher's Guide in each lesson's "Discuss It" section includes prompts to help students explain ideas and justify their thoughts. The material pre-teaches academic vocabulary and Spanish cognates. The Try, Discuss, Connect framework helps build background knowledge through speaking. The Connect It framework helps deepen understanding. The materials include discourse cards that students use to write in complete sentences while increasing the amount of detail provided. Also, the "Connect It" and "Apply It" pieces of the lesson develop academic language.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable to the product.

Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

The materials include opportunities over the course of lessons and units for students to demonstrate depth of understanding. For example, Unit 4, Lesson 14, Session 2, includes a real-world situation to solve, then has the students discuss their strategy to solve the problem. Students are given a situation about planting a tree and then asked, "How can you find the total number of trees planted after each year?" in which students have to explain the strategy they use to solve the problems. The materials include practice opportunities aligned to the TEKS. For example, in the Teacher's Guide Unit Practice Correlations document, for the Unit 3 Practice correlations, there are various charts that outline the TEKS alignment for each session. Unit 3, Lesson 10, Session 1 is aligned to TEKS A.3(F) and A.3(G). The "One Day" Activity session titled "Write Systems of Linear Equations from Tables and Graphs" aligns to TEKS A.2(I).

Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.

The materials provide questions and tasks that progressively increase in rigor and complexity. For example, Lesson 15, Session 1 asks students to explore, develop, create, and refine their knowledge through a series of questions and tasks. The lesson starts with students folding paper multiple times and creating a chart comparing the number of folds with the number of sections. Students then analyze the pattern to identify the relationship between the two. Then, students are asked to form an exponential function that they can use to identify the number of sections created. Questions and tasks progressively increase in rigor and complexity, leading to grade-level mathematics proficiency, aligned to the TEKS. For example, Unit 1, Lesson 4, Session 1 is on writing and graphing solutions to one-variable inequalities, Session 2 is on solving linear inequalities in one variable with variables on both sides, and Session 3 is on solving and graphing solutions to compound inequalities.

Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.

The materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and mathematical concepts. For example, Unit 1 Lesson Progression in the Teacher's Guide shows what concepts students are building on, and where the concept will be used in future lessons. For example, the Lesson Progression chart indicates that in Lesson 1 "Represent Quantities and Relationships," students are preparing for Algebra 1, Lesson 7 "Linear Functions," and Algebra 1, Lesson 15 "Graphs of Exponential Functions." The materials include coherence across the units by providing a Learning Progression for each Unit and Unit Overview that explains the big ideas, tools, and representations used throughout the unit. Each lesson includes a "Connect It" section to look behind and look ahead. The "Connect It" includes reteaching visual models or hands-on activity reinforced with fluency and skills practice, an extension with enrichment activities to deepen understanding, and challenge questions.

Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.

The materials demonstrate coherence across units by connecting the content learned in previous grade levels to the content learned in the current course. For example, Digital Resources provides practice opportunities for Unit 1, Lesson 4 that reference grade 6 and grade 7 concepts, such as writing and graphing one-variable inequalities (grade 6) and writing and solving inequalities (grade 7). The materials demonstrate coherence across units by connecting what will be learned in future lessons. For example, at the beginning of every unit is a "Lesson Progression" page that details previously learned concepts, but does not include where the materials will be in future courses. Materials do not explicitly connect the language learned in previous courses to the current course.

Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..

The materials demonstrate lesson-level coherence by connecting students' prior knowledge from current and previous grade levels to new mathematical concepts. For example, each Unit Overview in the Teacher Toolbox highlights connections to earlier units that build the foundation for upcoming content. Unit 2, Lesson 6 states that a prerequisite for the lesson is grade 8, Lesson 15, Understanding Functions, and Lesson 16, Use Functions to Model Linear Relationships. The materials connect concepts from the current grade level to new concepts and skills. The Teacher's Edition includes a "Connect It" section that provides guidance for the teacher "to extend the discussion to a new concept." For example, Lesson 20, Session 1 extends the lesson on exploring graphs of quadratic functions. The materials include the question, "Part of the standard form of a quadratic function states that the value of a is not 0. Why is this necessary?"

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

The materials include a "Prepare," "Reteach," "Reinforce," and "Extend" activity across each lesson, which provides opportunities with previously learned skills and concepts. For example, Unit 2, Lesson 5, "Prepare" directs teachers to prerequisite lessons from grades 7 and 8, such as "Write and Solve Multistep Equations, Derive and Graph Linear Equations of the Form y = mx + b, and Understand Functions." In the Digital Resources, the "Reteach" directs teachers to digital tools for Instruction, "Reinforce" directs teachers to the Center Activity, and "Extend" directs teachers to the Enrichment Activity. The materials offer opportunities to apply previously learned skills through cumulative practice in each unit, and provide spaced retrieval of key concepts across lessons. For example, the Unit 2, Lesson 4 Connect It, offers practice for interpreting graphs of proportional relationships.

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

The materials include a "Prepare," "Reteach," "Reinforce," and "Extend" activity across each lesson, which provides opportunities with previously learned skills and concepts across the lessons. For example, Unit 2, Lesson 7 "Prepare" directs teachers to prerequisite lessons from grades 7 and 8, such as "Represent Proportional Relationships, Derive and Graph Linear Equations in the Form y = mx + b, and Use Functions to Model Relationships." In the Digital Resources, the "Reteach" directs teachers to the Digital Tools for Instruction, the "Reinforce" directs teachers to the Center Activity, and the "Extend" directs teachers to the Enrichment Activity. The materials include an overview of the full lesson that outlines interleaved practice opportunities. For example, the Unit 3 Unit Resources details activities for in-class practice, as well as independent practice for school or home. These include a student worksheet, fluency and skills practice, and digital practice.

Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

The materials include questions that require students to interpret, analyze, and evaluate models for mathematical concepts and situations. For example, in Lesson 15, Session 2, "Apply It," students are required to interpret features, analyze real-world aspects, and evaluate findings for an exponential graph. Unit 4 contains a Modeling in Action activity for students to "use mathematical models and apply multiple skills to understand and solve a multi-step problem related to an exponential growth model for sharing content online." The materials include a lesson progression that begins with a "Try It," "Discuss It," "Picture It," "Analyze It," "Connect It," and "Apply It." For example, the Notice and Wonder in the "Try It" section in Lesson 2, Session 2, helps students interpret models and representations for mathematical concepts and situations. The "Discuss It"section is a whole-class discussion that has students analyze the problem to compare and connect the representations. Lastly, it contains a section where the teacher guides students through analyzing the problems. There are also conversation tips included in each lesson to help students engage in six different aspects of discourse. The "Disagree and Explain" tip asks the students to provide a counterexample to show why a strategy or solution does not work.

Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.

The materials include questions and tasks that require students to create models to represent mathematical situations. For example, the Lesson 21 enrichment activity has students use quadratic functions to construct a piecewise function modeling a roller coaster's motion and respond to related questions. In Lesson 21, Session 2, students answer multipart questions such as: "Write an equation to model the volleyball's height above the ground" and "Graph a quadratic function to model the braking distance as a function of speed." The materials allow teachers to incorporate hands-on activities that support students in constructing their own understanding by building or drawing models. For example, in Lesson 14, Session 2, a "Model It" activity prompts students to represent an arithmetic sequence using a table to derive the corresponding function.

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

The materials include tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, in Lesson 28, "Construct Two-way Frequency Tables," students are required to complete a two-way table by only knowing the totals. The materials provide a "Connect It" section that is similar to the "Try It" problem, to deepen understanding. For example, in Lesson 2, Session 2, "Connect It" provides a hands-on activity that uses algebra tiles to solve equations. The materials include questions that provide opportunities for students to apply their conceptual understanding to new problems, provided in the "Apply It" section for each activity. For example, in Lesson 21, "Apply It," students are asked to use what they learned about modeling a quadratic relationship to solve a new problem involving the height of a volleyball.

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

The materials include tasks to build student automaticity and fluency necessary to complete grade-level tasks. For example, the Teacher Toolbox for Lesson 20 includes a Fluency and Skills practice for graphs of quadratic functions. In the practice, students analyze a quadratic function by identifying key features, such as the axis of symmetry, x and y intercepts, minimum and maximum, vertex, and evaluate at a given domain value. Each function is paired with released questions that ask for the same information in varied ways. The materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks. For example, each chapter includes a practice set of questions for students. In the "Teacher's Guide," Lesson 20, Session 1, students complete a table of values given a quadratic function, graph the function, identify various key features for the graph of the function, and their meanings in the context of the problem.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.

The materials provide opportunities for students to practice applying effective, flexible, and accurate mathematical procedures in the lesson throughout the unit. For example, in the Teacher's Guide, Lesson 25, Session 3, students focus on "choosing a method for solving a quadratic equation." The session includes multiple practice problems that require students to justify their choice of method. The materials provide opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit. In the Teacher's Guide, mathematical procedures are introduced and revisited or connected throughout learning pathways, allowing students to become fluent in choosing efficient strategies. The materials introduce multiple strategies, in which practice opportunities include application of these strategies or offer a choice between them.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.

The materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout the unit. For example, in the Teacher's Guide, Lesson 25, Session 3, is centered around "choosing a method for solving a quadratic equation." Students are given many practice problems and asked to justify their method of choice. In the Teacher's Guide, each unit has students analyze a completed problem to determine if the solution is correct or incorrect. If there are errors in the procedure, the students identify where the error occurred. Students are also challenged to find another method to solve the problem. The Teacher's Guide prompts the teacher to have students reflect on their chosen strategy.

Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

The materials contain embedded supports for teachers to guide students toward increasingly efficient approaches throughout the course. For example, each lesson of the Teacher's Guide includes talking points, prompts, modeling guidance, and more teacher guidance. For example, in the Teacher's Edition in Lesson 16, Session 1, the "Discuss It" section contains guidance on facilitating partner discussions. The text states, "Have partners respond to Discuss It. Use these prompts to promote further discussion: Are the functions in the table and in the graph increasing or decreasing? How do you know? How can you find the percent change in price between any two years?" The materials contain embedded supports for teachers to guide students toward increasingly efficient approaches throughout the entire course. For example, in the Teacher's Guide, there is a differentiation for ELLs section that includes multiple approaches to solving a problem, including a hands-on approach to deepen understanding and technology connections with the Desmos graphing calculator in the "Quick Connect" sections.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed. There is mention of a TEKS correlation in the Digital Components; however, access was not provided by the publisher. To assess, reviewers would need access. The materials state the TEKS Guide—Lesson Alignment Resource is linked on their State Review Website, but does not list credentials to access the documents to determine if the materials explicitly state how conceptual and procedural emphasis of TEKS is addressed.

Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.

The materials include questions and tasks that include the use of concrete models and manipulatives, pictorial representations, and abstract representations. For example, the Teacher's Guide, Lesson 14, Session 3 contains visual representations, graphs, and numerical expressions for finding terms in a sequence. The materials include a variety of questions and tasks to use concrete models and manipulatives with the Hands-Ons activities, Desmos Graphing Calculator Quick Connects, and algebra tiles. For example, in the Student Worktext, Lesson 4, Session 4, students are asked to model compound inequalities with algebra tiles. The materials start with concrete examples then transition to abstract representations. For example, in Lesson 9, Session 1, the student describes the connection between the inequality symbols and the end points of the pieces of the graph as well as the connection between the equation of the function and the pieces of the graph.

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.

The materials include supports for students in connecting, defining, and explaining concrete and representational models to abstract concepts. For example, in the Teacher's Guide, Lesson 14, Session 4 has students determine a formula for beads in a necklace and walks them through step-by-step to determine why a recursive formula is better than an explicit formula to represent a sequence. Materials provide students support in creating concrete and representational models to abstract concepts. For example, in the Teacher's Guide, Lesson 2, Session 4 supports students in creating an equation to solve problems such as finding the height of an Oats container.

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

The materials provide opportunities for students to develop their academic mathematical language using visuals. For example, in the Student Worktext, Lesson 6, Session 4, a graph is used to model rise over run to interpret slope. Different colors are used to highlight key details in the graph. The materials provide opportunities for students to develop their academic mathematical language use of manipulatives. For example, in the Student Worktext, Unit 2, the Build Your Vocabulary section includes a graphic organizer that prompts students to define linear equations, explain what they know about them, and provide two examples. The materials provide opportunities for students to develop their academic language using other language strategies such as discussions with sentence stems. For example, in the Student Worktext, Lesson 5, Session 2, the "Discuss It" section poses a question to the students and prompts them to respond by using the sentence stem "My strategy . . . ," giving students the opportunity to practice academic language. The materials provide a vocabulary review for each unit and a vocabulary self-assessment; students evaluate if they can use the term in speaking and writing.

Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.

The materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context. For example, in the Teacher's Guide, Lesson 14, Session 2 contains Language Support with guidance for teachers to "Make a three-column chart with the headings previous term, next term, and consecutive terms. Invite students to suggest words or phrases with the same meaning." The Teacher's Guide includes hands-on activities, visual models, deepening understanding, differentiated instruction, and a "Refine" section to support the teacher with scaffolding for the use of academic and mathematical vocabulary in context. The materials include a Developing Vocabulary and Supporting English Learners' reference sheet.

Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.

The materials included embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse in mathematical conversations. For example, in the Teacher's Guide, Lesson 15, Session 2, the "Language Support" section includes strategies such as creating a co-constructed word bank, sentence stems, and opportunities for students to discuss the concepts. The materials include embedded teacher guidance to support the application of appropriate mathematical language to mathematical conversations. This guidance provides opportunities for students to hear and refine mathematical language, and exemplary responses to questions and tasks. For example, in the Teacher's Guide, Lesson 16, Session 2, the "Discuss It" section contains guidance for prompts to use to help students to talk with partners, and to help teachers observe and identify misconceptions, and what to listen for in a whole-group discussion. The material provides vocabulary, syntax, and discourse to support mathematical conversations through professional learning and differentiation for English language learners. The materials provide sentence stems, the Three Reads language routine, and conversation cards to support conversations for students. The material uses Modeling in Action in each unit, and provides audio-related action to connect to material context. The materials include embedded teacher guidance to support mathematical conversations that provide opportunities for students to use math language with peers and develop their math language toolkit over time, as well as guide teachers to support student responses using exemplary responses to questions and tasks. For example, in the Teacher's Guide, Unit 1, "Language Expectations" state students should contribute to discussions about how a graph looks, including its slope and scale, by posing questions and responding with examples and complete sentences. Further in the Unit, in the Lesson 1, Session 1, "Discuss It" section, the guidance provides an exemplary and directs teachers to listen for "the coefficient of a term shows the value of one type of item" and "the variable of a term represents how many of that type of item are in the bag." For example, in the "Teacher's Guide," Unit 1, "Professional Learning - Supporting Math and Academic Vocabulary Development Guide," the guidance states, "Have the students write the terms with descriptions or examples and a picture or graphic representation" and then expands it to "Encourage students to use the terms in writing and discussion during the lesson and unit."

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

The TEKS process standards are integrated appropriately into the materials. The Digital Toolbox includes a "Mathematical Process Standards in the TEKS" document, for grades K–8 Math, that describes how process standards are used throughout the materials. The materials include an alignment of the TEKS in the Scope and Sequence, which shows the integration of the process standards into the guided practice and labs. The materials include the iReady Platform, which includes a "Standards Performance Class Report" after the administration of a diagnostic assessment and includes performance on the Process Standards.

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

The materials include a "Program Overview," which describes how process standards are used throughout i-Ready Classroom Mathematics. For example, process standard 1C states, "The i-Ready Classroom Mathematics Try, Discuss, Connect instructional framework, utilized in every lesson, involves students engaging in a rich problem solving task using tools[.]" The Digital Teacher Toolbox includes a "Mathematical Process Standards in the TEKS" Reference Guide. The guide specifies that the process standards are for grades K–8, and does not specify Algebra 1. The publisher provided a "Mathematical Process Standards in the TEKS for Algebra 1" document in the Digital Teacher Toolbox; however, it reads "Coming Soon." The materials do not include a description of how TEKS process standards are incorporated and connected throughout the Algebra 1 course. The materials include an intentional routine built throughout the course to incorporate and connect problem solving, reasoning and proof, communication, representation, and connection of the Algebra 1 material. The TEKS are not specified; however, they are evident throughout the iReady Algebra 1 material.

Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.

The material includes an intentional routine built throughout the unit to incorporate and connect problem solving, reasoning and proof, communication, representation, and connection of the Algebra 1 material; the TEKS are not listed, but are included throughout the material. The materials include the Standards for Mathematical Practice in the Unit Overviews but do not include a description of how TEKS process standards are incorporated and connected throughout the unit. The publisher provided a "Mathematical Process Standards in the TEKS for Algebra 1" document in the "Digital Teacher Toolbox"; however, it reads "Coming Soon."

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

The Digital Teacher Toolbox includes Mathematical Process Standards in the TEKS document. This document describes how the process standards are used throughout i-Ready Classroom Mathematics lessons. For example, TEKS 1E states, "Students create mathematical models using pictures, diagrams, tables, or equations to solve problems in each i-Ready Classroom Mathematics lesson." This document specifies it is for K–8 Math and does not mention Algebra 2. The materials include Standards for Mathematical Practices in the unit overview, but do not include a description of how TEKS process standards are incorporated and connected throughout each lesson in the Algebra 1 course.

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

The materials provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. For example, in the Student Worktext, Lesson 23, Session 1 Look Ahead question 5 leads students through a series of questions requiring them to "Explain your thinking . . . explain your reasoning," then walks students through a series of steps to finally make a conclusion about the problem. The materials prompt students to make connections through a process of open-ended questions. For example, in the "Student Worktext," Lesson 1, Session 1, the Explore-Connect It-Look Back activities ask a series of open-ended questions including "Could different coefficients be used? Could different variables be used? Explain," and "How can the coefficients help you determine what the variables represent?"

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

The materials support students in understanding and explaining that there are multiple ways to solve problems and complete tasks. For example, in the "Student Worktext," Lesson 25, Session 3 provides a chart for students to complete by listing the advantages and disadvantages of five different methods to solving a quadratic equation. The materials support students in justifying multiple ways to solve problems and complete tasks. For example, in the "Student Worktext," Lesson 25, Session 3, includes a practice activity where students solve a quadratic equation problem using one method and then use a different method to verify their solution. Students complete a chart identifying the advantages and disadvantages of five different methods for solving a quadratic equation. The materials support students in understanding, explaining, and justifying multiple ways to solve problems and complete tasks. For example, in the "Teacher Toolbox," Unit 1, Lesson 4, "Work with Algebraic Expressions," students are presented with a problem involving finding the cost of an item. The example demonstrates that one method is to use a table, while another is to evaluate the expression by substituting 3 for x. The material presents multiple ways for students to solve problems. For example, in the "Teacher's Guide," Lesson 11, Session 4, the "Apply It" section encourages teachers to prompt students to analyze the system and determine the most efficient method for solving the problem. The lesson includes an "Error Alert" and corresponding "Corrective Action" to help teachers address common misconceptions and guide students toward accurate and efficient problem-solving approaches.

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 teachers.

The materials require students to make sense of mathematics, through multiple opportunities to do and discuss math with peers and teachers. For example, the Teacher's Guide, Lesson 22, Session 4 contains examples for teachers to scaffold problems with students, and prompts to support classroom and partner discussions. The materials provide opportunities for students to write about math with peers. For example, in the Teacher's Guide, Unit 4, the "Build Your Vocabulary" section requires students to "work with a partner to share their ideas. Give students time to revise and add onto what they have written in their graphic organizer." The digital iReady Algebra material engages students in the Try, Discuss, Connect framework, providing structured opportunities to do math, write about their thinking, and engage in discussions with both peers and teachers. The material includes multiple opportunities for students to make sense of the math through multiple opportunities for students to write about math. For example, throughout the "Student Worktext," students engage in the "Connect It" and "Reflect" sections, which prompt them to write about their mathematical thinking and understanding.

Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

The materials help teachers guide students to share their problem-solving approaches, including explanations, arguments, and justifications. For example, in the Teacher's Guide, Lesson 23, Session 3, prompts teachers to ask, "How many real solutions does this equation have? How do you know?" and provides guidance on what to listen for, and understanding student responses. Another example is in the Teacher's Guide, Unit 1, Lesson 2; students are asked to construct an argument to justify a solution method and provide reasoning for solving equations. The instructional framework used throughout the course prompts students to make connections, reflect on what they have learned, and apply their thinking to new problems.

Evaluation for 6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.

The materials include prompts to support teachers in providing explanatory feedback based on anticipated misconceptions. For example, in the Teacher's Guide, throughout each lesson, the margins include questions connected to the activity or task for the teacher to ask. The Teacher's Guide provides guidance to support teachers in providing explanatory feedback based on anticipated misconceptions. For example, in Lesson 2, Session 3, the "Error Alert" states, "If students think they can rearrange the equation by combining like terms, ask them to interpret the meaning of each term in terms of the situation and to consider whether those real-world quantities could be combined."