Imagine+ Math ™ Texas, Grade 5

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.

The materials include the Alignment Guide that outlines the Texas Essential Knowledge and Skills (TEKS), ELPS (English Language Proficiency Standards), and mathematical concepts covered at every grade level. The guide identifies the specific TEKS and ELPS standards addressed alongside a description of the concepts covered in each module, such as decomposing numbers, building fluency with operations, and working with fractions and proportional reasoning. This structure repeats across every module at every grade level, helping educators clearly see which standards and concepts are addressed within each learning experience.

The “Imagine+ Math K–6 Rationale for Learning Paths” document covers learning paths across and within grade levels. For vertical alignment, it explains how foundational concepts introduced in earlier grades are extended and applied in later grades, moving from concrete understanding of numbers and quantities to more abstract reasoning with operations, fractions, measurement, and data. For horizontal alignment within a grade level, it describes how the Math Builder pathway supports students who are two or more grade levels below via targeted foundational remediation, while the Math Mastery pathway supports grade-level-ready students in deepening conceptual understanding of the same grade-level TEKS concepts.

Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.

The Implementation Guide identifies two distinct models for how educators can deploy the program across various classroom structures and learning environments. The Scheduled Class Time model describes structured learning periods during which all students work on their individual learning paths, with options for a Rotation model or a Whole-Class model. The Flexible Learning Time model provides four contexts for student engagement outside of structured class periods—Homework/At-Home Practice, Independent Study, After-School Programs, and Tutoring or 1:1 Instruction—allowing students to apply and extend what they are learning in core instruction beyond the scheduled class period.

The Teacher Guide includes the “Usage Recommendations” table, which frames consistent usage as the standard for ensuring steady progress and skill development throughout the school year. The table provides grade-differentiated time allotments—a minimum of 45 minutes per week for grades K–2 and a minimum of 60 minutes per week for grades 3 and up—reflecting the program’s recognition that instructional needs differ across grade bands. Across all grades, the lesson completion expectation is one or two lessons per week, with a school-year goal of 30 lessons passed. These recommendations apply regardless of which implementation model the educator selects, establishing a consistent usage floor across structured class time and flexible learning contexts.

Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

The “Assessment and Placement Options in Imagine+ Math” document describes how embedded Mastery Checks generate diagnostic data that the program uses to determine each student’s skill entry point. Based on Mastery Check performance, students are placed in either the Math Mastery or Math Builder pathway, with entry points determined by demonstrated readiness within TEKS-aligned instructional domains. This data-driven placement ensures that students begin instruction at the appropriate point for their current level of understanding rather than by grade level alone. Educators retain the ability to review and adjust placement at any time.

The TEKS correlation guide Crosswalk: NWEA Diagnostic Domains with Imagine+ Math Lesson Domains maps each NWEA MAP® Growth™ assessment domain to the corresponding TEKS-aligned lesson domains in Imagine+ Math, establishing the connection between diagnostic results and recommended skill entry points. When NWEA MAP Growth data is integrated, the program uses domain-level RIT scores to determine an appropriate starting point within each TEKS-aligned instructional domain. The accompanying RIT score range table specifies the score ranges associated with each grade level, supporting instructional placement decisions. Students begin at an entry level matched to their performance in each domain and progress through increasingly complex, TEKS-aligned content as they demonstrate mastery.

The materials include an Alignment Guide that correlates digital lessons in the Math Mastery and Math Builder pathways to specific TEKS, including content and mathematical process standards. The guide identifies which standards are addressed within each lesson, enabling educators to connect diagnostic assessment results to targeted skill entry points within the program’s instructional sequence. Together with the NWEA crosswalk and the embedded Mastery Check system, the Alignment Guide supports educators in identifying where individual students should enter the instructional pathway based on their demonstrated performance.

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

The Teacher Guide clearly explains the unit and lesson internalization protocols, providing logistical support and guidance for successful program implementation while supporting educators in making instructional plans and informed decisions related to student pathways, learning needs, and instructional adjustments.

Two instructional protocols guide educators through unit and lesson internalization, each of which directs educators to review unit overviews to internalize the TEKS-aligned concepts, mathematical vocabulary, and suggested instructional activities. For lesson internalization, educators preview lesson objectives and alignment to the TEKS in the Assignment Builder and use the “Teacher Support” section to prepare individualized support and anticipate student misconceptions.

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

The Imagine+ Math Instructional Leader Guide provides instructional leaders with a clear road map for launching and sustaining a digital supplemental math program. The guide outlines practical steps for building educator capacity, establishing school-wide systems, monitoring usage and effectiveness, and ensuring strong student outcomes. It is organized by implementation phases and offers action items and tips that leaders can use as a checklist. The guide also supports distributed leadership by identifying how math campus coordinators, specialists, coaches, and grade-level leaders can assist with implementation. Together, these features equip instructional leaders to plan, monitor, and sustain the program across a campus.

The “First 30/60/90 Days for Administrators” document provides instructional leaders with sequenced resources and guidance for supporting educators throughout implementation. The learning path organizes administrator actions across three phases, with each phase building on the previous one to sustain program fidelity over time. In the 90-day phase, administrators access step-by-step Help Center articles to monitor progress and track student growth. Resources include guides for viewing the Student Progress Report, the Mastery Report, and the Benchmark Report, as well as directions for exporting student data and managing benchmark assessments. Together, these tools support instructional leaders in using data to guide educator practice and ensure the program is implemented as designed.

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.

This guidance is not applicable because the program is not designed to be static.

This guidance is not applicable to the program.

Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

Each lesson preview page includes a detailed overview with the lesson objective, aligned domain, and the relevant TEKS. For example, a lesson preview lists the objective “Compute quotients of fractions within and without context” under the “Overview” heading, identifies Number and Operations under the “Domain” heading, and displays the aligned TEKS standard under the “Standards” heading. The “English Language Support” subsection of “Teacher Support” identifies aligned ELPS for each lesson and provides educators with language support guidance alongside the TEKS-aligned content objectives.

The Teacher Guide provides unit overviews, suggested lesson time frames, and additional lesson component information to support implementation. The TEKS and ELPS are embedded within the lessons and Mastery Checks, which serve as the program’s assessments throughout the instructional materials.

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).

The Teacher Guide includes a home support checklist in English and Spanish, organized by grade level and broken down by unit. Families receive home activity suggestions designed to reinforce classroom learning for each unit using everyday materials. Activities connect grade-level math skills to daily life, and families use the checklist to track completed activities with their child. Together, the English and Spanish versions ensure all families can access unit-level guidance to support their student’s progress.

Additionally, unit-by-unit home activity suggestions in English and Spanish are aligned to the TEKS. Each activity provides families with practical tips for supporting their children, such as keeping practice sessions to 10–15 minutes and connecting math to real-life situations.

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

The Implementation Guide defines Mastery Checks as instructional assessments designed to provide timely feedback and determine next steps for students rather than serve as summative assessments for grading. In the grades 3–6 Mastery pathway, each lesson includes two seven-item Mastery Checks—one at the start and one at the end—that adapt pacing based on student performance. Students who score 85 percent or higher on the first Mastery Check move to the next lesson, while students who score below 85 percent receive Guided Learning and Practice before completing the second Mastery Check. Educators review Mastery Check results in the “Reports” section to monitor student progress and identify when students may need additional support.

The Teacher Guide defines Mastery Checks as instructional assessments designed to function as diagnostic and formative measures, noting that they are not used for summative evaluation or grading. Educators use Mastery Check data to monitor student progress in the “Reports〞 section, determine student readiness to move forward, and guide targeted reteaching, intervention, or enrichment. Furthermore, educators preview Mastery Checks in the Assignment Builder to align instruction with assessment expectations and review answer rationales to understand the reasoning behind correct and incorrect student responses. This guidance supports educators with lesson planning, delivering instruction, and making data-driven instructional decisions throughout the school year.

The Teacher Guide describes diagnostic assessments’ purpose as identifying students’ prior knowledge, misconceptions, and areas needing additional support before instruction or independent practice begins. When administered at the start of a lesson, Mastery Checks serve this diagnostic function by establishing baseline data on a student’s foundational knowledge and proficiency. Educators use this diagnostic data to preview content in advance, anticipate potential misconceptions, and adjust instruction before introducing new material.

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

The Teacher Guide includes a “Monitoring Progress with Mastery Checks” section that provides clear guidance for consistent and accurate administration of instructional assessments. The section outlines how educators preview Mastery Checks in the Assignment Builder before students take them, review key skills and concepts, and anticipate potential misconceptions to adjust instruction before the assessment begins. Educators also review answer rationales for each Mastery Check item to understand the reasoning behind correct and incorrect responses, supporting consistent interpretation of results across classrooms.

The materials include an “Assessment and Placement Options in Imagine+ Math” document that supports consistent administration of instructional assessments across the Mastery and Builder pathways. The Implementation Guide explains how the program uses student data to adjust lesson sequencing, pacing, and skill progression, and outlines clear expectations for how educators monitor and review student results in the “Reports” section to ensure instruction remains aligned with student needs.

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.

In the grades 3–6 Math Mastery pathway, digital assessments include printable versions that educators can access to support individual students, including Mastery Checks printed from the Assignment Builder. The materials provide text-to-speech in Mastery Check assessments; however, they do not provide embedded calculators or language supports that educators can enable or disable.

Through student profile settings, educators can enable and disable text-to-speech for individual students needing the accommodation. However, the materials do not include content and language supporst that educators can enable or disable, nor do they include an embedded calculator accommodation.

Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

Diagnostic assessments include more than two unique interactive item types, such as drag-and-drop, multiple-choice, text entry, and matching tasks, that are aligned to the TEKS. In a grade 5 Mastery Check, students enter the standard form of a number written in expanded form.

The materials include diagnostic assessments with TEKS-aligned tasks and questions designed with more than two varying levels of complexity. Questions range from basic recall to skill and concept application, and extend to higher-order thinking such as analysis, synthesis, and strategic thinking.

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.

The materials include formative assessments with TEKS-aligned tasks and questions designed with more than two complexity levels. Questions range from basic recall to application of skills and concepts and extend to higher-order thinking such as analysis, synthesis, and strategic thinking.

Formative assessments include more than two unique interactive item types, such as drag-and-drop, multiple-choice, text-entry, and multi-select tasks, that are aligned to the TEKS. Students engage with these item types across varying levels of complexity, from conceptual understanding and procedural fluency to application and higher-order thinking.

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

The Implementation Guide provides scoring information and guidance for interpreting student performance through lesson score and standards proficiency status categories. Educators use the Class Summary Report and Cumulative Standards Proficiency Report to monitor achievement and identify students who may need support. The guide defines three performance levels—meeting the goal, approaching the goal, and below the goal—and suggests instructional actions for each level for targeted follow-up instruction and practice.

The Implementation Guide includes an “Answer Rationales” section that explains the reasoning underlying correct and incorrect Mastery Check responses. Rationales for correct responses describe the reasoning used to reach the solution. For incorrect responses, rationales describe likely student thinking, identify associated misconceptions, and explain how to solve the problem correctly. Educators access answer rationales through the Student Progress report or by previewing Mastery Check items in the Assignment Builder.

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

The Implementation Guide provides guidance for using tasks and activities to respond to student assessment performance trends. Educators use Mastery Check results to determine next instructional moves, such as implementing a Teacher Support for students who do not consistently demonstrate mastery, selecting an Enrichment and Extension activity for students who consistently perform well, or reviewing answer rationales to identify misconceptions for students who demonstrate low performance on a Mastery Check.

The Teacher Guide includes Instructional Decision-Making Protocols that provide cadence-based guidance for reviewing assessment data and making instructional decisions about student placement, support needs, and pathway adjustments. As noted previously, educators review the Usage Report and Class Summary Report weekly to identify students who may need support or reteaching. Educators use the “Student Progress Report and Class Progress Report biweekly to check performance patterns across Mastery Checks and identify clusters of students struggling with similar skills. Educators use the Cumulative Standards Proficiency Report on a monthly basis to analyze the TEKS-level evidence and plan short- and long-term instruction to support alignment with the TEKS concepts and skills.

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.

Reporting tools in the Implementation Guide enable educators to monitor student progress and growth across domains and learning pathways. They can use the Class Summary Report to identify students who need support and lessons to reteach, the Class Progress Report to monitor progress across lessons and domains and pinpoint class-wide trends, the Student Progress Report to view individual student lesson activity and performance, and the Cumulative Standards Proficiency Report to monitor TEKS proficiency at class and student levels and plan reteaching and practice.

The Implementation Guide includes student-facing progress-monitoring tools that allow students to track their own learning path progress and growth over time. The “My Progress” page shows students their active time and lesson progress for the current week and provides a printable school-year view of lessons completed, including completion dates and scores. Additionally, printable Lesson Trackers help students set weekly usage goals, reflect on their efforts, and note growth over time, while progress charts provide a visual way for students to recognize milestones and maintain momentum across weeks.

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.

This guidance is not applicable because the program is not designed to be static.

This guidance is not applicable to the program.

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

The materials include adaptive, frequent Mastery Checks embedded at key points throughout lessons in the Mastery and Builder pathways to monitor student understanding. Mastery Check results provide immediate feedback and automatically adjust lesson progression, supports, and next steps based on student performance.

Students complete two seven-item Mastery Checks in the Mastery pathway at the beginning and end of each lesson. Students who meet the mastery threshold on the first Mastery Check advance to the next lesson, while students who score below the threshold receive Guided Learning and Practice before completing the second Mastery Check. In the Builder pathway, students encounter up to three Mastery Checks at the beginning, middle, and end of each lesson. Students who do not pass receive Instruction, Supported Practice, or Independent Practice activities tailored to their needs before moving forward.

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.

The materials include explicit educator guidance for scaffolded support through the “Support for Struggling Students” component in each lesson, which directs educators to use pre-teaching activities to strengthen prerequisite understanding before grade-level tasks. Reteaching supports include step-by-step educator directions and worked examples that help educators address misconceptions and build the conceptual understanding students need for more complex concepts. These scaffolded supports are embedded within lesson guidance to move students toward grade-level proficiency.

The program includes explicit educator guidance for lessons and activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. For example, educators assign graphic organizers based on students’ specific math needs. Students who need additional support use the graphic organizer and reference it as a guide during practice, while more advanced students use a similar organizer to analyze and solve complex problems.

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.

The materials include explicit educator guidance for language supports within the “Support for Struggling Students” component during lessons. The materials direct educators to pre-teach academic vocabulary related to concepts using representations and educator-guided examples to build understanding before grade-level instruction. Embedded supports within reteaching activities provide educator directions and worked examples that reinforce mathematical language, help educators address misconceptions, and strengthen conceptual understanding.

The program includes explicit educator guidance for embedded language supports for developing academic vocabulary and addressing unfamiliar references in text. For example, the materials guide educators to introduce mathematical vocabulary using student-friendly definitions, visual representations, real-world examples, and sentence frames that help students connect new terms to mathematical concepts. These embedded supports develop academic language and increase students’ abilities to engage in mathematical discussions and problem-solving activities.

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.

The “Enrichment and Extension” section of the Teacher Guide includes explicit educator guidance for enrichment and extension. Students complete activities that deepen understanding and challenge those who have demonstrated proficiency in grade-level concepts and skills. The guide includes multiple opportunities to enrich instruction and extend mathematical thinking, supporting educators in providing learning experiences beyond initial mastery.

The program provides explicit educator guidance for extending learning opportunities for students who have demonstrated mastery of grade-level content and skills. Educators use student performance data to identify learners ready for more advanced work and access activities that deepen understanding and promote higher-level thinking. Additionally, the Assignment Builder allows educators to customize and assign enrichment tasks that encourage students to apply mathematical concepts in more complex and meaningful ways.

Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.

The “Assistive Technology” section of the Implementation Guide provides guidance for enabling and disabling text-to-speech as an accessibility feature for students. The guide provides specific educator instructions for using text-to-speech to support language accessibility during instruction. The materials also note that calculators are only available when intentionally embedded in an activity and state that students who need a calculator as an accommodation must receive a physical calculator. However, the materials do not include educator guidance for enabling or disabling calculator accommodations for individual students within the digital platform. Additionally, available supports such as interactive hints, visual supports, and clickable vocabulary definitions are accessible to all students and cannot be toggled for individuals, and the materials reference language translation rather than content and language supports as defined by the indicator.

The program includes text-to-speech that educators can enable or disable to support individual students. The materials also include interactive hints, visual supports such as diagrams, models, and manipulatives, simplified language options, and clickable definitions for key math vocabulary. However, these content and language supports are available to all students, and educators cannot enable or disable them for individual students.

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.

The materials include educator guidance within the Teacher Guide and Implementation Guide for supporting students in demonstrating understanding of mathematical concepts in multiple ways. The Teacher Guide provides guidance for using the “Problem-Solving Graphic Organizer,” which supports students in making sense of mathematical concepts through a structured problem-solving process, encouraging students to explain their thinking, persevere through challenges, and represent understanding in an organized format. Additionally, “Universal Design for Learning” in the Implementation Guide explains how students engage with mathematical concepts through multiple means of representation, action and expression, and engagement, allowing students to perform, express, and represent mathematical thinking in varied ways to deepen their understanding and support access to learning.

The program includes educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, including performing, expressing, and representing their thinking. Math Journaling resources provide educators with reflection prompts, graphic organizers, problem-solving reflections, and end-of-lesson organizers that support students in explaining strategies, justifying solutions, and reflecting on their learning. Furthermore, the “Demonstrating Understanding” section offers alternative methods for students to show mastery, such as using movement to model concepts on a number line, creating visual representations, and participating in mathematical discussions with peers.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.

The “Building the Foundation” section includes educator guidance for activating prior knowledge and anchoring big ideas through connections to prerequisite skills and educator-directed instructional strategies within lessons. This section supports educators in helping students build foundational understanding before new learning.

The program equips educators with explicit prompts and guidance to build knowledge by activating prior knowledge and anchoring big ideas. Unit overviews establish this framework by connecting prerequisite understanding to new mathematical concepts: Each unit opens with an overview that anchors the unit’s big idea—for example, unit 2, “Algebraic Reasoning,” frames numeric patterns and relationships as the foundation for representing expressions, equations, and coordinate-plane relationships symbolically—followed by “Vocabulary Development,” which distinguishes new grade-level terms from previously introduced ones. Within each lesson, “Building the Foundation” gives educators targeted scaffolds addressing prerequisite concepts and skills for students who need additional help before or after instruction, and “Coherence and Connections” highlights connections between prior knowledge and current grade-level concepts. “Practice for Long-Term Learning” further activates prior knowledge through brief, spiraled retrieval prompts that revisit previously taught standards throughout the year.

Imagine+ Math highlights and connects key patterns, features, and relationships through multiple means of representation. In unit 2, “Algebraic Reasoning,” the Coordinate Toss fluency activity connects a numeric pattern across multiple representations: Students roll dice to generate an ordered pair, plot the resulting point on a coordinate grid, and compare their points to those of classmates to identify patterns, such as points sharing the same x-value forming a vertical line. In unit 1, “Number and Operations,” the Decimal Compare fluency activity connects the relationship between two decimal quantities across multiple representations: Students draw number cards to build a decimal, compare their decimal to a partner’s to determine which is greater, and explain their reasoning verbally using place-value language. In unit 3, “Geometry and Measurement,” the Volume Build fluency activity connects the defining feature of a rectangular prism’s volume across concrete and symbolic representations: Students build a rectangular prism out of cubes, count the cubes to find the volume directly, then measure the prism’s side lengths and calculate volume using the formula V = l × w × h, comparing the two methods to confirm they produce the same result.

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

This guidance is not applicable because the program is not designed to be static.

This guidance is not applicable to the program.

Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

The materials provide multiple types of practice opportunities, including Guided Practice through educator questioning, intervention supports, and scaffolded instruction, as well as Independent Practice through lesson activities and problem-solving tasks. The materials also include multiple instructional structures such as whole-group instruction, small-group intervention, and individualized support for students who need additional assistance. Additionally, the materials provide explicit educator guidance for implementation through educator tips, intervention recommendations, “Support for Struggling Students” sections, “Common Misconception” Teacher Supports, and monitoring suggestions, supporting educators in effectively implementing multitiered intervention methods.

Additionally, the materials include collaborative practice opportunities through structured partner and small-group activities, such as fluency activities and problem-solving activities, in which students work together to solve problems, compare strategies, and justify their reasoning with peers.

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

The materials include enrichment and extension methods that support multiple forms of engagement, including independent work, collaborative learning, choice boards, creative problem-solving, reflection, discussion, and peer sharing. Additionally, the Teacher Guide provides educator guidance for implementation through sequenced steps that explain how to select activities, prepare materials, establish expectations, determine instructional settings, facilitate participation, and provide feedback throughout the enrichment process.

The program includes enrichment and extension methods that support various forms of engagement and guidance for educators to support effective implementation. For example, educators access Enrichment and Extension activities through the “Teacher Supports” section of the Assignment Builder to deepen student understanding and increase engagement. These methods support differentiated instruction, enabling educators to foster critical thinking, encourage curiosity, and challenge students through deeper learning experiences.

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

“Justifying Solution Strategies” in the Teacher Guide provides educator guidance to support timely feedback during instruction. This section provides educator question stems that prompt educators to check for understanding, gauge student thinking, and provide immediate feedback during lesson delivery. These formative prompts support educators in monitoring student understanding, identifying misconceptions or areas for improvement, and adjusting instruction or reteaching when necessary to support student progress.

The program includes prompts and guidance to support educators in providing timely feedback during lesson delivery. For example, the STEM-Focused Applications Task Guide provides introductory questions and prompts that encourage students to explain and justify their thinking. During instruction, educators use Class Summary, Student Progress, and Assignment Summary reports to monitor student responses, scores, and lesson progress. The materials also prompt educators to provide immediate support through guided questions, clarification, small-group instruction, and reteaching opportunities using “Teacher Supports” within the Assignment Builder.

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.

This guidance is not applicable because the program is not designed to be static.

This guidance is not applicable to the program.

Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The “Instructional Tools and Strategies” section supports linguistic accommodations by providing word walls, math language journals, the Frayer model, visual representations, cross-linguistic connections, and collaborative discourse routines. These recurring supports help students build, practice, and extend academic mathematical vocabulary, moving from foundational understanding—such as defining a term with visuals and real-life examples—toward more complex application, such as justifying strategies and comparing vocabulary words in discussion. Together, these tools give educators explicit guidance for engaging students in increasingly sophisticated mathematical language use across instruction.

The materials also provide differentiated linguistic accommodations based on a student’s bilingual program model and language proficiency trajectory. The Teacher Guide outlines distinct guidance for Transitional Bilingual Early Exit, Transitional Bilingual Late Exit, Dual-Language One-Way, and Dual-Language Two-Way programs, specifying how to adjust the use of Spanish- and English-language lessons, sentence frames, and written response expectations as a student’s English proficiency increases. This progression from primarily Spanish-language support with structured scaffolds toward increasing English-language production engages students in using increasingly complex academic mathematical language as their proficiency develops.

The Imagine+ Math program includes embedded linguistic accommodations designed to support students at varying levels of English language proficiency, aligned with the ELPS. Each lesson includes embedded English language support, used during instruction to scaffold understanding and use of academic language through sentence frames, such as “The number ____ represents ____ objects,” and modeled responses that help students explain their mathematical thinking. The “Problem-Solving Graphic Organizer,” available in English and Spanish, extends this accommodation by giving students bilingual access to the same problem-solving structure, allowing them to engage with mathematical content in their language of instruction while building toward academic English.

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

The Implementation Guide provides educator guidance for supporting language access and implementation for emergent bilingual students, including how to enable and use built-in language supports such as translation features that support more than 60 languages and provide translation into 45 languages. Step-by-step instructions help educators activate these supports and increase access to instruction for emergent bilingual students. Additionally, the guide contains a dedicated section for bilingual and ESL programs that outlines how the language-support features can be implemented within those instructional settings.

The program includes implementation guidance to support educators in using the materials within state-approved bilingual and ESL programs. For example, the program offers Spanish versions of K–6 lessons and the student interface, along with on-screen translations in 60+ languages and audio translations in 45 languages. These language-support features help emergent bilingual students access instructional materials.

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

The “Facilitating Discourse with Mathematical Vocabulary” section of the Teacher Guide provides educator and student question stems to support oral and written discourse around mathematics. The question stems offer structured opportunities for students to discuss, explain, and justify their reasoning in meaningful ways, helping reduce language barriers while strengthening conceptual understanding. Additionally, the materials provide educators with practical tools to support student language development while maintaining a focus on content understanding and mathematical proficiency.

The materials include embedded guidance to support emergent bilingual students in developing academic vocabulary and increasing comprehension. The materials also help students build background knowledge and make cross-linguistic connections through oral and written discourse. For example, educators use Frayer models, sentence stems, writing frames, math journals, and graphic organizers to help students connect mathematical vocabulary to prior knowledge and explain their reasoning through speaking and writing. The materials also support cross-linguistic connections by allowing students to express their understanding in Spanish and transition to English through guided writing activities, strengthening academic language while communicating mathematical thinking.

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

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

This guidance is not applicable to the program.

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

The materials provide instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, giving educators accurate data on students’ grade-level proficiency to inform instructional decisions. For example, students demonstrate understanding through interactive, technology-enhanced questions in the Mastery Check, which aligns to the full intent of the TEKS by requiring students to show conceptual understanding, procedural fluency, and application.

The materials provide practice opportunities throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. The instructional design progresses students through Guided Learning, Practice, and Mastery Check experiences that support conceptual understanding, procedural fluency, and application of mathematical knowledge at increasing levels of rigor. For example, within the Prime Factorization learning pathway, students begin with Guided Learning, using factor trees, arrays, and other visual representations to develop a conceptual understanding of factorization. Students then engage in practice activities that require them to identify prime factors and express numbers as products of prime factors, with increasingly complex tasks to include factors, multiples, and greatest common factors. The pathway culminates in a Mastery Check, in which students analyze number relationships and apply their reasoning to solve problems aligned to the TEKS, requiring them to move beyond procedural steps to demonstrate deeper understanding of number structure and mathematical relationships.

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.

Imagine+ Math provides questions and tasks that increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS. Students experience rigor through tasks that promote critical thinking, problem-solving, and real-world application, using concrete, representational, and abstract models that connect concepts across learning pathways. For example, educators receive detailed, lesson-specific enrichment and extension strategies that increase in rigor and complexity, including a STEM-focused, project-based learning experience that enables students to extend and apply their understanding beyond the grade-level TEKS expectations.

The materials provide questions, tasks, and enrichment opportunities that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. The program uses assessment-based recommendations and adaptive learning pathways to ensure that students engage with appropriately challenging content. Based on domain-level performance data, students receive personalized learning experiences that target areas of need while continuing to engage with grade-level content in domains where they demonstrate proficiency, and Mastery Checks guide progression by allowing students to move beyond content they have mastered. Additionally, educators use the Assignment Builder to create customized assignments from the TEKS-aligned content library, selecting lessons, STEM-focused application tasks, and practice activities that extend learning beyond a student’s assigned pathway. For example, in a grade 5 enrichment activity, students apply their knowledge of adding and subtracting fractions by creating a fraction art project using different shapes and colors to represent fractional parts of the whole artwork.

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

Imagine+ Math demonstrates coherence across concepts horizontally within the grade level by intentionally connecting mathematical patterns, big ideas, and relationships across content domains. The grade 5 “Horizontal Concept Map” shows how students’ understanding of rational numbers begins with representing, comparing, and ordering positive and negative numbers on a number line, then extends as students perform operations with integers and multiply and divide positive rational numbers. These same rational number skills are applied within “Proportionality,” as students solve problems involving ratios, rates, percentages, and measurement conversions, using ratio reasoning to analyze relationships between quantities and solve real-world problems involving unit rates and pricing.

Imagine+ Math strengthens long-term retention by sequencing practice so students actively retrieve information from memory across multiple opportunities over time, rather than reviewing content once and moving on. For example, before a lesson on estimating products and quotients using decimals, adaptive warm-up tasks activate students’ prior knowledge of whole numbers and revisit previously learned estimation strategies. Students then apply these strategies to problems involving decimal products and quotients, developing a habit of checking for the reasonableness of solutions across number types.

Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.

Imagine+ Math demonstrates coherence vertically across concepts and grade bands, including connections from grades K–6, through a well-structured progression of mathematical concepts that allows students to build a strong foundation, reinforcing prior knowledge while introducing developmentally appropriate skills. The “Vertical Concept Map” is a key structural tool, identifying explicit connections to prior knowledge and future mathematical concepts and helping educators understand how grade-level content fits within the broader K–6 learning progression aligned to the TEKS.

Grade 5 materials connect current learning to prior and future mathematical concepts, demonstrating vertical coherence across grade bands. Students analyze numeric patterns and relationships and use them to solve problems, building toward an understanding of expressions, equations, and inequalities, with a focus on representing them symbolically and solving simple equations. Students also develop an understanding of the coordinate plane, plotting points in the first quadrant and applying this skill to represent relationships and solve problems, building a foundation for the more formal algebraic work introduced in grade 6. The Teacher Guide includes reflection questions such as how a problem connects to prior learning and why the problem matters in mathematics, prompting students to make connections across their developing understanding.

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.

Imagine+ Math demonstrates coherence across lessons and activities through structural program features that connect prior knowledge to current and future learning. The “Lesson Coherence Map” identifies relationships among lessons within and across domains, enabling educators to target reinforcement or enrichment based on students’ existing understanding. The Alignment Guide further supports coherent instruction by highlighting connections across lessons within a domain and module, helping educators see how mathematical concepts develop and build upon one another throughout the grade level.

Before students begin a grade 5 lesson on adding and subtracting fractions with unlike denominators, the materials provide educators with strategies to activate and assess prerequisite knowledge, ensuring students have the foundational understanding needed to access grade-level content. Students review equivalent fractions, adding and subtracting fractions with like denominators, and simplifying fractions, preparing them to tackle the more complex task of working with unlike denominators at the current grade level. This intentional sequencing within and across lessons ensures that new concepts build directly on what students already know, supporting coherent mathematical understanding.

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

Every unit in the materials provides spaced retrieval opportunities with previously learned skills and concepts across learning pathways, allowing for continuous assessment of student progress so educators can adjust teaching strategies as needed. Educators also receive home activities to support students with retaining previously learned skills and concepts.

Imagine+ Math strengthens long-term retention by sequencing practice so students actively retrieve information from memory across multiple opportunities over time, rather than reviewing content once and moving on. For example, before a grade 5 lesson on estimating products and quotients using decimals, adaptive warm-up tasks activate students’ prior knowledge of whole numbers and revisit previously learned estimation strategies. Students then apply these strategies to problems involving decimal products and quotients, developing a habit of checking for the reasonableness of solutions across number types.

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

The materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways, requiring students to apply various skills and concepts within the same learning sequence rather than practicing a single skill in isolation. For example, students engage in practice tasks that combine prior mathematical understandings with newly introduced concepts, requiring them to select appropriate strategies and justify their thinking. Teacher-facing supports also guide educators in monitoring student understanding through reflection prompts, mathematical discussions, and analysis of student work, along with instructional guidance and worked examples that support effective implementation.

Imagine+ Math enhances students’ problem-solving abilities and promotes flexible thinking by requiring students to switch between different types of problems and strategies within the same activity, improving retention and helping students integrate knowledge and skills over time. For example, grade 5 students complete Interleaved Practice #1, a printable practice with problems involving addition and subtraction of decimals, order of operations, multiplication of decimals, comparing and ordering decimals, multiplication and division, perimeter, multistep problems, and classifying shapes. As students work through these problems, they draw upon previously learned concepts and skills to choose the most effective strategy for solving each one.

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

Imagine+ Math provides questions and tasks that require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations. For example, in the lesson “Adding a Fraction Multiple Times,” students interpret fraction strip models and equations to determine the total when a fraction is repeatedly added, analyze visual representations showing unit and non-unit fractions added multiple times, and connect these models to multiplication expressions. Tasks require students to use shaded models, equations, and written explanations to justify their solutions. Students then evaluate the relationship between representations and articulate how the models support their understanding of fraction operations.

The online materials display area models for multiplying unit fractions by whole numbers, requiring students to interpret, analyze, and evaluate the models by responding to step-by-step prompts that build understanding. Rectangle models require students to interpret and analyze representations to find the area and perimeter of each figure, and protractor models require students to interpret and evaluate angle measurements.

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

Imagine+ Math provides questions and tasks that require students to create concrete models and pictorial representations to represent mathematical situations. For example, grade 5 students create concrete models and pictorial representations of mathematical situations using two dedicated spaces in a graphic organizer, responding to questions that provide opportunities to build models or draw representations to solve problems.

In addition to the previously mentioned example of the use of a graphic organizer to create concrete models and pictorial representations to represent mathematical situations, students use an area model to multiply by whole numbers, constructing pictorial and concrete representations to demonstrate their understanding of the multiplication process.

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

Imagine+ Math provides questions and tasks that require students to apply conceptual understanding to new problem situations and contexts. For example, tasks require students to evaluate real-world situations to balance a budget, applying conceptual understanding to multistep problems in unfamiliar contexts.

The materials provide questions and tasks that require students to apply conceptual understanding to new problem situations and contexts. For example, students extend their understanding of area and perimeter by evaluating real-world situations involving the size of each student’s backyard, applying problem-solving strategies to transfer conceptual understanding to unfamiliar contexts.

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

The materials provide students and educators with five fluency activities that reinforce skills such as comparing and ordering decimals, graphing ordered pairs, volume of rectangular prisms, and creating graphs from survey results, building accuracy, efficiency, and flexibility in mathematical thinking. The materials also include interleaved practice that revisits previously learned skills alongside new content, strengthening retention and fluency across varied contexts.

The materials provide tasks designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks. For example, the materials provide educators with a step-by-step fluency activity for each unit of study that reinforces TEKS-aligned content related to number sense, operations, and automaticity through focused practice. These fluency activities help students develop the accuracy and efficiency needed to engage with grade-level content and focus on critical thinking and problem-solving without pausing for basic computation.

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

Imagine+ Math provides opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways. For example, interleaved practice activities integrate previously learned skills with current learning objectives, helping students refine procedural accuracy, develop flexibility in problem-solving, and demonstrate efficient application of mathematical concepts.

The materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways. Students use estimation strategies to solve multistep problems, practicing the application of mathematical procedures while demonstrating flexible thinking and accuracy in real-world contexts, for example. Students also engage in hands-on activities such as finding and dividing classroom objects into fractions, explaining their reasoning and methods.

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.

Imagine+ Math provides opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. For example, in grade 5, students write prime factorizations and identify and explain how to correct another student’s prime factorization mistake, evaluating the accuracy and efficiency of a peer’s approach. Students also use estimation strategies to solve multistep problems and analyze another student’s estimate, justifying whether the estimate is reasonable and explaining their reasoning.

The materials include opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. For example, in grade 5, students use a problem-solving reflection sheet to evaluate their mathematical representations, models, strategies, and solutions. Students reflect on the strategy used to solve the problem, explain their thinking to others, and consider how their reasoning ensures accuracy.

Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.

Imagine+ Math contains guidance to support students in selecting increasingly efficient approaches to solve mathematics problems. For example, the materials provide educator guidance in selecting efficient strategies and approaches to solving problems, helping students become adaptable and strategic problem solvers.

The materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems. For example, in grade 5, the materials provide educators with suggested prompts and guidance to support students in choosing efficient approaches to solving problems.

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

Imagine+ Math explicitly states how the conceptual and procedural emphases of the TEKS are addressed. The Imagine+ Math K–6 Rationale for Learning Paths, used alongside the Alignment Guide, identifies the TEKS addressed within each domain and explains the mathematical concepts and skills emphasized in the Teacher Guide. The rationale outlines the progression of learning across grade levels by illustrating how concepts in number and operations, algebraic reasoning, geometry and measurement, data analysis, and personal financial literacy build over time, and explains how units within a grade are sequenced to reinforce prior learning and prepare students for subsequent content. The document also identifies prerequisite skills and extension opportunities that support progression into Algebra I, Geometry, and Algebra II.

The Imagine+ Math program explicitly addresses the conceptual and procedural emphases of the TEKS. For example, the grade 5 materials include an overview of the progression in the “Number and Operations” unit that balances conceptual understanding and procedural fluency in alignment with the TEKS. This overview provides clear direction for embedding reasoning, problem-solving, and skill mastery into instruction.

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.

Students represent fractional situations using visual fraction models and connect these representations to addition equations when solving problems. The materials incorporate concrete models within instructional videos to demonstrate mathematical concepts and support conceptual understanding. Although physical manipulatives are not provided, students are encouraged to use physical objects or drawings to represent mathematical situations and reinforce their understanding. Through Interleaved Practice and worksheets, students apply these representations to solve problems and connect concrete and pictorial models to symbolic notation. These opportunities support students in developing conceptual understanding and strengthening problem-solving skills through multiple representations.

The materials include tasks that prompt students to use pictorial representations, such as area models, to multiply by whole numbers and then apply abstract equations to solve problems. These tasks support conceptual understanding by linking visual and symbolic representations.

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.

Imagine+ Math provides structured supports that help students connect, create, define, and explain concrete and representational models as they transition to abstract concepts required by the TEKS. Instructional supports emphasize linking visual and hands-on representations to symbolic reasoning. For example, students use instructional videos and practice questions to create and explain models when comparing decimals to the thousandths, supporting connections between representations and numeric reasoning.

The materials include guidance that supports students in explaining how representational models connect to abstract concepts. Tasks require students to define visual models and describe how those models support symbolic comparisons and procedures.

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

In the grade 5 “Guided Learning” lesson “Volume of Rectangular Prisms I,” the “Developing Vocabulary” educator support preteaches the term volume using visuals of rectangular prisms and cubes alongside the sentence frame “The volume of the prism is ____ cubic units.” Educators also introduce the term rectangular prism through examples and non-examples on an anchor chart, highlighting attributes such as its six rectangular faces, and connect the term cubic units to unit cube manipulatives using the sentence frame “The volume of the shape is ____ cubic units because it contains ____ unit cubes.”

In the grade 5 lesson “Read, Write, and Expand Decimals,” the “Developing Vocabulary” educator support preteaches the term standard form using a place-value chart and the sentence frame “The number ____ in standard form is ____.” Educators also model the term expanded form by breaking a number into the sum of each digit multiplied by its place value, supported by visuals and the sentence frame “The number ____ in expanded form is ____,” and clarify the term word form through an anchor chart of worked examples paired with the sentence frame “The number ____ in word form is ____.”

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.

The “Scaffolding Mathematical Vocabulary” section of the Teacher Guide provides embedded guidance for educators to model academic language through the Frayer model, using sentence frames such as “The definition of ____ is ____” and “An example of ____ is ____”, and posing clarifying questions such as “Why does this example represent ____?” Educators also facilitate partner discussions in which students explain a section of their Frayer model to a peer and restate a peer’s explanation using the vocabulary word.

The “Extending Academic Vocabulary” section of the Teacher Guide provides embedded guidance for educators to extend students’ use of a vocabulary word once they have demonstrated understanding of it, including comparing two vocabulary words using Frayer models, creating original word problems that require correct use of the term, and justifying thinking during discussions with prompts such as “Explain how _____ helps you solve this problem.” Educators also encourage students to respond to peer ideas using academic language, agreeing or disagreeing with evidence.

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

The “Facilitating Discourse with Mathematical Vocabulary” section of the Teacher Guide provides question prompts that guide students to apply academic vocabulary during oral discourse, such as “Can you use this word in a sentence about math?” and “Turn to your partner and use this word to describe a problem you worked on.” These prompts guide students to explain, describe examples and non-examples, and connect vocabulary to prior learning using precise mathematical language.

Beyond oral discourse, the “Writing with Mathematical Vocabulary” section of the Teacher Guide directs educators to give students structured opportunities to apply academic vocabulary in written explanations, including sentence stems such as “The word ____ means _____” and “This example shows ____ because _____,” and prompts for students to revise written responses using precise mathematical language after peer or educator feedback.

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

In the Teacher Guide, the “Supporting Collaborative Problem-Solving and Discourse” section provides embedded guidance for educators to facilitate partner or small-group work in which students solve problems together, particularly during word-problem tasks. Educators prompt students to explain their strategies to peers using precise mathematical language, and students hear one another’s reasoning as they compare different approaches and ask clarifying questions. The materials note that this collaborative structure strengthens students’ language development alongside their reasoning skills, giving students repeated opportunities to listen to and process the range of strategies and vocabulary peers use during shared problem-solving.

The “Justifying Solution Strategies” section of the Teacher Guide provides embedded guidance for educators to facilitate discussions in which students refine and use academic vocabulary by explaining the reasoning behind their approach and connecting their strategy to models, equations, or representations. Teachers pose questions such as “Did anyone solve this in a different way?” and “Which strategy was most efficient, and why?” to prompt students to respond to peer strategies, agreeing or disagreeing with justification, using sentence stems such as “I agree/disagree with this strategy because _____” and “This model shows _____.” The “Practice Peer Review” step of the “Journaling Lesson Plan” reinforces this refinement, as students trade revised journal entries with a peer to compare differing strategies and representations, with the student rubric asking students to be “prepared to explain [their] work to [their] teacher or a classmate using mathematical and academic language from the lesson.”

Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.

In the grade 5 Teacher Guide, the “Mastery Check Answer Rationales” section provides educators with anticipated correct and incorrect answer choices for each digital Mastery Check item. For correct answers, the rationale outlines the steps used to reach the exemplar solution, modeling clear mathematical reasoning and academic language that educators can reference when assessing student understanding.

In the grade 5 lesson “Read, Write, and Expand Decimals,” the “Support For Struggling Students” section provides a reteaching strategy for students who have not yet mastered converting between standard and expanded form. Educators guide students step-by-step through converting a decimal such as 5.073 into expanded form and back to standard form, modeling the corrected process to redirect students’ understanding after an incorrect response.

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

In the grade 5 “Perimeter/Area/Volume/Surface Area” module of the Imagine+ Math Texas Alignment Guide, lessons on calculating perimeter, area, volume, and surface area integrate the TEKS process standards by requiring students to apply mathematical concepts to real-world measurement problems, use a problem-solving model to analyze tasks, and select tools and techniques such as formulas, unit cubes, and decomposition strategies. Students also communicate their reasoning through multiple representations, including diagrams and equations.

In the grade 5 “Coordinate Plane” module of the Alignment Guide, lessons on graphing ordered pairs and interpreting scatterplots integrate the TEKS process standards by requiring students to apply mathematics to real-world situations, communicate ideas through multiple representations such as graphs, analyze relationships between numerical data and visual representations, and justify their reasoning using precise mathematical language.

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

The Imagine+ Math K–6 Rationale for Learning Paths explains that the Mathematical Process Standards are embedded in the Math Builder and Math Mastery pathways used in grade 5, rather than taught in isolation. Students apply these standards directly as they explore concepts, solve problems, represent their thinking, and explain their reasoning within instructional lessons and practice activities throughout the program.

The Imagine+ Math K–6 Rationale for Learning Paths describes how the process standards connect across the two pathways: Students apply mathematics to real-world contexts and use a structured problem-solving process during Math Builder instruction, then select tools, communicate ideas, create representations, analyze relationships, and explain and justify reasoning as they progress into Math Mastery practice, so the standards scaffold as students move through the grade 5 learning sequence.

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

In the grade 5 “Addition/Subtraction of Fractions” module of the Alignment Guide, the lesson list overview identifies which TEKS process standards apply to its lessons, noting that students apply mathematics to real-world problems, use a structured problem-solving model to analyze and evaluate solutions, and use multiple representations such as models and diagrams to communicate mathematical ideas.

The lesson list overview in the grade 5 “Numerical Expressions” module of the Alignment Guide identifies the TEKS process standards addressed by its lessons, explaining that students communicate their reasoning using multiple representations such as symbols and graphs, and analyze relationships between numerical patterns to connect mathematical ideas.

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

Imagine+ Math engages grade 5 students in mathematical tasks that require sustained effort and help them build meaning around mathematical concepts. Students explain their thinking, justify the steps they used to reach a solution, and communicate why their chosen strategy works. The Teacher Guide’s “Promoting Self-Efficacy” strategies support this persistence, encouraging students to monitor their understanding and adjust their approach when they encounter difficulty, while helping them make sense of problems through written, oral, and visual representations.

The “Problem-Solving Graphic Organizer” walks students through identifying important information, visualizing a problem, solving it, and confirming that their answer makes sense, building mathematical thinking and perseverance at each step. Grade 5 “Interleaved Practice” extends this by mixing previously learned skills with new ones in a single practice session; the Teacher Guide notes this approach aligns with the TEKS framework by fostering conceptual understanding, reasoning skills, and problem-solving perseverance. As students work through the mixed problem set, they justify the strategy they selected and explain how their solution addresses each problem, reinforcing that different approaches can lead to a correct result.

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

Imagine+ Math builds in a routine for helping grade 5 students discover that there is more than one valid way to solve problems. As educators introduce a problem-solving activity, they explain that a problem may have multiple correct paths, then give students time to solve it independently or in pairs using a strategy of their choice. Several students then share how they solved the problem, using words, models, numbers, or diagrams, while the educator asks follow-up questions that push each student to justify why their strategy works. The class closes by comparing the different approaches for similarities, differences, and efficiency, reinforcing that more than one method can lead to a valid solution.

The materials give educators specific questions and sentence stems to help grade 5 students defend their reasoning after solving a problem. Educators can ask, “Did anyone solve this in a different way?” or “Which strategy was most efficient, and why?” to open a comparison between classmates’ approaches. Students then explain their thinking using stems such as “My strategy works because _____” or “I agree/disagree with this strategy because _____”, connecting their reasoning to a model, equation, or piece of evidence from the problem. Through regular practice with these prompts, students build the confidence to compare strategies with peers and justify why their own solution is appropriate.

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.

Across a grade 5 unit, Imagine+ Math threads sense-making into three connected routines. First, the “Problem-Solving Graphic Organizer” has students work through a problem in four steps—understanding it, visualizing it, solving it, and confirming the answer—before setting aside time to discuss their solution with peers. Next, “Writing to Explain Mathematical Thinking” gives educators sentence frames, such as “I used ____ because ____”, so students can put their strategy and reasoning into writing. Finally, the “Supporting Collaborative Problem-Solving and Discourse” routine brings students together in partners or small groups to ask each other clarifying questions, compare approaches, and justify their thinking out loud. Each routine adds a different way for students to engage with the same underlying skill: solving, then writing, then talking through their reasoning.

During a grade 5 lesson, a student first uses the “Learning Organizer” to understand a problem, sketch a model, and solve it. Once finished, the student turns to the “Problem-Solving Reflection” page in their Math Journal to describe the strategy they used, what worked, and what they might try differently next time. At the close of the lesson, the “End Lesson Organizer” asks the student to record new vocabulary and reflect on what they learned. The student then joins a small group for the “Supporting Collaborative Problem-Solving and Discourse” routine, comparing strategies with classmates and explaining why their approach worked. In one lesson, the student moves from solving independently to writing about their process to defending it in conversation with peers.

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

The Teacher Guide gives educators structured ways to help students share and reflect on how they solved a problem. In “Supporting Multiple Solution Strategies,” educators invite several students to explain how they solved a problem, then ask follow-up questions that require them to justify why their strategy works and compare it to a classmate’s approach. “Justifying Solution Strategies” adds educator questions, such as “Did anyone solve this in a different way?” and sentence stems such as “I agree/disagree with this strategy because _____”, giving students the language to build an argument around their thinking. Together, these routines guide students from explaining their own approach to reflecting on how it compares to their peers’ reasoning.

After solving a problem with the “Problem-Solving Graphic Organizer,” the student turns to their Math Journal to reflect. Its “Problem-Solving Reflection” page asks the student to describe their strategy and explain what worked and what they might try next time, while the “End Lesson Organizer” asks them to look back over the lesson and record what they learned. The graphic organizer reinforces this same habit: Its guidance explains that reflecting on a problem after solving it builds students’ abilities to explain, argue, and justify their solutions. Across these two tools, a student moves from working through a problem, to putting their reasoning into words, to reflecting on how well their approach held up.

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

Imagine+ Math includes “Common Misconceptions” Teacher Support for each grade 5 lesson, identifying likely student errors and pairing each one with feedback educators can use to address it. The Teacher Guide describes this support as giving educators prompts and guidance for delivering clear, targeted feedback rather than simply marking a response “right” or “wrong.” Because such support exists for every lesson, educators can anticipate where students in a given unit are likely to struggle before instruction even begins and prepare feedback aimed at the specific misunderstanding.

The materials build explanatory feedback around what a student actually answers on a Mastery Check, not just what they are expected to struggle with. Each Mastery Check item includes an answer rationale that explains the reasoning behind every answer choice: For a correct response, it walks through the steps that lead to the right answer, and for an incorrect response, it describes the likely thinking that led the student there and explains how to solve the problem correctly. Educators can review a student’s specific responses alongside these rationales in the Assignment Builder, then select a matching Teacher Support, such as “Common Misconceptions,” to address the gap directly.