Program Information
- ISBN
- 9798218928766
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 778.15 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 230.86 KB)
Khan Academy TEKS Algebra I
Supplemental Math (English) Grade 9
IMRA 2026
Publisher: Khan Academy, Inc.
Copyright: 2024
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 9 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
87% (20 out of 23 points)
Evaluation for 1.1a
The materials include an alignment guide that organizes the Texas Essential Knowledge and Skills (TEKS) into five core areas of focus and identifies the mathematical concepts addressed throughout the course. The materials also include a rationale for learning paths that explains how skills build within and across mathematical topics and highlights connections between concepts to support student understanding throughout the course. While the materials reference ELPS support in the section “How the ELPS are Addressed,” the resources do not identify specific ELPS aligned throughout the curriculum.
The materials include rationale documents that explain learning paths across grade levels and within the same grade level. The “Khan Academy TEKS Algebra I Vertical Alignment” resource demonstrates the progression of mathematical learning from grade 6 through Algebra II, while the “Algebra I Course Rationale” describes connections among TEKS content standards, process standards, and ELPS within the course to support horizontal alignment of instruction.
Evaluation for 1.1b
The materials include an implementation guide that provides guidance for program setup, classroom use, reporting systems, professional learning, and instructional implementation. The guide includes usage recommendations for adapting instruction in multiple contexts, including whole-group instruction, small-group instruction, intervention, enrichment, acceleration, and full-course implementation. Guidance also includes suggested scheduling models, assignment workflows, and data-monitoring practices to support implementation based on student needs.
The materials include strategies for effective educator practices across multiple instructional settings by providing ready-to-use supports for intervention, remediation, enrichment, and differentiated instruction. For example, educators are guided to use reporting dashboards to group students by need, assign prerequisite review tasks, provide enrichment opportunities for advanced learners, and implement just-in-time supports such as scaffolded instruction, guided help, remediation tools, mastery monitoring, and Khanmigo supports aligned to student proficiency levels.
Evaluation for 1.1c
The materials identify the Texas Essential Knowledge and Skills (TEKS) addressed in individual lessons and provide unit tests to assess student understanding of unit content. The Khan Academy Course Challenge also assesses course skills and recommends skill entry points based on student performance.
The materials do not include a TEKS correlation guide that maps diagnostic assessment results to recommended instructional entry points aligned to the TEKS. Although the Course Challenge and unit tests provide assessment-based recommendations for additional practice, these recommendations do not establish the required TEKS correlation.
Evaluation for 1.1d
The materials include a protocol with corresponding guidance for unit internalization through the Algebra I Unit Internalization Guide. The guide directs educators to analyze unit purpose, big ideas, the TEKS, ELPS, instructional flow, common misconceptions, differentiation strategies, and formative assessment planning before instruction begins. The protocol also includes guiding questions that help educators understand vertical alignment, lesson sequencing, scaffolding, and extension opportunities across the unit.
The materials include a protocol with corresponding guidance for lesson internalization through the Algebra I Lesson Internalization Guide. The guide provides step-by-step directions for reviewing lesson objectives, the TEKS, ELPS, vocabulary, misconceptions, instructional flow, formative practice, discourse questions, differentiation supports, and lesson materials. The protocol also guides educators in anticipating student misconceptions, selecting supports for diverse learners, and preparing instructional resources prior to teaching the lesson.
Evaluation for 1.1e
The materials include resources for instructional leaders to support implementation, including goal-setting tools, administrator dashboards, reporting systems, professional learning resources, communication tools, and educator implementation supports. These resources help leaders monitor program usage, student progress, and mastery-based learning implementation.
The materials include guidance for instructional leaders to support implementation as designed. The guidance directs leaders to establish expectations, provide professional learning, monitor implementation data, support educators through coaching and pacing alignment, and communicate goals and progress with educators, students, and families.
Evaluation for 1.2a
The materials include detailed lesson plans with the TEKS- and ELPS-aligned learning objectives, educator materials, student materials, lesson components with suggested time frames, and assessment resources aligned to the TEKS and ELPS. For example, unit 4, lesson 1 identifies TEKS, ELPS, learning objectives, instructional phases, materials, formative practice, quizzes, exit tickets, and language supports that help develop mathematical understanding and academic language throughout the lesson.
The materials include detailed lesson plans with TEKS- and ELPS-aligned learning objectives, educator materials, student materials, lesson components with suggested time frames, and assessment resources aligned to the TEKS and ELPS. For example, unit 4, lesson 1 identifies TEKS, ELPS, learning objectives, instructional phases, materials, formative practice, quizzes, exit tickets, and language supports that help develop mathematical understanding and academic language throughout the lesson.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
Evaluation for 1.2c
The materials support families in English by including the main course topics and suggestions for how families can support their student. Additionally, each unit’s Family Support Document includes objectives, key vocabulary, and suggestions for additional support.
The materials also include Spanish-language support for families, including the main course topics and suggestions for supporting their student. Additionally, the “Family Support Document” for each unit contains objectives, key vocabulary, and suggestions for additional support.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
The materials include rationale documents that explain learning paths across grade levels and within the same grade level. The “Khan Academy TEKS Algebra I Vertical Alignment” resource demonstrates the progression of mathematical learning from grade 6 through Algebra II, while the “Algebra I Course Rationale” describes connections among TEKS content standards, process standards, and ELPS within the course to support horizontal alignment of instruction.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials include strategies for effective educator practices across multiple instructional settings by providing ready-to-use supports for intervention, remediation, enrichment, and differentiated instruction. For example, educators are guided to use reporting dashboards to group students by need, assign prerequisite review tasks, provide enrichment opportunities for advanced learners, and implement just-in-time supports such as scaffolded instruction, guided help, remediation tools, mastery monitoring, and Khanmigo supports aligned to student proficiency levels.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
The materials do not include a TEKS correlation guide that maps diagnostic assessment results to recommended instructional entry points aligned to the TEKS. Although the Course Challenge and unit tests provide assessment-based recommendations for additional practice, these recommendations do not establish the required TEKS correlation.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials include a protocol with corresponding guidance for lesson internalization through the Algebra I Lesson Internalization Guide. The guide provides step-by-step directions for reviewing lesson objectives, the TEKS, ELPS, vocabulary, misconceptions, instructional flow, formative practice, discourse questions, differentiation supports, and lesson materials. The protocol also guides educators in anticipating student misconceptions, selecting supports for diverse learners, and preparing instructional resources prior to teaching the lesson.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The materials include guidance for instructional leaders to support implementation as designed. The guidance directs leaders to establish expectations, provide professional learning, monitor implementation data, support educators through coaching and pacing alignment, and communicate goals and progress with educators, students, and families.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
The materials include detailed lesson plans with TEKS- and ELPS-aligned learning objectives, educator materials, student materials, lesson components with suggested time frames, and assessment resources aligned to the TEKS and ELPS. For example, unit 4, lesson 1 identifies TEKS, ELPS, learning objectives, instructional phases, materials, formative practice, quizzes, exit tickets, and language supports that help develop mathematical understanding and academic language throughout the lesson.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
This guidance is not applicable to the program.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
The materials also include Spanish-language support for families, including the main course topics and suggestions for supporting their student. Additionally, the “Family Support Document” for each unit contains objectives, key vocabulary, and suggestions for additional support.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
85% (17 out of 20 points)
Evaluation for 2.1a
The materials include definitions and intended purposes for multiple types of instructional assessments, including exercises, formative assessments, quizzes, unit tests, and course challenges. The guidance explains that exercises provide formative feedback and monitor progress; quizzes assess mastery across multiple skills; unit tests evaluate proficiency across a full unit and inform reteaching decisions; and course challenges serve as diagnostic assessments to identify student strengths, gaps, readiness, and instructional entry points.
The materials provide guidance on how assessments function within the Khan Academy platform. Assessment resources include both Khanmigo prompts that ask students to explain their reasoning and assessment item types such as multiple choice, numeric input, drop-down menus, expression entry, interactive graphing, and short written responses to support ongoing monitoring of student understanding and mathematical thinking.
Evaluation for 2.1b
The materials include guidance to support consistent administration of instructional assessments across exercises, quizzes, unit tests, and course challenges. Guiding documents and a Test Administration Manual support instructional assessments by providing assessment overviews, administration expectations, standardized formats, and directions for administering assessments consistently across users.
The materials include guidance to support accurate administration of instructional assessments. The guidance defines each assessment type and provides recommended time allocations, administration procedures, and use guidance for monitoring mastery, identifying misconceptions, informing reteaching decisions, and adjusting instructional pathways based on assessment results.
Evaluation for 2.1c
The materials include accessibility features but do not provide educator-controlled accommodations within digital assessments. The materials support text-to-speech if students have access to an external and compatible screen reader. Educators can enable or disable access to Khanmigo for individual students or an entire class through Focus Mode. However, Khanmigo remains unavailable during digital assessments. Although the materials include accessibility settings and external text-to-speech compatibility, they do not allow educators to enable or disable assessment accommodations for individual students during digital assessment activities.
The materials do not include educator-ready printable versions of digital assessments. Assessment activities remain available only in digital format and do not provide printable versions that educators can use to support individual student needs or alternative administration.
Evaluation for 2.1d
The materials include diagnostic assessments with TEKS-aligned tasks that demonstrate two levels of complexity. For example, assessment items include recall and reproduction tasks as well as skills and concepts questions that require students to apply mathematical understanding. The materials do not include additional complexity levels beyond these two categories.
The materials include diagnostic assessments with TEKS-aligned tasks that use more than two interactive item types. For example, assessment items include in-line choice, equation editor, and graphing formats that allow students to demonstrate understanding through multiple response methods.
Evaluation for 2.1e
The materials provide formative assessment opportunities that build from foundational skills to increasingly complex TEKS-aligned mathematical reasoning. For example, in the “Equivalent Expressions” exercise, students first identify equivalent expressions before completing exercises that require them to generate equations, expressions, or numerical solutions. Also, in unit 11, lesson 1, students identify the next term in a sequence before explaining the difference between arithmetic and geometric sequences and justifying their reasoning.
Students engage with the TEKS-aligned formative assessment opportunities that incorporate multiple interactive response formats. For example, the “Equivalent Expressions” exercise includes opportunities for students to complete multi-select questions to identify equivalent expressions. Additional exercises require students to enter equations, expressions, or numerical solutions when simplifying expressions, solving equations, evaluating functions, and writing equations. The materials also include “Graph from Linear Standard Form,” “Graphs of Inequalities,” and “Systems of Equations with Graphing,” in which students graph lines, shade solution regions, and identify solution points on an interactive coordinate plane.
Evaluation for 2.2a
The materials provide educators with resources to evaluate student responses and understand student misconceptions. For example, student progress is reported using performance levels such as Attempted, Familiar, Proficient, and Mastered, and educators can access detailed skill reports to analyze student understanding and progress.
The materials provide rationales explaining why answer choices are correct and incorrect. Students and educators can access the Review feature to view step-by-step solution reviews that explain the mathematical reasoning supporting the correct response. Following an incorrect response, Khanmigo provides scaffolded guidance that prompts students to examine their reasoning, identify misconceptions or computational errors, explain why their response was incorrect, and understand why the correct response is mathematically valid. Educators can also review students’ Khanmigo conversations to analyze misconceptions and reasoning used during problem solving, supporting instructional decision-making.
Evaluation for 2.2b
The materials provide guidance for using assessment results to respond to student performance trends. For example, the guidance directs educators to review student mastery levels and adjust instruction.
The materials suggest reassigning earlier tasks when mastery declines, providing additional practice for skills that need reinforcement, and assigning enrichment activities when students demonstrate accelerated mastery.
Evaluation for 2.2c
The materials include tools that help educators track student progress and growth. Educator dashboards and reporting tools provide access to student performance data, growth information, mastery levels, and progress-monitoring reports that support instructional decision-making and intervention planning.
The materials include tools that help students track their own progress and growth. For example, student goal-setting resources, data trackers, and progress-monitoring tools allow students to view their performance, monitor growth over time, and reflect on progress toward learning goals.
Evaluation for 2.2d
The materials provide prompts to help educators conduct frequent checks for understanding throughout lessons and activities. For example, educators are directed to pause instruction at specific points and ask targeted questions such as, “Why do we multiply 1/2 by every term?” to assess student understanding of key concepts.
The materials provide guidance to help educators conduct frequent checks for understanding. For example, the lesson guidance includes strategies, such as using thumbs-up/down polls, to gauge prior knowledge and identify student understanding before moving on to new content.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The materials provide guidance on how assessments function within the Khan Academy platform. Assessment resources include both Khanmigo prompts that ask students to explain their reasoning and assessment item types such as multiple choice, numeric input, drop-down menus, expression entry, interactive graphing, and short written responses to support ongoing monitoring of student understanding and mathematical thinking.
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials include guidance to support accurate administration of instructional assessments. The guidance defines each assessment type and provides recommended time allocations, administration procedures, and use guidance for monitoring mastery, identifying misconceptions, informing reteaching decisions, and adjusting instructional pathways based on assessment results.
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 2 points
The materials do not include educator-ready printable versions of digital assessments. Assessment activities remain available only in digital format and do not provide printable versions that educators can use to support individual student needs or alternative administration.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
3 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
3 out of 4 points
The materials include diagnostic assessments with TEKS-aligned tasks that use more than two interactive item types. For example, assessment items include in-line choice, equation editor, and graphing formats that allow students to demonstrate understanding through multiple response methods.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Students engage with the TEKS-aligned formative assessment opportunities that incorporate multiple interactive response formats. For example, the “Equivalent Expressions” exercise includes opportunities for students to complete multi-select questions to identify equivalent expressions. Additional exercises require students to enter equations, expressions, or numerical solutions when simplifying expressions, solving equations, evaluating functions, and writing equations. The materials also include “Graph from Linear Standard Form,” “Graphs of Inequalities,” and “Systems of Equations with Graphing,” in which students graph lines, shade solution regions, and identify solution points on an interactive coordinate plane.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
3 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
3 out of 3 points
The materials provide rationales explaining why answer choices are correct and incorrect. Students and educators can access the Review feature to view step-by-step solution reviews that explain the mathematical reasoning supporting the correct response. Following an incorrect response, Khanmigo provides scaffolded guidance that prompts students to examine their reasoning, identify misconceptions or computational errors, explain why their response was incorrect, and understand why the correct response is mathematically valid. Educators can also review students’ Khanmigo conversations to analyze misconceptions and reasoning used during problem solving, supporting instructional decision-making.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials suggest reassigning earlier tasks when mastery declines, providing additional practice for skills that need reinforcement, and assigning enrichment activities when students demonstrate accelerated mastery.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials include tools that help students track their own progress and growth. For example, student goal-setting resources, data trackers, and progress-monitoring tools allow students to view their performance, monitor growth over time, and reflect on progress toward learning goals.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
The materials provide guidance to help educators conduct frequent checks for understanding. For example, the lesson guidance includes strategies, such as using thumbs-up/down polls, to gauge prior knowledge and identify student understanding before moving on to new content.
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
97% (38 out of 39 points)
Evaluation for 3.1a
The materials include explicit educator guidance for lessons and activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. In the Guidance on Scaffolds resource, educators receive scaffolded questioning, sentence stems, remediation videos, small-group reteach procedures, visual supports, and graphic organizers to address prerequisite understandings such as the distributive property, greatest common factor, and combining like terms. Additionally, the Unit Guide includes scaffolded warm-up activities that progress from simple distributive property problems to expressions with variables and provides guidance for addressing common misconceptions while supporting students toward grade-level Algebra I expectations.
The materials provide additional scaffolds through adaptive and educator-guided supports for students who have not yet demonstrated proficiency. Khanmigo offers individualized hints, error-based questioning, guided problem-solving support, and explanations tied to student misconceptions, while educators receive guidance on monitoring and using student interactions to inform instruction. These supports are embedded within lessons and exercises and are designed to help students progress toward mastery of grade-level content rather than remain in below-grade-level remediation.
Evaluation for 3.1b
The materials include explicit educator guidance for pre-teaching academic vocabulary and unfamiliar references before instruction. In “Differentiation Strategies for Classrooms,” educators are directed to introduce key terms through vocabulary supports such as word walls and glossaries before lessons begin. Additionally, lesson plans include formal vocabulary sections, vocabulary notetakers, graphic organizers, and educator guidance for previewing and defining new terms to build conceptual and linguistic readiness before students engage with lesson content.
The materials include embedded supports to develop academic vocabulary and understand unfamiliar references throughout instruction. For example, in unit 3, lesson 1, educators are directed to pause the “Positive and Negative Slope” video at designated points to define vocabulary, model usage, and use sentence frames such as “A line with a positive slope goes up from left to right because as x increases, y increases.” Additional embedded supports include the “Learning Summary Video Notetaking Guide,” the “Vocabulary and Notation Notetaker,” and educator-directed modeling that reinforces academic language and unfamiliar mathematical terminology as concepts are introduced.
Evaluation for 3.1c
The materials include explicit educator guidance for enrichment activities for students who have demonstrated proficiency in grade-level content and skills. In unit 1, lesson 4, the lesson plan includes a dedicated “Enrichment” section with multiple opportunities for students to deepen their understanding through challenge tasks, advanced questioning, and application activities. For example, students are asked to create their own literal equations and exchange them with a partner to solve for a specified variable, extending their reasoning while remaining within grade-level content.
The materials include explicit educator guidance for extension activities for students who have demonstrated proficiency in above-grade-level content and skills. The “Extension and Enrichment” resource provides activities that move beyond the Algebra I TEKS, including opportunities to investigate why mathematical procedures work and to compare nonlinear relationships. Additionally, lesson plans include extension tasks such as creating and solving polynomial expressions with remainders, along with linked resources designed to extend learning beyond the lesson objectives.
Evaluation for 3.1d
The digital materials provide some accommodations that educators can enable or disable to support individual students. The “Accommodations and Accessibility Features” document explains that Khan Academy includes accessibility settings such as hiding visually dependent content, reducing motion and animations, removing color from videos, and showing captions, and the review team confirmed that educators can enable or disable Khanmigo Focus Mode to provide content and language supports for individual students.
Additionally, Khanmigo includes speech-to-text and text-to-speech features that can read responses aloud and support student interaction with the platform. However, materials do not allow educators to enable or disable calculator access for individual students.
Evaluation for 3.1e
The materials include educator guidance on offering students options to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent. In unit 2, lesson 1, students demonstrate understanding through partner discussions, worked examples, practice problems, discourse questions, exit tickets, Khan Academy exercises, and written and oral explanations using academic vocabulary. Students are also directed to use multiple representations, including tables, mappings, graphs, and function notation, to explain and justify their mathematical reasoning.
The materials include educator guidance on offering supports that let students demonstrate understanding of mathematical concepts in various ways, such as performing, expressing, and representing. In unit 2, lesson 1, educators receive video note-taking guides, vocabulary notetakers, exercise workspaces, sentence frames, educator questioning prompts, exemplar responses, and intervention strategies using mapping diagrams, tables, and graphs to support student expression and representation of learning. The lesson also includes guidance for using Khanmigo, hints, explanations, and targeted feedback to help students communicate and refine their mathematical thinking.
Evaluation for 3.2a
The materials include explicit prompts and guidance to help educators activate prior knowledge and anchor big mathematical ideas. In “Building Prior Knowledge,” educators are guided to connect previously learned concepts, including unit rates, proportional relationships, and constant ratios, to new learning about linear functions. In unit 2, lesson 2, educators preview prior knowledge by displaying a graph and prompting students to identify key features, discuss observations, and connect those ideas to the lesson objective.
The materials include explicit prompts and guidance for educators to highlight and connect key patterns, features, and relationships through multiple representations. In unit 2, lesson 2, students analyze a graph, discuss observations, record key vocabulary, and connect graphical representations to mathematical concepts through educator-guided questioning. The lesson supports students in identifying patterns, examining features, and making connections among visual representations, mathematical language, and algebraic relationships.
Evaluation for 3.2b
The materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches. In unit 3, lesson 1, the lesson plan provides step-by-step directions, suggested pacing, discourse questions, formative assessment opportunities, intervention strategies, and enrichment supports. The lesson incorporates whole-group instruction, partner discussions, independent work, and guided practice to support student learning.
The materials provide educator guidance for facilitating instruction through more than two instructional approaches. In unit 1, lesson 1, educators receive explicit directions for direct instruction, collaborative learning, independent practice, and student discourse, along with language supports and differentiated instructional strategies. The Guidance on Effective Lesson Delivery resource further supports implementation through instructor-led videos, worked examples with hints, and recommendations for hybrid and blended learning environments.
Evaluation for 3.2c
The materials include multi-tiered intervention methods across various practice types and structures. In unit 11, lesson 1, students engage in guided instruction, partner discussions, collaborative group work, independent practice, and self-paced digital learning through Khan Academy exercises. The lesson also incorporates whole-group instruction, pair work, individual practice, and opportunities for small-group reteaching based on student needs.
The materials provide educator guidance to support effective implementation of multi-tiered intervention methods. In unit 11, lesson 1, educators receive detailed directions for lesson delivery, including pacing, discourse questions, formative assessment checks, and guidance for monitoring student progress through the Khan Academy dashboard. The lesson also includes intervention supports such as small-group reteaching, visual models, sentence stems, manipulatives, and additional remediation resources to address identified learning needs.
Evaluation for 3.2d
The materials include enrichment and extension methods that support various forms of engagement. In unit 2, lesson 1, students extend learning by creating functions and non-functions using sets, diagrams, tables, and graphs, developing function rules for real-world situations, and engaging with additional videos, articles, and exercises. In unit 8, lesson 2, enrichment tasks require students to derive vertex form, compare solution methods, create original quadratic equations, and represent solutions symbolically and graphically, promoting deeper reasoning and multiple forms of mathematical engagement.
The materials provide educator guidance to support effective implementation of enrichment and extension activities. The Extension and Enrichment resource explains how Khan Academy’s lesson structure, practice system, mastery pathways, and educator guidance provide ongoing opportunities for students who demonstrate proficiency. Lesson-level enrichment sections include specific extension tasks, additional content resources, and implementation recommendations that help educators intentionally extend learning beyond grade-level expectations.
Evaluation for 3.2e
The materials include prompts to support educators in providing timely feedback during lesson delivery. Lesson plans embed educator actions such as “Circulate and provide targeted feedback” and “Circulate the room and address any misconceptions you see on the exit ticket,” prompting educators to monitor student understanding and respond during instruction.
The materials include guidance to help educators provide timely feedback during lesson delivery. Unit guides identify common misconceptions and recommend ways to address them, while lesson plans include check-for-understanding opportunities and guidance for responding to student errors. The Guidance for Providing Feedback resource further supports educators by outlining strategies for using student responses and misconceptions to provide timely, targeted feedback throughout instruction.
Evaluation for 3.3a
The materials include educator guidance for providing and incorporating linguistic accommodations across multiple levels of English language proficiency. The Guidance for Linguistic Support and Embedded Linguistics Guide describe supports for level 1, level 2, level 3, and level 4 emergent bilingual students, including visual and concrete supports, sentence frames, vocabulary pre-teaching, opportunities to justify reasoning, and multiple representations. These accommodations support students in accessing mathematical content while developing increasingly sophisticated academic language.
The materials provide a progression of language supports aligned to increasing levels of proficiency. For example, Level 1 students receive visual supports, graphs, diagrams, drag-and-drop models, and sentence frames. Level 2 students receive vocabulary pre-teaching and vocabulary notetakers. Level 3 students are prompted to explain and justify mathematical reasoning. Level 4 students engage with multiple representations and more complex academic discourse. Lesson plans, such as unit 1, lesson 3, include key vocabulary, vocabulary notetakers, and educator guidance for supporting students with unfamiliar words and concepts at varying proficiency levels.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
This guidance is not applicable to the program.
Evaluation for 3.3c
The materials include implementation guidance to help educators use the materials effectively in state-approved bilingual/ESL programs. The Guidance Using Materials for ESL Programs resource explains how Khan Academy supports ESL implementation through embedded features such as vocabulary supports in videos, articles, explanations, and step-by-step hints, and provides guidance for incorporating these features into instruction.
Additionally, lesson plans include supports such as key vocabulary, sentence frames, structured discourse opportunities, and multiple representations to help educators scaffold language development while teaching mathematical content.
Evaluation for 3.3d
The materials include embedded guidance for educators to support emergent bilingual students through oral discourse. The “Guidance for ESL Support with Oral and Written Discourse” directs educators to use think-pair-share routines, oral justification prompts, educator-modeled academic language, and sentence stems to develop academic vocabulary and increase comprehension. Educators are also guided to connect new learning to prior mathematical concepts and support cross-linguistic connections through discussions of cognates, word roots, and home-language connections.
The materials include embedded guidance for educators to support emergent bilingual students through written discourse. Students use structured notetakers, guided note-taking templates, written explanations, workspace prompts, and exit tickets to develop academic vocabulary and explain mathematical reasoning. The materials also provide sentence starters and academic writing supports that help students communicate mathematical understanding using increasingly precise language.
The materials include embedded guidance that supports emergent bilingual students in building background knowledge and making cross-linguistic connections. The “Guidance for ESL Support with Oral and Written Discourse” directs educators to connect new concepts to prior learning, compare mathematical ideas across topics, and leverage bilingual glossaries, cognates, and home-language resources. Additionally, the unit 11 guide includes warm-up activities, vocabulary supports, and use of a Vocabulary and Notation Notetaker that help students connect new learning about arithmetic and geometric sequences to previously learned patterns, functions, and mathematical relationships.
Evaluation for 3.3e
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.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
The materials provide additional scaffolds through adaptive and educator-guided supports for students who have not yet demonstrated proficiency. Khanmigo offers individualized hints, error-based questioning, guided problem-solving support, and explanations tied to student misconceptions, while educators receive guidance on monitoring and using student interactions to inform instruction. These supports are embedded within lessons and exercises and are designed to help students progress toward mastery of grade-level content rather than remain in below-grade-level remediation.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
The materials include embedded supports to develop academic vocabulary and understand unfamiliar references throughout instruction. For example, in unit 3, lesson 1, educators are directed to pause the “Positive and Negative Slope” video at designated points to define vocabulary, model usage, and use sentence frames such as “A line with a positive slope goes up from left to right because as x increases, y increases.” Additional embedded supports include the “Learning Summary Video Notetaking Guide,” the “Vocabulary and Notation Notetaker,” and educator-directed modeling that reinforces academic language and unfamiliar mathematical terminology as concepts are introduced.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
The materials include explicit educator guidance for extension activities for students who have demonstrated proficiency in above-grade-level content and skills. The “Extension and Enrichment” resource provides activities that move beyond the Algebra I TEKS, including opportunities to investigate why mathematical procedures work and to compare nonlinear relationships. Additionally, lesson plans include extension tasks such as creating and solving polynomial expressions with remainders, along with linked resources designed to extend learning beyond the lesson objectives.
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
2 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
2 out of 3 points
Additionally, Khanmigo includes speech-to-text and text-to-speech features that can read responses aloud and support student interaction with the platform. However, materials do not allow educators to enable or disable calculator access for individual students.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include educator guidance on offering supports that let students demonstrate understanding of mathematical concepts in various ways, such as performing, expressing, and representing. In unit 2, lesson 1, educators receive video note-taking guides, vocabulary notetakers, exercise workspaces, sentence frames, educator questioning prompts, exemplar responses, and intervention strategies using mapping diagrams, tables, and graphs to support student expression and representation of learning. The lesson also includes guidance for using Khanmigo, hints, explanations, and targeted feedback to help students communicate and refine their mathematical thinking.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
The materials include explicit prompts and guidance for educators to highlight and connect key patterns, features, and relationships through multiple representations. In unit 2, lesson 2, students analyze a graph, discuss observations, record key vocabulary, and connect graphical representations to mathematical concepts through educator-guided questioning. The lesson supports students in identifying patterns, examining features, and making connections among visual representations, mathematical language, and algebraic relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The materials provide educator guidance for facilitating instruction through more than two instructional approaches. In unit 1, lesson 1, educators receive explicit directions for direct instruction, collaborative learning, independent practice, and student discourse, along with language supports and differentiated instructional strategies. The Guidance on Effective Lesson Delivery resource further supports implementation through instructor-led videos, worked examples with hints, and recommendations for hybrid and blended learning environments.
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
The materials provide educator guidance to support effective implementation of multi-tiered intervention methods. In unit 11, lesson 1, educators receive detailed directions for lesson delivery, including pacing, discourse questions, formative assessment checks, and guidance for monitoring student progress through the Khan Academy dashboard. The lesson also includes intervention supports such as small-group reteaching, visual models, sentence stems, manipulatives, and additional remediation resources to address identified learning needs.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials provide educator guidance to support effective implementation of enrichment and extension activities. The Extension and Enrichment resource explains how Khan Academy’s lesson structure, practice system, mastery pathways, and educator guidance provide ongoing opportunities for students who demonstrate proficiency. Lesson-level enrichment sections include specific extension tasks, additional content resources, and implementation recommendations that help educators intentionally extend learning beyond grade-level expectations.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The materials include guidance to help educators provide timely feedback during lesson delivery. Unit guides identify common misconceptions and recommend ways to address them, while lesson plans include check-for-understanding opportunities and guidance for responding to student errors. The Guidance for Providing Feedback resource further supports educators by outlining strategies for using student responses and misconceptions to provide timely, targeted feedback throughout instruction.
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
The materials provide a progression of language supports aligned to increasing levels of proficiency. For example, Level 1 students receive visual supports, graphs, diagrams, drag-and-drop models, and sentence frames. Level 2 students receive vocabulary pre-teaching and vocabulary notetakers. Level 3 students are prompted to explain and justify mathematical reasoning. Level 4 students engage with multiple representations and more complex academic discourse. Lesson plans, such as unit 1, lesson 3, include key vocabulary, vocabulary notetakers, and educator guidance for supporting students with unfamiliar words and concepts at varying proficiency levels.
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
This guidance is not applicable to the program.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Additionally, lesson plans include supports such as key vocabulary, sentence frames, structured discourse opportunities, and multiple representations to help educators scaffold language development while teaching mathematical content.
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials include embedded guidance for educators to support emergent bilingual students through written discourse. Students use structured notetakers, guided note-taking templates, written explanations, workspace prompts, and exit tickets to develop academic vocabulary and explain mathematical reasoning. The materials also provide sentence starters and academic writing supports that help students communicate mathematical understanding using increasingly precise language.
The materials include embedded guidance that supports emergent bilingual students in building background knowledge and making cross-linguistic connections. The “Guidance for ESL Support with Oral and Written Discourse” directs educators to connect new concepts to prior learning, compare mathematical ideas across topics, and leverage bilingual glossaries, cognates, and home-language resources. Additionally, the unit 11 guide includes warm-up activities, vocabulary supports, and use of a Vocabulary and Notation Notetaker that help students connect new learning about arithmetic and geometric sequences to previously learned patterns, functions, and mathematical relationships.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
This guidance is not applicable to the program.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
The materials provide practice opportunities throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. For example, in “Horizontal and Vertical Lines” (TEKS A.2G), students write equations representing lines parallel to the x-axis or y-axis through a given point. In unit 2, “Introduction to Functions,” students demonstrate understanding of functions through tables, graphs, verbal descriptions, and word problems across exercises, quizzes, and a unit test. Students analyze relationships and connect multiple representations of functions rather than completing isolated procedural tasks.
The materials provide instructional assessments throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. In the “Algebra I Course Challenge,” students write equations of lines from two points and expand binomials to write polynomials in standard form. Additionally, practice aligned to TEKS A.11B requires students to apply multiple exponent properties within the same expression to generate equivalent expressions, reflecting the depth of understanding the standard requires.
Evaluation for 4.1b
The materials provide questions and tasks that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. For example, in unit 1, “Linear Expressions, Equations, and Inequalities,” students progress from solving one-step equations to two-step equations, multistep equations, equations with variables on both sides, and equations involving distribution. The unit then extends learning to solving equations with unknown coefficients, requiring students to apply and generalize their understanding beyond grade-level expectations. Similarly, unit 8, “Quadratic Equations and Simplification of Radical Expressions,” progresses from simplifying square roots to solving quadratic equations by taking square roots, factoring, completing the square, and using the quadratic formula, then extends learning to analysis of the discriminant.
The materials provide enrichment and extension questions and tasks that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. In unit 3, “Investigation of Linear Functions and Inequalities with Two Variables,” students progress from determining slope from graphs, tables, and points to analyzing horizontal and vertical lines, identifying intercepts, graphing equations, writing equations, and modeling with linear inequalities. The materials further extend learning beyond the Algebra I TEKS through enrichment and extension opportunities that connect unit content to advanced coursework, including Mathematical Models with Applications and Precalculus concepts.
Evaluation for 4.2a
The materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. The Algebra I Course Rationale identifies five focus areas: Operations and Exponents, Function Modeling, Solving Equations and Systems, Function Analysis, and Data Interpretation. The document shows how concepts and TEKS connect across these areas throughout the course. For example, the “Introduction to Functions” unit connects TEKS A.2A, A.6A, A.9A, A.12A, and A.12B across multiple focus areas, demonstrating relationships among operations, functions, and data analysis. Additionally, the “Solving Systems of Equations” unit connects graphing linear equations, slope, intercepts, substitution, and elimination. Students connect graphical and algebraic representations and interpret the meaning of intersection points as relationships between variables.
Evaluation for 4.2b
The materials demonstrate vertical coherence across concepts and grade bands, including connections from grades 3–12, by linking patterns, big ideas, and relationships. The “Vertical Coherence” guide shows how mathematical concepts develop across grade levels through progressions such as Arithmetic → Expressions → Equations → Functions. For example, the guide connects slope and rate concepts from grade 6 ratios and unit rates, to grade 7 proportional relationships, to grade 8 slope and linear relationships, to Algebra I slope-intercept form and linear modeling, and finally to Algebra II analysis of exponential and quadratic rate patterns.
The materials also connect representations and mathematical relationships across grade bands. For example, the “Vertical Coherence” guide explains how area models introduced in grades 3–5 for multiplication, extended in middle school fraction operations, support Algebra I lessons such as “Multiplying Binomials” where students use area models and algebra tiles to represent polynomial multiplication. The guide further connects these representations to Geometry concepts involving area models, demonstrating how big ideas and relationships develop across grades 3–12.
Evaluation for 4.2c
The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts they will learn at the current grade level. In unit 6, lesson 1, students connect prior knowledge of greatest common factors and factoring numerical expressions from earlier grades to current Algebra I concepts, including factoring polynomials and trinomials. The lesson identifies prior learning from the grade 8 TEKS and shows how previously learned concepts and procedures support new Algebra I content. Similarly, in unit 5, lesson 1, “Systems of Equations,” students connect prior knowledge of proportional and nonproportional relationships, functions, tables, and graphs from grade 8 to current Algebra I concepts involving systems of equations and multiple representations of linear relationships.
The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to mathematical concepts they will learn in future grade levels. The “Prior Knowledge” guide includes flow charts that show how current Algebra I learning supports future mathematics courses. For example, the guide connects factoring procedures learned in Algebra I, including GCF factoring, factoring trinomials, and factoring by grouping, to future Algebra II concepts such as polynomial division, factoring higher-degree polynomials, and solving polynomial equations. Additionally, Unit 5, Lesson 1, “Systems of Equations,” identifies future learning related to analyzing functions and their inverses in Algebra II, showing how current concepts and procedures prepare students for future mathematical learning.
Evaluation for 4.3a
The materials provide spaced retrieval opportunities with previously learned skills across learning pathways. For example, in unit 1, students continue to apply the distributive property across multiple lessons, beginning with warm-up activities that review previously learned addition, subtraction, and distributive property skills before extending those skills to equations with variables. Additionally, in unit 5, lesson 1, students retrieve previously learned graphing skills when solving systems of linear equations by graphing. The lesson directs educators to review graphing equations in slope-intercept form before introducing systems of equations. Also, the unit 5 test requires students to write linear equations in point-slope form from tables, revisiting skills developed in an earlier unit.
The materials provide spaced retrieval opportunities with previously learned concepts across learning pathways. In unit 5, lesson 1, students revisit the concept of a solution by connecting solutions of one-variable equations and linear equations in two variables to the intersection point of a system of equations. Students also retrieve prior understanding of graphing linear relationships and ordered pairs while comparing two relationships on the same coordinate plane. Additionally, the unit 8 test revisits concepts related to order of operations, squares, and the distributive property as students simplify quadratic expressions and radical expressions, requiring students to connect previously learned concepts to new mathematical contexts.
Evaluation for 4.3b
The materials provide interleaved practice opportunities with previously learned skills across learning pathways. In unit 4, lesson 1, students apply previously learned skills to calculate slope and write equations in point-slope and slope-intercept form while learning direct variation. The lesson interleaves graphing, writing equations, and analyzing linear relationships rather than isolating a single skill. Similarly, in unit 6, lesson 2, students apply operations with expressions, the distributive property, and factoring skills while multiplying monomials by polynomials and using area models to represent polynomial multiplication.
The materials provide interleaved practice opportunities with previously learned concepts across learning pathways. In the Linear Functions unit, students connect proportional reasoning concepts, including rate of change, proportionality, and constant of proportionality, with slope, y-intercept, writing linear equations, and interpreting graphs. Additionally, in unit 6, students connect concepts of area, multiplication, and factoring as educators use area models to help students relate numerical multiplication to polynomial multiplication. These lessons require students to apply multiple related concepts within the same learning sequence rather than focusing on a single concept in isolation.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The materials provide instructional assessments throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. In the “Algebra I Course Challenge,” students write equations of lines from two points and expand binomials to write polynomials in standard form. Additionally, practice aligned to TEKS A.11B requires students to apply multiple exponent properties within the same expression to generate equivalent expressions, reflecting the depth of understanding the standard requires.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
The materials provide enrichment and extension questions and tasks that increase in rigor and complexity, leading to grade-level and above-grade-level proficiency in the mathematics TEKS. In unit 3, “Investigation of Linear Functions and Inequalities with Two Variables,” students progress from determining slope from graphs, tables, and points to analyzing horizontal and vertical lines, identifying intercepts, graphing equations, writing equations, and modeling with linear inequalities. The materials further extend learning beyond the Algebra I TEKS through enrichment and extension opportunities that connect unit content to advanced coursework, including Mathematical Models with Applications and Precalculus concepts.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
The materials also connect representations and mathematical relationships across grade bands. For example, the “Vertical Coherence” guide explains how area models introduced in grades 3–5 for multiplication, extended in middle school fraction operations, support Algebra I lessons such as “Multiplying Binomials” where students use area models and algebra tiles to represent polynomial multiplication. The guide further connects these representations to Geometry concepts involving area models, demonstrating how big ideas and relationships develop across grades 3–12.
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to mathematical concepts they will learn in future grade levels. The “Prior Knowledge” guide includes flow charts that show how current Algebra I learning supports future mathematics courses. For example, the guide connects factoring procedures learned in Algebra I, including GCF factoring, factoring trinomials, and factoring by grouping, to future Algebra II concepts such as polynomial division, factoring higher-degree polynomials, and solving polynomial equations. Additionally, Unit 5, Lesson 1, “Systems of Equations,” identifies future learning related to analyzing functions and their inverses in Algebra II, showing how current concepts and procedures prepare students for future mathematical learning.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The materials provide spaced retrieval opportunities with previously learned concepts across learning pathways. In unit 5, lesson 1, students revisit the concept of a solution by connecting solutions of one-variable equations and linear equations in two variables to the intersection point of a system of equations. Students also retrieve prior understanding of graphing linear relationships and ordered pairs while comparing two relationships on the same coordinate plane. Additionally, the unit 8 test revisits concepts related to order of operations, squares, and the distributive property as students simplify quadratic expressions and radical expressions, requiring students to connect previously learned concepts to new mathematical contexts.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The materials provide interleaved practice opportunities with previously learned concepts across learning pathways. In the Linear Functions unit, students connect proportional reasoning concepts, including rate of change, proportionality, and constant of proportionality, with slope, y-intercept, writing linear equations, and interpreting graphs. Additionally, in unit 6, students connect concepts of area, multiplication, and factoring as educators use area models to help students relate numerical multiplication to polynomial multiplication. These lessons require students to apply multiple related concepts within the same learning sequence rather than focusing on a single concept in isolation.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
89% (34 out of 38 points)
Evaluation for 5.1a
The materials provide questions and tasks that give students opportunities to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations. For example, in the “Linear Equations Word Problems” exercise, students interpret and evaluate equations involving relationships such as Fahrenheit and Celsius temperatures, speed as a function of time, and tree growth, while analyzing real-world contexts including debt, fundraising, and filling a water tank to determine and justify appropriate solutions.
The materials provide questions and tasks that give students opportunities to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations throughout the course. In unit 9, lesson 2, students interpret key features of quadratic functions from graphs and equations, analyze how coefficients affect the graph, connect standard and vertex forms, and justify their reasoning using algebraic and graphical representations. Additional exercises, such as “Connecting Exponential Graphs with Contexts” and “Two-Variable Inequalities Word Problems,” require students to evaluate mathematical models and select appropriate representations for real-world growth, decay, and constraint scenarios.
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create representations of mathematical situations. For example, in the “Writing Linear Functions Word Problems” exercise, students represent real-world situations by writing linear functions. Additional tasks require students to create graphs representing exponential growth and decay, graph systems of linear inequalities, write systems of linear equations from graphs, and represent quadratic relationships using parabolas.
The materials do not give students opportunities to create concrete models of mathematical situations. Instead, tasks rely on symbolic, graphical, and abstract representations and do not require students to create or manipulate physical models or other concrete representations to demonstrate mathematical understanding.
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, in the “Using Slopes and Intercepts in Context” exercise, students apply their understanding of slope, x-intercepts, and y-intercepts to interpret real-world situations rather than perform procedural calculations.
Similar opportunities occur in lessons on correlation coefficients, quadratic functions, exponential functions, and completing the square, where students transfer conceptual understanding to unfamiliar contexts by interpreting graphs, identifying key features, connecting multiple representations, and explaining mathematical relationships.
Evaluation for 5.2a
The materials provide tasks designed to build student automaticity necessary to complete grade-level mathematical tasks. Students repeatedly practice foundational skills across varied exercises, such as identifying key features of linear functions in “Using Slopes and Intercepts in Context,” recognizing functions from multiple representations in “Check Whether the Relation Is a Function,” identifying domain and range from graphs, and finding missing constants in perfect-square trinomials in “Completing the Square (Intro).” These repeated opportunities help students develop automatic recognition of essential algebraic concepts.
The materials provide tasks designed to build the fluency students need to complete grade-level mathematical tasks. Students apply mathematical procedures across multiple representations and increasingly complex problems, including simplifying expressions using the distributive property and combining like terms, interpreting functions presented as graphs, mappings, equations, ordered pairs, and set-builder notation, and receiving immediate feedback through guided examples that reinforce accurate and efficient problem-solving before advancing to new concepts.
Evaluation for 5.2b
The materials give students opportunities to practice applying efficient, flexible, and accurate mathematical procedures. In unit 3, “Investigation of Linear Functions and Inequalities with Two Variables,” students solve problems using multiple representations, including graphs, tables, equations, and inequalities. Students choose among strategies, write equations in different forms, interpret representations, and use structured supports such as hints and feedback to compare approaches, refine procedures, and develop efficient, flexible, and accurate problem-solving skills.
The materials give students opportunities to practice applying efficient, flexible, and accurate mathematical procedures. For example, unit 5 develops flexibility by having students solve systems of equations using graphing, substitution, and elimination, while unit 6 strengthens efficiency and accuracy by engaging students in selecting appropriate factoring strategies, including greatest common factor, grouping, difference of squares, and perfect-square trinomials. Immediate feedback and opportunities to verify solutions by substituting or multiplying factors back to the original expression reinforce accurate procedures and strategic selection of efficient methods.
Evaluation for 5.2c
The materials give students opportunities to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy. In unit 9, lesson 7, “Features of Quadratic Functions: Strategy Exercise,” students compare quadratic equations written in standard, factored, and vertex forms to determine which representation most efficiently reveals key features such as the vertex, roots, or y-intercept. Students evaluate equivalent representations, justify which form is most appropriate for a given task, and recognize how each representation highlights different mathematical information.
The materials give students opportunities to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. In unit 5, students compare graphing, substitution, and elimination to solve systems of linear equations, evaluate which strategy is most efficient for a given system, and verify the accuracy of solutions. Throughout the unit, students justify their strategy selection, compare multiple solution methods, and evaluate the effectiveness of different mathematical representations when solving problems.
Evaluation for 5.2d
The materials provide guidance to help students select increasingly efficient approaches to solve mathematics problems. For example, in unit 5, lesson 3, educator guidance explicitly compares graphing, substitution, and elimination for solving systems of linear equations, explains when each strategy is most efficient, and prompts students to justify their method selection. Similarly, unit 8 guides educators to compare factoring and completing the square, encouraging students to evaluate which approach is most efficient for solving different quadratic equations.
Evaluation for 5.3a
The materials explicitly state how the TEKS conceptual emphasis is addressed. In “Unit 1: Linear Expressions, Equations, and Inequalities,” “Lesson 10: Division by Zero” develops conceptual understanding by explaining why division by zero is undefined, helping students understand the mathematical reasoning behind the concept rather than simply memorizing a rule.
The materials explicitly show how the TEKS’s procedural emphasis is addressed. In “Unit 1: Linear Expressions, Equations, and Inequalities,” “Lesson 12: Manipulating Formulas” provides explicit instruction and practice with algebraic procedures as students rearrange formulas, apply inverse operations, and isolate a specified variable to solve mathematical problems.
Evaluation for 5.3b
The materials provide questions and tasks that give students opportunities to use pictorial representations and abstract models, as required by the TEKS. Throughout the program, students move among real-world contexts, graphs, tables, equations, and other symbolic representations to model mathematical situations. However, the materials do not include questions and tasks that require students to use concrete models.
The materials provide questions and tasks that support the use of pictorial representations and abstract models. For example, in unit 11, “Graphs of Arithmetic and Geometric Sequences,” students match recursive sequence equations (abstract) to graphs of arithmetic and geometric sequences (pictorial), connecting symbolic and graphical representations. Similarly, in unit 3, “Slope from Graph,” students determine the slope of a line from a graph, linking pictorial representations to abstract mathematical concepts.
Evaluation for 5.3c
The materials provide support for connecting representational models to abstract mathematical concepts. In unit 8, “Quadratic Equations and Simplification of Radical Expressions,” the “Best Practices” section uses area models to illustrate perfect square trinomials. For example, the guide represents (x^2+6x+9) as ((x+3)^2) and explains the relationship between the model’s dimensions and the factors of the expression. The guide also includes a factor tree for simplifying square roots and connects the visual representation to symbolic steps. Additionally, the lesson guide recommends using algebra tiles or visual models to represent quadratic expressions of the form (x^2+bx+c).
The materials provide support for explaining relationships between representational models and abstract mathematical concepts. In unit 8, the factoring examples explain how the dimensions of an area model correspond to the factors of a quadratic expression. The guide also explains how the sum and product of the numbers in the factors relate to the coefficient of the linear term and the constant term in the original quadratic expression. These explanations connect visual representations to symbolic expressions and give educators examples for discussing these mathematical relationships. Additionally, definitions of zeros, roots, and solutions help clarify the relationships among these terms and address potential student misconceptions.
The materials do not give students opportunities to create concrete models to represent abstract mathematical concepts. Instruction relies on visual and symbolic representations rather than requiring students to create or manipulate physical models to develop conceptual understanding.
Evaluation for 5.4a
The materials support students in building mathematical vocabulary and communicating mathematical ideas by incorporating visuals, hands-on tools, and other language-rich instructional strategies. For example, in unit 3, lesson 2, students use a coordinate grid to explore transformations before discussing their observations with a partner using sentence frames.
Educator guidance introduces and reinforces vocabulary such as transformation, slope, intercept, and slope-intercept form, connecting visual representations to mathematical language during class discussions.
Evaluation for 5.4b
The materials provide educators with instructional supports that help students develop and use academic mathematical vocabulary during instruction. For example, the “Guidance to Scaffold the Use of Academic Language” resource provides strategies for introducing new mathematical terms, supporting student communication with peers and educators, extending vocabulary through discussion, and connecting academic language to visual models and representations.
The materials provide educators with instructional supports that extend students’ use of academic mathematical vocabulary through structured discussion and collaborative learning. For example, in unit 3, lesson 2, educators pause instructional videos to ask targeted questions, provide sentence frames, and have students turn and talk about vocabulary concepts such as transformation, point-slope form, slope-intercept form, and direct variation before sharing their reasoning with the class.
Evaluation for 5.4c
The materials provide embedded instructional supports that encourage students to communicate mathematical thinking using appropriate mathematical language and terminology. For example, in unit 5, lesson 4: Systems of Linear Equations and Inequalities, educators direct students to write and discuss their reasoning using sentence frames before participating in a structured turn-and-talk.
Educator prompts such as “Why is the line dashed?” and “How can we describe the solution to the system of inequalities?” require students to apply vocabulary including variable, equation, inequality, boundary line, solution set, and solution region.
Evaluation for 5.4d
The materials provide embedded instructional supports that engage students in mathematical conversations with their peers. For example, in unit 4, lesson 3, educators provide think time before students discuss questions with a partner using sentence frames such as, “For every 1 hour, distance increases by ___ miles, so the slope is ___,” and “When time is 0, the distance is ___, so that’s the y-intercept.” These structured discussions allow students to hear mathematical language as classmates explain their reasoning.
The materials provide embedded instructional supports that help students refine and use mathematical language during peer discussions. For example, in unit 4, lesson 3, educators use probing questions such as “What makes you say that?” and “Can anyone build on that idea?” while students compare responses, revise their thinking based on peer feedback, and communicate their reasoning using academic vocabulary related to slope and y-intercept.
Evaluation for 5.4e
The materials provide educators with expected student responses that help educators monitor and interpret student thinking throughout instruction. For example, in unit 11, lesson 2, “Constructing Arithmetic and Geometric Sequences,” the lesson includes exemplar responses to discussion questions and lesson tasks, such as identifying that arithmetic sequences add or subtract a constant while geometric sequences multiply or divide by a common ratio, along with complete exemplar solutions for the exit ticket.
The materials provide educator guidance that helps them respond to student misconceptions through questioning and targeted instructional support. For example, in unit 11, lesson 2, educators are directed to circulate and monitor student thinking, provide targeted feedback, and encourage students who are stuck or answer incorrectly to use Khanmigo for hints or explanations before revising their work. The lesson also includes guidance for addressing misconceptions about recursive and explicit formulas while prompting students to justify their reasoning through class discussion.
Evaluation for 5.5a
The materials integrate mathematical process skills throughout instruction by engaging students in problem-solving, reasoning, communication, and multiple representations alongside grade-level content. For example, in unit 5, lesson 1, “Introduction to Systems of Equations,” students analyze graphs, tables, and equations to determine solutions, explain why the point of intersection represents the solution to a system, justify the number of solutions, communicate their reasoning using mathematical vocabulary and sentence frames, and apply these ideas through collaborative practice, independent work, discourse questions, and an exit ticket.
Lessons consistently require students to analyze problems, identify relevant quantities, and apply appropriate models. For example, in unit 7, “Modeling with Exponential Functions,” students decide whether exponential or linear models best fit a growth situation, justify their reasoning, and interpret the parameters in context.
Evaluation for 5.5b
The materials describe and demonstrate how the TEKS mathematical process standards are integrated throughout the learning pathway by embedding them into lesson objectives, instructional routines, problem-solving, mathematical discourse, and multiple representations. For example, unit 5, lesson 1 identifies the applicable process standards and engages students in analyzing graphs, tables, and equations; justifying solutions; communicating mathematical reasoning during partner and whole-class discussions; and applying mathematics through guided, collaborative, and independent practice.
The learning pathway revisits and extends these process standards across subsequent units as mathematical content increases in complexity. For example, the unit 10 guide requires students to distinguish between linear and exponential relationships, interpret graphs, tables, equations, and real-world situations, develop mathematical models, make predictions, and apply prior learning while using multiple representations and mathematical reasoning to solve increasingly complex problems.
Evaluation for 5.5c
The materials include an overview of the TEKS Mathematical Process Standards incorporated into each lesson. Each lesson plan identifies the applicable process standards alongside the content TEKS and embeds them throughout instruction. For example, unit 5, lesson 1 lists the process standards on the first page and incorporates them through opportunities for students to analyze graphs and tables, justify mathematical reasoning, communicate using academic vocabulary, and explain solution strategies during partner discussions, worked examples, guided practice, and independent practice.
Similar integration is evident in unit 6 and unit 10 lesson plans, where students analyze patterns, model relationships, justify reasoning, and communicate mathematical thinking while learning new content.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
The materials provide questions and tasks that give students opportunities to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations throughout the course. In unit 9, lesson 2, students interpret key features of quadratic functions from graphs and equations, analyze how coefficients affect the graph, connect standard and vertex forms, and justify their reasoning using algebraic and graphical representations. Additional exercises, such as “Connecting Exponential Graphs with Contexts” and “Two-Variable Inequalities Word Problems,” require students to evaluate mathematical models and select appropriate representations for real-world growth, decay, and constraint scenarios.
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
1 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
1 out of 2 points
The materials do not give students opportunities to create concrete models of mathematical situations. Instead, tasks rely on symbolic, graphical, and abstract representations and do not require students to create or manipulate physical models or other concrete representations to demonstrate mathematical understanding.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Similar opportunities occur in lessons on correlation coefficients, quadratic functions, exponential functions, and completing the square, where students transfer conceptual understanding to unfamiliar contexts by interpreting graphs, identifying key features, connecting multiple representations, and explaining mathematical relationships.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
The materials provide tasks designed to build the fluency students need to complete grade-level mathematical tasks. Students apply mathematical procedures across multiple representations and increasingly complex problems, including simplifying expressions using the distributive property and combining like terms, interpreting functions presented as graphs, mappings, equations, ordered pairs, and set-builder notation, and receiving immediate feedback through guided examples that reinforce accurate and efficient problem-solving before advancing to new concepts.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
The materials give students opportunities to practice applying efficient, flexible, and accurate mathematical procedures. For example, unit 5 develops flexibility by having students solve systems of equations using graphing, substitution, and elimination, while unit 6 strengthens efficiency and accuracy by engaging students in selecting appropriate factoring strategies, including greatest common factor, grouping, difference of squares, and perfect-square trinomials. Immediate feedback and opportunities to verify solutions by substituting or multiplying factors back to the original expression reinforce accurate procedures and strategic selection of efficient methods.
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
The materials give students opportunities to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. In unit 5, students compare graphing, substitution, and elimination to solve systems of linear equations, evaluate which strategy is most efficient for a given system, and verify the accuracy of solutions. Throughout the unit, students justify their strategy selection, compare multiple solution methods, and evaluate the effectiveness of different mathematical representations when solving problems.
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The materials explicitly show how the TEKS’s procedural emphasis is addressed. In “Unit 1: Linear Expressions, Equations, and Inequalities,” “Lesson 12: Manipulating Formulas” provides explicit instruction and practice with algebraic procedures as students rearrange formulas, apply inverse operations, and isolate a specified variable to solve mathematical problems.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
2 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
2 out of 3 points
The materials provide questions and tasks that support the use of pictorial representations and abstract models. For example, in unit 11, “Graphs of Arithmetic and Geometric Sequences,” students match recursive sequence equations (abstract) to graphs of arithmetic and geometric sequences (pictorial), connecting symbolic and graphical representations. Similarly, in unit 3, “Slope from Graph,” students determine the slope of a line from a graph, linking pictorial representations to abstract mathematical concepts.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
4 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
4 out of 6 points
The materials provide support for explaining relationships between representational models and abstract mathematical concepts. In unit 8, the factoring examples explain how the dimensions of an area model correspond to the factors of a quadratic expression. The guide also explains how the sum and product of the numbers in the factors relate to the coefficient of the linear term and the constant term in the original quadratic expression. These explanations connect visual representations to symbolic expressions and give educators examples for discussing these mathematical relationships. Additionally, definitions of zeros, roots, and solutions help clarify the relationships among these terms and address potential student misconceptions.
The materials do not give students opportunities to create concrete models to represent abstract mathematical concepts. Instruction relies on visual and symbolic representations rather than requiring students to create or manipulate physical models to develop conceptual understanding.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Educator guidance introduces and reinforces vocabulary such as transformation, slope, intercept, and slope-intercept form, connecting visual representations to mathematical language during class discussions.
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
The materials provide educators with instructional supports that extend students’ use of academic mathematical vocabulary through structured discussion and collaborative learning. For example, in unit 3, lesson 2, educators pause instructional videos to ask targeted questions, provide sentence frames, and have students turn and talk about vocabulary concepts such as transformation, point-slope form, slope-intercept form, and direct variation before sharing their reasoning with the class.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Educator prompts such as “Why is the line dashed?” and “How can we describe the solution to the system of inequalities?” require students to apply vocabulary including variable, equation, inequality, boundary line, solution set, and solution region.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
The materials provide embedded instructional supports that help students refine and use mathematical language during peer discussions. For example, in unit 4, lesson 3, educators use probing questions such as “What makes you say that?” and “Can anyone build on that idea?” while students compare responses, revise their thinking based on peer feedback, and communicate their reasoning using academic vocabulary related to slope and y-intercept.
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
The materials provide educator guidance that helps them respond to student misconceptions through questioning and targeted instructional support. For example, in unit 11, lesson 2, educators are directed to circulate and monitor student thinking, provide targeted feedback, and encourage students who are stuck or answer incorrectly to use Khanmigo for hints or explanations before revising their work. The lesson also includes guidance for addressing misconceptions about recursive and explicit formulas while prompting students to justify their reasoning through class discussion.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Lessons consistently require students to analyze problems, identify relevant quantities, and apply appropriate models. For example, in unit 7, “Modeling with Exponential Functions,” students decide whether exponential or linear models best fit a growth situation, justify their reasoning, and interpret the parameters in context.
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
The learning pathway revisits and extends these process standards across subsequent units as mathematical content increases in complexity. For example, the unit 10 guide requires students to distinguish between linear and exponential relationships, interpret graphs, tables, equations, and real-world situations, develop mathematical models, make predictions, and apply prior learning while using multiple representations and mathematical reasoning to solve increasingly complex problems.
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Similar integration is evident in unit 6 and unit 10 lesson plans, where students analyze patterns, model relationships, justify reasoning, and communicate mathematical thinking while learning new content.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (21 out of 21 points)
Evaluation for 6.1a
The materials engage students in analyzing mathematical relationships, selecting solution strategies, and explaining their reasoning through videos, instructional routines, exercises, and educator-facilitated discussion. For example, in unit 1, lesson 5, “Why We Do the Same Thing to Both Sides: Variable on Both Sides,” students develop conceptual understanding by using the balance model to explain why performing the same operation on both sides of an equation preserves equality rather than applying an algorithm without justification.
The materials give students opportunities to persist through challenging problems by encouraging reflection, strategic thinking, and conceptual reasoning. Throughout lessons and exercises, Khanmigo acts as a thinking partner by prompting students to explain their thinking, analyze errors, connect prior knowledge, and revise solution strategies instead of providing answers, which supports productive struggle without shortcutting mathematical reasoning.
Evaluation for 6.1b
The materials build students’ understanding that mathematical problems may have more than one valid solution strategy by presenting equivalent methods and representations for the same concept. For example, in unit 1, lesson 5, “Intro to Equations with Variables on Both Sides,” students compare two valid approaches for solving equations, analyze the advantages of each strategy, and determine which method is most appropriate for a given problem.
The materials encourage students to explain, compare, and justify different solution methods by communicating the reasoning behind each approach. For example, in unit 5, lesson 3, students solve systems of linear equations using substitution or elimination, discuss their chosen strategy with a partner using sentence frames such as “I chose substitution because ___” and “This system is easier to solve with ___ because ___,” and explain why one method is more efficient based on the structure of the equations.
Evaluation for 6.1c
The materials engage students in mathematical tasks that require them to apply concepts, strategies, and reasoning while working independently and collaboratively. For example, in unit 2, lesson 2, students identify x- and y-intercepts, determine the equation of a line through two given points, sketch the line, create a graph to test ideas, and discuss their reasoning with a partner before participating in a whole-class discussion.
The materials encourage students to record, explain, and justify their mathematical thinking through written responses that communicate their reasoning. For example, in unit 3, lesson 4, students record explanations in their exercise workspace, explain the use of solid or dashed boundary lines, justify the shaded solution regions, and use sentence frames to communicate their mathematical reasoning while sharing solutions with the class.
The materials include collaborative discussions that encourage students to explain their reasoning, respond to others’ thinking, and communicate mathematical ideas using precise language. For example, in unit 3, lesson 4, educators facilitate turn-and-talk discussions throughout the lesson as students work in pairs or groups, respond to discussion prompts, present solutions on the board, and compare similarities and differences in their classmates’ explanations.
Evaluation for 6.2a
The materials provide educators with structured guidance for facilitating mathematical discussions that encourage students to explain their reasoning, justify solution strategies, compare approaches, and reflect on their mathematical thinking. For example, in unit 9, lesson 3, educators circulate during partner work using questions that elicit student thinking, then strategically select groups that used different reasoning or representations to present their work, explain their thinking, and compare solution strategies while supporting multiple points of entry into the discussion.
The materials provide educators with discussion routines and instructional supports that encourage students to defend mathematical arguments, respond to others’ reasoning, and refine their thinking through collaborative reflection. For example, in unit 5, lesson 4, educators facilitate turn-and-talk discussions using sentence frames such as “I agree/disagree with you because ________,” ask probing questions including “What makes you say that?” and “Can anyone build on that idea?,” and guide students to compare methods, justify conclusions, and respond to contrasting perspectives using precise mathematical language.
Evaluation for 6.2b
The materials provide educator prompts that encourage educators to respond purposefully to students’ mathematical thinking and address common misunderstandings during instruction. For example, in unit 1, lesson 2, educators circulate during partner work while monitoring for misconceptions such as dropping negative signs during distribution, combining unlike terms, and failing to reverse inequalities when multiplying or dividing by negative numbers. Educators use prompts, including “What happens when the distributing number is negative?,” “Can those terms be combined? Why or why not?,” and “How will you verify your answer?” to elicit student reasoning and provide explanatory feedback.
The materials include guidance that helps educators respond to students’ ideas, build on correct reasoning, and address misconceptions through targeted feedback. Unit guides identify common misconceptions and provide corresponding instructional guidance through “How to Help” sections that include conceptual explanations, vocabulary support, instructional strategies, and illustrative examples. For example, the unit 9 unit guide identifies common misunderstandings about the parts of a parabola and recommends reviewing the vertex, intercepts, and axis of symmetry using multiple examples and visual references to strengthen conceptual understanding.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The materials give students opportunities to persist through challenging problems by encouraging reflection, strategic thinking, and conceptual reasoning. Throughout lessons and exercises, Khanmigo acts as a thinking partner by prompting students to explain their thinking, analyze errors, connect prior knowledge, and revise solution strategies instead of providing answers, which supports productive struggle without shortcutting mathematical reasoning.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
The materials encourage students to explain, compare, and justify different solution methods by communicating the reasoning behind each approach. For example, in unit 5, lesson 3, students solve systems of linear equations using substitution or elimination, discuss their chosen strategy with a partner using sentence frames such as “I chose substitution because ___” and “This system is easier to solve with ___ because ___,” and explain why one method is more efficient based on the structure of the equations.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
The materials encourage students to record, explain, and justify their mathematical thinking through written responses that communicate their reasoning. For example, in unit 3, lesson 4, students record explanations in their exercise workspace, explain the use of solid or dashed boundary lines, justify the shaded solution regions, and use sentence frames to communicate their mathematical reasoning while sharing solutions with the class.
The materials include collaborative discussions that encourage students to explain their reasoning, respond to others’ thinking, and communicate mathematical ideas using precise language. For example, in unit 3, lesson 4, educators facilitate turn-and-talk discussions throughout the lesson as students work in pairs or groups, respond to discussion prompts, present solutions on the board, and compare similarities and differences in their classmates’ explanations.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
The materials provide educators with discussion routines and instructional supports that encourage students to defend mathematical arguments, respond to others’ reasoning, and refine their thinking through collaborative reflection. For example, in unit 5, lesson 4, educators facilitate turn-and-talk discussions using sentence frames such as “I agree/disagree with you because ________,” ask probing questions including “What makes you say that?” and “Can anyone build on that idea?,” and guide students to compare methods, justify conclusions, and respond to contrasting perspectives using precise mathematical language.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
The materials include guidance that helps educators respond to students’ ideas, build on correct reasoning, and address misconceptions through targeted feedback. Unit guides identify common misconceptions and provide corresponding instructional guidance through “How to Help” sections that include conceptual explanations, vocabulary support, instructional strategies, and illustrative examples. For example, the unit 9 unit guide identifies common misunderstandings about the parts of a parabola and recommends reviewing the vertex, intercepts, and axis of symmetry using multiple examples and visual references to strengthen conceptual understanding.