Program Information
- ISBN
- 9781972621035
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 641.19 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 176.96 KB)
Magma Math, Grade 3
Supplemental Math (English) Grade 3
IMRA 2026
Publisher: Radish Education Inc. (Magma Math)
Copyright: 2026
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 3 | 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
100% (21 out of 21 points)
Evaluation for 1.1a
The grade 3 Alignment Guide begins with part 1, which provides strategies for integrating English Language Proficiency Standards (ELPS) for listening, reading, and writing. The second section details horizontal and vertical alignment for grade 3, mapping specific Texas Essential Knowledge and Skills (TEKS) and their rationales to concepts such as number sense and operations. Finally, the guide outlines the K–6 vertical progression for all major mathematical strands, ranging from place value to data analysis.
In part 2, chapters are organized into strands that align with both the TEKS and the scope and sequence. Part 3 of the Alignment Guide outlines vertical alignment across grade levels with a specific focus on third grade, categorized by number and place value, fractions and rational numbers, operations, algebraic reasoning, geometry and measurement, and data analysis.
Evaluation for 1.1b
The Diagnostic Guide features a Snapshot of Readiness, Actionable Insights, and Automated Recommendations. Educators can use these insights to identify TEKS-specific skill entry points and target necessary interventions. To support implementation, three foundational tables outline the next steps. Targeted Practice details the process for assigning Practice Cards to students who require skill reinforcement. Comprehensive Reteaching directs educators to leverage prerequisite, lower grade-level content and chapters for students exhibiting significant learning gaps. Vertical Alignment maps prerequisite skills to upcoming TEKS standards, allowing educators to strategically prioritize interventions.
The materials include a Comprehensive Implementation Guide that satisfies all criteria for this standard. The Comprehensive Implementation Guide details clear usage recommendations and strategic guidance for diverse instructional settings, including whole-group instruction, small-group settings, and independent practice. Furthermore, it incorporates dedicated sections for just-in-time support, advanced learning pathways, and enrichment opportunities to guide effective use by educators.
Evaluation for 1.1c
The grade 3 Diagnostic Guide includes skill entry points based on diagnostic results. These resources include a Diagnostic Intervention Guide, a Prerequisite Reteach Guide, and a Vertical Alignment Matrix.
The curriculum provides a comprehensive TEKS Correlation Guide that uses diagnostic assessment data to recommend targeted, skill-based entry points for students.
Evaluation for 1.1d
The grade 3 materials provide structured protocols and clear guidance for the internalization process. Specifically, the initial section of the Teacher Internalization Guide establishes a systematic, four-step unit internalization protocol. This protocol provides actionable guidance for educators across four key phases: reading the core progression, building a baseline set of assignments, considering student needs and differentiation, and selecting appropriate assignment modes and settings.
The materials maintain a clear distinction between macro-level and micro-level planning by providing separate protocols for unit and lesson internalization. While the initial section of the Teacher Internalization Guide establishes a four-step framework for broader unit planning, it dedicates a distinct, subsequent section to a five-step lesson internalization protocol. This separate protocol is designed to narrow an educator’s focus from the macro unit level to the individual class period, instructing educators to preview upcoming student assignments for a few minutes before each lesson to better anticipate and respond to student work.
Evaluation for 1.1e
The grade 3 materials feature an Instructional Leader Guide that offers comprehensive oversight strategies to help administrators support educators during implementation. Additionally, the guide provides targeted guidance and assistance for developing Common Formative Assessments (CFAs) to drive data-driven instruction.
Resources within the Instructional Leader Guide include an Implementation Checklist to facilitate rollout planning and ensure foundational operations are established before educators introduce the platform to students. The checklist covers five core operational pillars: Rostering and Technical Setup, Teacher Onboarding Planning, Building Champions Across the District, Using Instructional Data for PLCs, and Collaborative Assignment Planning.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The grade 3 Lesson Companion Guide outlines core instructional steps, recommended timeframes, and assessment-tracking mechanisms aligned with the TEKS and ELPS. Within the guide, the “Surfacing the CRA Progression Through Student Work” section structures lesson delivery across concrete, representational, and abstract approaches using suggested time allotments. The materials include lesson overviews and learning objectives mapped directly to the TEKS and ELPS standards for each lesson.
Instructional resources offer general guidance to assist educators with stating objectives, selecting corresponding practice problems, and using the concrete, representational, and abstract framework. Additionally, the “Supporting ELPS Across All Four Domains” section addresses listening, speaking, reading, and writing strategies. The materials include alignment to specific ELPS student expectations or individual ELPS identifiers across these domains.
Evaluation for 1.2c
Both the English and Spanish Family Guides provide a comprehensive overview emphasizing the importance of students demonstrating their mathematical thinking through drawings, written explanations, and annotations. Available in both languages, these materials offer unit-level information about the curriculum content so families can stay fully informed about what students are learning.
Together, the English and Spanish versions of the Family Guide show families how to monitor student progress step by step. By offering insights and actionable tools in both languages, the guides help families establish a home practice routine tailored to the needs of their students.
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.
5 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.
5 out of 5 points
In part 2, chapters are organized into strands that align with both the TEKS and the scope and sequence. Part 3 of the Alignment Guide outlines vertical alignment across grade levels with a specific focus on third grade, categorized by number and place value, fractions and rational numbers, operations, algebraic reasoning, geometry and measurement, and data analysis.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials include a Comprehensive Implementation Guide that satisfies all criteria for this standard. The Comprehensive Implementation Guide details clear usage recommendations and strategic guidance for diverse instructional settings, including whole-group instruction, small-group settings, and independent practice. Furthermore, it incorporates dedicated sections for just-in-time support, advanced learning pathways, and enrichment opportunities to guide effective use by educators.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The curriculum provides a comprehensive TEKS Correlation Guide that uses diagnostic assessment data to recommend targeted, skill-based entry points for students.
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 maintain a clear distinction between macro-level and micro-level planning by providing separate protocols for unit and lesson internalization. While the initial section of the Teacher Internalization Guide establishes a four-step framework for broader unit planning, it dedicates a distinct, subsequent section to a five-step lesson internalization protocol. This separate protocol is designed to narrow an educator’s focus from the macro unit level to the individual class period, instructing educators to preview upcoming student assignments for a few minutes before each lesson to better anticipate and respond to student work.
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
Resources within the Instructional Leader Guide include an Implementation Checklist to facilitate rollout planning and ensure foundational operations are established before educators introduce the platform to students. The checklist covers five core operational pillars: Rostering and Technical Setup, Teacher Onboarding Planning, Building Champions Across the District, Using Instructional Data for PLCs, and Collaborative Assignment Planning.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
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.
Not applicable.
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 5 points
Instructional resources offer general guidance to assist educators with stating objectives, selecting corresponding practice problems, and using the concrete, representational, and abstract framework. Additionally, the “Supporting ELPS Across All Four Domains” section addresses listening, speaking, reading, and writing strategies. The materials include alignment to specific ELPS student expectations or individual ELPS identifiers across these domains.
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
Together, the English and Spanish versions of the Family Guide show families how to monitor student progress step by step. By offering insights and actionable tools in both languages, the guides help families establish a home practice routine tailored to the needs of their students.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (19 out of 19 points)
Evaluation for 2.1a
The grade 3 Assessment Guide defines the purpose of formative assessments and outlines how educators use these real-time tools to inform daily instruction. The documentation provides instructions for implementing specific formative mechanisms—including Warm-Ups, Exit Tickets, Checks for Understanding, Spiral Reviews, and Think-Pair-Share activities—to identify student misconceptions as they occur.
The materials define diagnostic tools and summative evaluations to measure student learning at distinct points in the instructional cycle. The guide outlines the purpose of diagnostic tools, including built-in screeners, as well as summative evaluations administered in quiz mode. The text states that the resulting data allows educators to identify areas for reteaching, plan reassessments, or differentiate upcoming units.
Evaluation for 2.1b
The grade 3 Assessment Administration Guide provides instructions for organizing district-level assessments across a school system. The documentation includes screenshots detailing how district administrators configure the testing window and publish assessments across the platform.
The materials outline administration protocols for the platform’s screeners, diagnostic tools, and flexible assessment pathways. The documentation provides contextual examples detailing the specific timing and methods educators use to administer each instrument uniformly across classrooms.
Evaluation for 2.1c
Within the digital platform for grade 3, the Student Dashboard features functional text-to-speech audio playback in over 40 languages and a 140-language translation tool, which becomes accessible to learners once authorized through the educator’s profile settings. These administrative settings allow educators to selectively enable or disable basic calculator and audio accommodations for individual students. The materials also include embedded, educator-managed content and language supports within the assessment interface.
Grade 3 digital assessments provide fully customizable printable versions, allowing educators to adapt the testing format to meet individual student needs. When generating a printable version, educators can choose to enable or disable crucial formatting accommodations, including adjusting the font size, modulating the size of the student workspace, and generating corresponding answer keys.
Evaluation for 2.1d
The grade 3 Diagnostic Guide includes a Beginning-of-Year assessment to evaluate a student’s prerequisite skills from the previous grade level. This TEKS-aligned tool provides educators with an immediate snapshot of readiness, actionable performance insights, and automated instructional recommendations to address initial learning gaps.
The grade 3 Beginning-, Middle-, and End-of-Year assessments incorporate item formats that span three distinct levels of complexity to evaluate student proficiency. Low-complexity, basic recall, and multiple-choice questions assess foundational knowledge. Medium-complexity multiselect justification items require students to evaluate multiple options and defend their reasoning. Meanwhile, high-complexity open-ended and multistep tasks require students to execute sequential problem-solving strategies to resolve multitiered mathematical scenarios.
Evaluation for 2.1e
The grade 3 Student Dashboard embeds a variety of TEKS-aligned formative assessment tasks directly into the student experience. These tasks incorporate interactive item types that span multiple complexity levels to accurately check for student understanding.
The grade 3 educator-facing interface provides instructors with the tools to build a variety of formative and diagnostic assessments. The platform supports TEKS-aligned tasks that feature interactive item types of varying complexity levels. This enables the seamless integration of more than two distinct question formats—such as multiple-choice, fill-in-the-blank, and text entry—to accurately gauge student mastery.
Evaluation for 2.2a
The grade 3 Scoring and Response Guide describes the Heatmap interface, which delivers real-time, color-coded scoring information based on student performance. The system categorizes student attempts using specific color indicators, marking green for correct responses, orange for correct responses after multiple attempts, and red for incorrect responses. Additionally, the analytics feature flags classwide patterns by highlighting common errors when three or more students answer a task incorrectly, allowing educators to examine performance data by standard.
To guide the interpretation of student performance, the documentation outlines a diagnostic framework defining three distinct error classifications: conceptual, procedural, and task interpretation errors. The platform provides educators with a dynamic Playback feature and a Solutions View to examine student work. In the “Understanding Why a Response Is Incorrect” section, the guide directs educators to classify error types, leaving problem-specific mathematical rationales to educator analysis during work reviews.
Evaluation for 2.2b
The grade 3 platform provides automated, data-driven guidance for using the included tasks and activities to respond to student performance trends. Based on aggregated assessment data, the platform generates targeted Practice Card recommendations, allowing educators to align subsequent instructional content and interventions with documented performance trends.
The grade 3 Interactive Heatmap serves as a visual diagnostic tool that provides immediate guidance for responding to student performance trends on assessments. By using an at-a-glance, color-coded matrix—where green marks initial mastery, orange indicates success after multiple attempts, and red highlights incorrect final responses—educators can instantly identify widespread problem-solving difficulties and pinpoint specific students who require targeted task interventions.
Evaluation for 2.2c
The grade 3 platform provides educators with tools to track student progress and growth in real time. Through the Teacher Dashboard, educators view standards-based progress tracking and performance trends aggregated from student Practice Cards. This data-driven tool equips educators with immediate growth analytics to guide timely interventions and instructional adjustments.
Within the student platform, grade 3 learners can access dedicated tools for students to track their own progress and growth. A personalized pie chart organized by skill areas allows students to independently monitor their learning milestones and actively track their longitudinal progress over time.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
The grade 3 Student Dashboard is designed to be adaptive, featuring frequent Checks for Understanding embedded at key points throughout each practice activity. The system ensures real-time responsiveness by preventing students from advancing until they interact with the content and demonstrate their mathematical thinking. When a misconception is detected through an incorrect response, the adaptive interface immediately intervenes with scaffolded “try again” prompts and responsive “hints” to redirect the learner.
The grade 3 adaptive assessment framework allows educators to embed frequent Checks for Understanding at key points during instruction. By using the K–12 problem bank and toggling among variable difficulty levels, attempt parameters, and on-demand hints, educators can design activities that adapt to diverse learner profiles. The system anchors these customized checks with an open canvas, making student thinking visible and verifiable throughout each adaptive lesson.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
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 define diagnostic tools and summative evaluations to measure student learning at distinct points in the instructional cycle. The guide outlines the purpose of diagnostic tools, including built-in screeners, as well as summative evaluations administered in quiz mode. The text states that the resulting data allows educators to identify areas for reteaching, plan reassessments, or differentiate upcoming units.
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 outline administration protocols for the platform’s screeners, diagnostic tools, and flexible assessment pathways. The documentation provides contextual examples detailing the specific timing and methods educators use to administer each instrument uniformly across classrooms.
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.
2 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.
2 out of 2 points
Grade 3 digital assessments provide fully customizable printable versions, allowing educators to adapt the testing format to meet individual student needs. When generating a printable version, educators can choose to enable or disable crucial formatting accommodations, including adjusting the font size, modulating the size of the student workspace, and generating corresponding answer keys.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The grade 3 Beginning-, Middle-, and End-of-Year assessments incorporate item formats that span three distinct levels of complexity to evaluate student proficiency. Low-complexity, basic recall, and multiple-choice questions assess foundational knowledge. Medium-complexity multiselect justification items require students to evaluate multiple options and defend their reasoning. Meanwhile, high-complexity open-ended and multistep tasks require students to execute sequential problem-solving strategies to resolve multitiered mathematical scenarios.
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
The grade 3 educator-facing interface provides instructors with the tools to build a variety of formative and diagnostic assessments. The platform supports TEKS-aligned tasks that feature interactive item types of varying complexity levels. This enables the seamless integration of more than two distinct question formats—such as multiple-choice, fill-in-the-blank, and text entry—to accurately gauge student mastery.
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
To guide the interpretation of student performance, the documentation outlines a diagnostic framework defining three distinct error classifications: conceptual, procedural, and task interpretation errors. The platform provides educators with a dynamic Playback feature and a Solutions View to examine student work. In the “Understanding Why a Response Is Incorrect” section, the guide directs educators to classify error types, leaving problem-specific mathematical rationales to educator analysis during work reviews.
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 grade 3 Interactive Heatmap serves as a visual diagnostic tool that provides immediate guidance for responding to student performance trends on assessments. By using an at-a-glance, color-coded matrix—where green marks initial mastery, orange indicates success after multiple attempts, and red highlights incorrect final responses—educators can instantly identify widespread problem-solving difficulties and pinpoint specific students who require targeted task interventions.
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
Within the student platform, grade 3 learners can access dedicated tools for students to track their own progress and growth. A personalized pie chart organized by skill areas allows students to independently monitor their learning milestones and actively track their longitudinal progress over time.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
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.
Not applicable.
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
The grade 3 adaptive assessment framework allows educators to embed frequent Checks for Understanding at key points during instruction. By using the K–12 problem bank and toggling among variable difficulty levels, attempt parameters, and on-demand hints, educators can design activities that adapt to diverse learner profiles. The system anchors these customized checks with an open canvas, making student thinking visible and verifiable throughout each adaptive lesson.
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
100% (37 out of 37 points)
Evaluation for 3.1a
Program documentation outlines how educators direct students to use the integrated digital assistant “Lava Bot,” which provides targeted hints, breaks down multistep tasks into digestible parts, and displays real-time conceptual cues when a student selects the on-screen help icon during an assignment. Additionally, the Diagnostic Guide features “Table 1: Diagnostic Intervention Guide, Recommended Practice Cards” and “Table 2: Prerequisite Reteach Guide, Grade 3 Instructional Alignment,” which supply educators with precise instructional pathways, recommended Practice Cards, and specific chapter alignments to systematically target prerequisite skill gaps and build foundational concepts.
The “Lava Bot” tool serves as an interactive instructional scaffold that displays targeted hints and adaptive, bite-sized conceptual cues whenever a learner selects the help icon during an active task. Furthermore, the platform features an automated Practice Mode that evaluates student responses in real time. It also generates adaptive, customized assignments, providing independent practice pathways that directly target the exact areas where individual students require additional instructional scaffolding to successfully master grade-level proficiency.
Evaluation for 3.1b
In the Teacher Dashboard for a specific assignment, the Instructions Tab includes a dedicated “Key Vocabulary” section that allows educators to pre-teach targeted terminology before lessons. Selecting the “Click to Flip” feature displays vocabulary cards that define academic terms, clarify unfamiliar references in text, and provide instructional prompts such as “Can anyone in the class give another example?” Additionally, a section with more examples reveals supplementary visual and conceptual models to address student misconceptions.
Within student assignments, the built-in digital “Lava Bot” tool provides automated linguistic scaffolds directly in the problem interface whenever a student needs assistance. This feature assists learners by restating word problems in simpler terms, breaking down complex text structures, and delivering sequential hints that guide students through the linguistic and mathematical steps of the task.
Evaluation for 3.1c
The Implementation Guide, “Advanced Learning and Enrichment,” outlines how educators use varying problem tiers designated as “mild,” “medium,” and “spicy” to elevate the depth of questioning for proficient learners. Educators assign the “spicy” problem tier to challenge students who demonstrate grade-level mastery, providing tasks that deepen conceptual understanding and extend grade-level skills.
The initial section of the Enrichment and Extension Guide, titled “Showing Thinking in Multiple Ways,” instructs educators on how proficient students use the Student Canvas to represent mathematical responses through multiple modalities. Program documentation details how educators leverage this feature to support the Concrete-Representational-Abstract (CRA) framework, providing advanced learners with opportunities to generate alternative solution paths and serve as focal points for classroom mathematical discussions.
Evaluation for 3.1d
Within the educator platform, instructors access individual student support menus by selecting the options icon next to a student’s name. From this dashboard, educators can toggle specific accommodations on or off based on individual student needs, enabling or restricting student access to text-to-speech functionality, an embedded digital calculator, and content and language supports, including language translation features and text size adjustments.
Additionally, in each assignment, educators can select the options menu next to the assignment and choose “edit” to manage parameters for the entire class or individual students. Educators can toggle digital settings on or off to enable or disable specific student accommodations, including answer-checking functionality, embedded calculators, custom formula sheets, a prompt requiring students to show their work, the number of problem attempts allowed, and content and language supports delivered via the “Lava Bot” hint feature.
Evaluation for 3.1e
The Student Canvas interface provides embedded options for students to express their mathematical thinking and represent solutions using a variety of modalities, including typing, handwriting, digital drawing tools, and interactive virtual manipulatives such as number lines, base 10 blocks, fraction bars, and place-value charts. Additionally, the platform configuration allows educators to require students to record their work on the canvas before submitting an answer, enabling students to perform tasks and analyze their errors, while providing educators with a playback feature to review and analyze students’ step-by-step problem-solving process.
The Implementation Guide instructs educators on integrating the Student Canvas workspace into daily classroom routines and encourages students to use the platform’s multimodal tools to represent and express their mathematical thinking. Furthermore, “Responding to What You See” provides explicit guidance for educators to use the Solutions View and the playback feature to analyze student performance, identify specific problem-solving strategies, and surface student misconceptions. This guide outlines how educators leverage these digital artifacts to adjust whole-group instruction and implement targeted small-group supports for struggling students.
Evaluation for 3.2a
Within the educator platform, each lesson provides educators with targeted key vocabulary cards—such as standard form, expanded form, and round—to activate students’ prior knowledge and anchor the lesson’s central mathematical ideas. Furthermore, the “Most Difficult Problems” section delivers explicit guidance and displays anonymous, multimodal examples of student work, including direct answers, skip-counting models, illustrations, and virtual manipulatives, to highlight varying problem-solving approaches. The program documentation explicitly prompts educators to use these diverse student representations during instruction to analyze common errors, address misconceptions, and guide students in identifying patterns and making connections among different mathematical strategies.
The “Sparkle” feature within the educator platform is used to identify and connect distinct problem-solving strategies and mathematical representations across a class or a diagnostic assessment. For example, when evaluating subtraction data in which some students use the standard algorithm, and others use skip-counting representations, the tool highlights the variance in students’ approaches and generates specific instructional prompts, such as “How does the choice of strategy influence the likelihood of regrouping errors?” This system guidance directly prompts educators to facilitate classroom discussions that highlight key patterns, address systemic errors, and help students make critical connections between procedural and representational strategies.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
The program’s Implementation Guide provides explicit structural frameworks for varying tiers of instruction, outlines three distinct delivery approaches for whole-class instruction, and details methodologies for targeted small-group intervention. Specifically, the documentation guides educators in structuring small-group intervention sessions by analyzing and discussing common student misconceptions identified through the platform’s diagnostic tools. For multitiered independent practice, the guide details how to implement the digital platform’s adaptive Practice Mode, an independent structure in which students track their own mathematical progress and use automated linguistic and conceptual scaffolds via the “Lava Bot” tool to support individualized practice and remediation.
The Multi-tiered Intervention Guide provides structured, targeted tiered pathways and explicit guidance for educators to address varying levels of student need across three distinct tiers. For core classroom instruction, the guide advises educators to use a differentiated set of “mild”, “medium”, and “spicy” problem tiers to match individual students’ readiness during whole-class practice structures. For secondary support, the documentation outlines “Targeted Small-Group Intervention” methodologies, directing educators to utilize real-time data from the digital Heatmap to group students and address specific conceptual gaps. Finally, for tertiary remediation, the guide provides an “Intensive Individual Support” framework to assist educators in structuring individualized, high-density interventions for students with persistent foundational gaps.
Evaluation for 3.2d
The Enrichment and Extension Guide for grade 3 offers educators strategies for implementing enrichment and extension activities. The guide includes sections on fostering a culture of demonstrating work, celebrating student thinking as a learning opportunity, comparing instructional strategies, and using data to continuously elevate student achievement. Various forms of engagement outlined in this guide include using concrete manipulatives, representational drawings and annotations, and abstract equations or voice recording capturing explanations.
The Enrichment and Extension Guide details a structural framework that embeds extension opportunities directly into the core content through three distinct problem tiers. The documentation explains that while “mild” problems provide conceptual scaffolding and “medium” problems apply grade-level rigor, “spicy” problems serve as an enrichment method by requiring students to engage in multistep reasoning, strategy comparison, and mathematical justification. Additionally, the guide provides implementation instructions for educators to navigate the comprehensive content library, which includes higher grade-level materials to support advanced student engagement for learners who demonstrate readiness to progress beyond current grade-level standards.
Evaluation for 3.2e
The platform’s digital assignment heatmap delivers real-time performance data during instruction, displaying successful student calculations while simultaneously flagging active conceptual errors and misconceptions. Furthermore, when an educator selects an individual student from the heatmap display, the interface generates an on-screen summary, along with automated prompts and targeted instructional suggestions. This system guidance directly supports the educator in determining immediate next steps and delivering targeted feedback to students as they work through the lesson.
Additionally, the grade 3 materials provide prompts and guidance to support educators in providing timely feedback during lesson delivery through intensive individual frameworks. The Multi-Tiered Intervention Guide, “Tier-3: Intensive Individual Support,” provides explicit instructional guidance for educators to deliver tailored, one-on-one intervention during a lesson based on individual student needs. The documentation directs educators to utilize the platform’s Practice Mode and the Progress tab during these individual sessions to actively track student responses. This framework prompts educators to monitor real-time data to evaluate student understanding and provide immediate, targeted feedback to address specific conceptual gaps during the instructional block.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
The Lesson Companion Guide, “Supporting ELPS Across All Four Domains,” provides explicit guidance for educators on implementing multimodal digital features to support language acquisition across the listening, speaking, reading, and writing domains. To accommodate varying levels of language proficiency, the platform integrates text-to-speech in more than 40 languages and a translation tool that renders lesson questions into more than 140 languages. Additionally, the system provides an oral voice-recording feature for spoken responses and a canvas drawing tool for visual annotations, offering structural frameworks that enable emergent bilingual students to express mathematical concepts and transition toward using increasingly academic language.
The Academic Language Proficiency Guide outlines the program’s structural framework for supporting emergent bilingual (EB) students, explicitly segmenting instructional guidance into designated proficiency tiers: pre-production, beginning, intermediate, high intermediate, and advanced. Furthermore, the platform embeds linguistic differentiation directly into its core problem structures, where the “mild,” “medium,” and “spicy” tasks systematically increase in both mathematical complexity and linguistic demand. This design provides progressive language scaffolding, moving students from basic conceptual comprehension to multistep reasoning and written justification, thereby systematically engaging learners in using increasingly more academic language.
Evaluation for 3.3c
The Academic Language Proficiency Guide outlines explicit instructional methodologies for using embedded platform features to meet the diverse needs of EB students across pre-production, beginning, intermediate, high-intermediate, and advanced language proficiency levels. The documentation instructs educators on how to deploy the platform’s multimodal interface as an instructional framework in bilingual and ESL environments, enabling students to communicate mathematical reasoning through multiple expressive pathways. Specifically, the guide details how educators can leverage built-in virtual manipulatives, visual diagrams, color-coded annotations, standard equations, written explanations, and oral voice recordings to facilitate diverse forms of mathematical communication and support academic language development.
The Mathematical Discourse Guide segments its professional guidance across the four primary domains of the English Language Proficiency Standards (ELPS): listening, speaking, reading, and writing. “Discourse as a Daily Practice” provides explicit implementation instructions for educators to customize and activate embedded digital tools for individual student profiles within bilingual and ESL instructional settings. The guide directs educators on how to leverage these individual accommodations daily to facilitate rich oral and written mathematical discourse, providing a structured framework that intentionally develops academic vocabulary, deepens conceptual comprehension, activates prior background knowledge, and embeds cross-linguistic connections directly into routine mathematics instruction.
Evaluation for 3.3d
The system’s implementation documentation outlines how the Student Canvas platform provides embedded structural supports that guide EB students through multimodal communication. The documentation details how the Student Canvas’s integrated oral voice feature allows students to explain their mathematical thinking aloud or solve problems aloud, creating direct opportunities for oral discourse that reinforce conceptual comprehension and practice with academic language. Furthermore, the platform’s layout prompts students to apply written labels to their visual models and mathematical computations, providing a structured framework that utilizes written discourse to systematically develop academic vocabulary and increase overall text comprehension during the lesson.
The program’s digital documentation explains that Practice Mode serves mathematical content in real time based on individual student performance. Within this adaptive interface, emergent bilingual students can access integrated translation features and text-to-speech tools to lower linguistic barriers and facilitate cross-linguistic connections. Furthermore, the system includes an on-demand digital assistant, “Lava Bot,” which provides explicit on-screen prompts, simplified academic vocabulary definitions, and conceptual scaffolds upon student request, directly guiding learners to increase text comprehension and build the necessary background knowledge required to engage in subsequent mathematical discourse.
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 “Lava Bot” tool serves as an interactive instructional scaffold that displays targeted hints and adaptive, bite-sized conceptual cues whenever a learner selects the help icon during an active task. Furthermore, the platform features an automated Practice Mode that evaluates student responses in real time. It also generates adaptive, customized assignments, providing independent practice pathways that directly target the exact areas where individual students require additional instructional scaffolding to successfully master grade-level proficiency.
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
Within student assignments, the built-in digital “Lava Bot” tool provides automated linguistic scaffolds directly in the problem interface whenever a student needs assistance. This feature assists learners by restating word problems in simpler terms, breaking down complex text structures, and delivering sequential hints that guide students through the linguistic and mathematical steps of the task.
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 initial section of the Enrichment and Extension Guide, titled “Showing Thinking in Multiple Ways,” instructs educators on how proficient students use the Student Canvas to represent mathematical responses through multiple modalities. Program documentation details how educators leverage this feature to support the Concrete-Representational-Abstract (CRA) framework, providing advanced learners with opportunities to generate alternative solution paths and serve as focal points for classroom mathematical discussions.
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
Additionally, in each assignment, educators can select the options menu next to the assignment and choose “edit” to manage parameters for the entire class or individual students. Educators can toggle digital settings on or off to enable or disable specific student accommodations, including answer-checking functionality, embedded calculators, custom formula sheets, a prompt requiring students to show their work, the number of problem attempts allowed, and content and language supports delivered via the “Lava Bot” hint feature.
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 Implementation Guide instructs educators on integrating the Student Canvas workspace into daily classroom routines and encourages students to use the platform’s multimodal tools to represent and express their mathematical thinking. Furthermore, “Responding to What You See” provides explicit guidance for educators to use the Solutions View and the playback feature to analyze student performance, identify specific problem-solving strategies, and surface student misconceptions. This guide outlines how educators leverage these digital artifacts to adjust whole-group instruction and implement targeted small-group supports for struggling students.
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 “Sparkle” feature within the educator platform is used to identify and connect distinct problem-solving strategies and mathematical representations across a class or a diagnostic assessment. For example, when evaluating subtraction data in which some students use the standard algorithm, and others use skip-counting representations, the tool highlights the variance in students’ approaches and generates specific instructional prompts, such as “How does the choice of strategy influence the likelihood of regrouping errors?” This system guidance directly prompts educators to facilitate classroom discussions that highlight key patterns, address systemic errors, and help students make critical connections between procedural and representational strategies.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not applicable.
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.
Not applicable.
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 Multi-tiered Intervention Guide provides structured, targeted tiered pathways and explicit guidance for educators to address varying levels of student need across three distinct tiers. For core classroom instruction, the guide advises educators to use a differentiated set of “mild”, “medium”, and “spicy” problem tiers to match individual students’ readiness during whole-class practice structures. For secondary support, the documentation outlines “Targeted Small-Group Intervention” methodologies, directing educators to utilize real-time data from the digital Heatmap to group students and address specific conceptual gaps. Finally, for tertiary remediation, the guide provides an “Intensive Individual Support” framework to assist educators in structuring individualized, high-density interventions for students with persistent foundational gaps.
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 Enrichment and Extension Guide details a structural framework that embeds extension opportunities directly into the core content through three distinct problem tiers. The documentation explains that while “mild” problems provide conceptual scaffolding and “medium” problems apply grade-level rigor, “spicy” problems serve as an enrichment method by requiring students to engage in multistep reasoning, strategy comparison, and mathematical justification. Additionally, the guide provides implementation instructions for educators to navigate the comprehensive content library, which includes higher grade-level materials to support advanced student engagement for learners who demonstrate readiness to progress beyond current grade-level standards.
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
Additionally, the grade 3 materials provide prompts and guidance to support educators in providing timely feedback during lesson delivery through intensive individual frameworks. The Multi-Tiered Intervention Guide, “Tier-3: Intensive Individual Support,” provides explicit instructional guidance for educators to deliver tailored, one-on-one intervention during a lesson based on individual student needs. The documentation directs educators to utilize the platform’s Practice Mode and the Progress tab during these individual sessions to actively track student responses. This framework prompts educators to monitor real-time data to evaluate student understanding and provide immediate, targeted feedback to address specific conceptual gaps during the instructional block.
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
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.
Not applicable.
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.
4 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
The Academic Language Proficiency Guide outlines the program’s structural framework for supporting emergent bilingual (EB) students, explicitly segmenting instructional guidance into designated proficiency tiers: pre-production, beginning, intermediate, high intermediate, and advanced. Furthermore, the platform embeds linguistic differentiation directly into its core problem structures, where the “mild,” “medium,” and “spicy” tasks systematically increase in both mathematical complexity and linguistic demand. This design provides progressive language scaffolding, moving students from basic conceptual comprehension to multistep reasoning and written justification, thereby systematically engaging learners in using increasingly more academic language.
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
The Mathematical Discourse Guide segments its professional guidance across the four primary domains of the English Language Proficiency Standards (ELPS): listening, speaking, reading, and writing. “Discourse as a Daily Practice” provides explicit implementation instructions for educators to customize and activate embedded digital tools for individual student profiles within bilingual and ESL instructional settings. The guide directs educators on how to leverage these individual accommodations daily to facilitate rich oral and written mathematical discourse, providing a structured framework that intentionally develops academic vocabulary, deepens conceptual comprehension, activates prior background knowledge, and embeds cross-linguistic connections directly into routine mathematics instruction.
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 program’s digital documentation explains that Practice Mode serves mathematical content in real time based on individual student performance. Within this adaptive interface, emergent bilingual students can access integrated translation features and text-to-speech tools to lower linguistic barriers and facilitate cross-linguistic connections. Furthermore, the system includes an on-demand digital assistant, “Lava Bot,” which provides explicit on-screen prompts, simplified academic vocabulary definitions, and conceptual scaffolds upon student request, directly guiding learners to increase text comprehension and build the necessary background knowledge required to engage in subsequent mathematical discourse.
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 grade 3 materials include practice opportunities throughout the learning pathways and instructional assessments that require students to demonstrate depth of understanding aligned with the TEKS. For example, in the grade 3 fraction units, students represent fractions greater than zero and less than or equal to one using concrete objects and pictorial models, directly addressing TEKS 3.3.A. In a specific contextual problem, students determine the fraction of a pizza remaining after a character divides it into six equal parts and eats two pieces. This task requires students to analyze a word problem, identify the numerator and denominator in a real-world scenario, and determine the remaining fractional parts to demonstrate conceptual mastery.
Beyond specific lesson tasks, the grade 3 materials systematically use the Student Canvas to ensure that students demonstrate the required depth of understanding. This interface requires students to demonstrate their mathematical reasoning through multiple representations rather than providing a single-answer response. By allowing students to write, type, draw, graph, annotate, and use digital manipulatives, the platform requires them to represent their thinking across multiple modalities, aligning with the processing standards and cognitive rigor of the TEKS.
Evaluation for 4.1b
The grade 3 materials include documentation in part 3 of the Alignment Guide that outlines how concepts and procedures connect within a grade level, build on foundations from previous grades, and progress across grades K–6. The guidance tracks how algebraic thinking and numerical reasoning in early grades focus on patterns and properties, and how grade 1 and grade 2 students use relationships between operations to solve for unknowns. The system design extends this reasoning to rounding and estimation in grade 3, which supports future grade 4 and grade 5 understandings involving expressions, variables, and multidigit operations.
Additionally, the grade 3 materials provide tasks that establish lesson coherence by connecting prior knowledge to current standards through a three-level difficulty framework under TEKS 3.4.B for estimation and rounding. For example, a “mild” problem displays a marked number line to provide visual support, requiring students to round a three-digit number to the nearest hundred. A “medium” problem removes visual aids and requires students to independently round values to the nearest 10 within a multidigit addition word problem. A “spicy” problem embeds the math within a real-world budget constraint, requiring students to calculate an estimate using compatible numbers and input an explanation in the workspace justifying their reasoning.
Evaluation for 4.2a
The grade 3 educator support materials establish horizontal coherence by providing a structured framework that links numeric patterns, foundational computation, and complex problem-solving within the grade level. The Alignment Guide, part 2, “Grade Level Design and Horizontal Alignment,” mapping groups multiple chapters under the core focus of Number and Operations. This intentional sequence guides educators in building on baseline numerical knowledge, developing student fluency across all four operations, and connecting that fluency to multistep word problems.
This programmatic alignment translates directly into the student learning pathways, where the materials link related operations and mathematical patterns. For example, this structure appears when students explore the inverse relationship between multiplication and division under TEKS 3.4.J. The adaptive software initially presents division scenarios paired with visual models that group sets of dots, requiring students to construct corresponding multiplication and division number sentences. As students complete tasks, the software removes the visual scaffolding and presents abstract equations that require students to supply missing factors or dividends. To maintain the connection between concrete and abstract thinking, the platform provides a digital canvas where students draw their own mathematical representations to solve the problems, fulfilling the multistep operational integration outlined in the educator guide.
Evaluation for 4.2b
The grade 3 educator support materials demonstrate vertical coherence by positioning mid-elementary instruction within a broader, multiyear academic continuum. The Alignment Guide, part 3, “Vertical Alignment, K–6 Learning Progressions,” establishes an instructional framework where concepts continuously spiral and expand in sophistication. By explicitly placing grade 3 in the middle of this kindergarten through grade 6 continuum, the educator documentation highlights how current operational fluency serves as a critical bridge. The guide provides instructional pathways that ensure students connect their past concrete experiences with base 10 numbers to upcoming abstract fractional reasoning and complex algebraic problem-solving in later grades.
Mid-continuum positioning is evident in how the curriculum connects elementary spatial recognition to advanced geometric measurement. In the grade 3 student materials, tasks require students to identify and classify two-dimensional shapes such as squares, rectangles, triangles, and circles, as well as three-dimensional figures such as spheres, pyramids, cubes, rectangular prisms, and cylinders. The curriculum treats this geometric identification not as an isolated skill but as a critical baseline. The learning progression directly links this structural vocabulary to grade 5 standards, in which students build on these identical figures to calculate area and volume using algebraic formulas.
Evaluation for 4.2c
The grade 3 materials include documentation in part 3 of the Alignment Guide that outlines how concepts and procedures connect within a grade level, build on foundations from previous grades, and progress across grades K–6. The guidance tracks how algebraic thinking in early grades focuses on patterns and properties, and how grade 1 and grade 2 students use the relationship between addition and subtraction to solve for unknowns. The system design extends this reasoning to multiplication and division in grade 3, which supports future grade 4 and grade 5 understandings involving expressions, equations with variables, and input-output relationships.
Additionally, the grade 3 materials provide tasks that establish lesson coherence by connecting prior knowledge to current standards through a three-level difficulty framework. For example, during instructional units for TEKS 3.7.B involving the perimeter of polygons, a “mild” problem displays real objects on a ruler or provides a graphic with all sides labeled. A “medium” problem increases complexity by showing graphics with only some sides labeled or by providing text descriptions without visual models. A “spicy” problem embeds the task in a real-world scenario, providing the total perimeter and clues that require students to calculate the missing length of the final side of a six-sided polygon.
Evaluation for 4.3a
The grade 3 materials include instructional assessments throughout the learning pathways that require students to demonstrate a depth of understanding that aligns tightly with grade 3 standards. The platform includes “Beginning of Year,” “Middle of Year,” and “End of Year” screeners that consist of 20 questions each, providing comprehensive data that allows educators to evaluate student progress and differentiate classroom instruction. The grade 3 “Beginning of Year” screener mirrors the grade 2 “End of Year” assessment by evaluating place value understanding up to four digits, addition and subtraction story problems up to three digits, and three-dimensional shapes that can be classified in multiple ways. The “Middle of Year” screener scales up in complexity to assess place value understanding up to five digits, fraction comparisons, multistep addition and subtraction story problems, and one-step multiplication and division scenarios. The “End of Year” screener reinforces these exact concepts through advanced application problems involving real-life stories, graphs, and data tables.
These comprehensive benchmark screeners work in tandem with adaptive software features to ensure students consistently review core mathematical concepts. The automated Practice Mode recommendations analyze student diagnostic performance to prescribe immediate follow-up practice on previously learned skills that require systematic reinforcement. This design directly supports spaced retrieval throughout the grade 3 learning pathways by cycling back to older standards during subsequent units. For example, when the software detects a decline in student operational mastery, it injects targeted multiplication, division, or fraction practice into the Student Dashboard, ensuring that foundational computational skills remain sharp for future application problems.
Evaluation for 4.3b
The grade 3 materials include problem selection tools within the educator platform that allow for interleaved practice by letting the educator assign tasks that combine multiple previously learned skills and concepts within a single lesson or assignment. This flexible system prevents students from defaulting to a single computational method, forcing them to actively evaluate each question to select the appropriate mathematical tool. For instance, a grade 3 educator can generate a comprehensive assignment that requires students to apply prior knowledge of whole-number addition and subtraction across two completely separate standards. A student might solve one problem that requires calculating the perimeter of a polygon and immediately encounter a subsequent problem focused on personal financial literacy that asks them to determine the benefits of saving versus spending in real-life situations.
To support the successful execution of these mixed skill assignments, the platform equips educators with advanced digital oversight features. The educator playback feature allows educators to carefully review student performance and deliver immediate instructional course corrections on interleaved topics. By examining the integrated data heatmap, educators can play back individual student problem-solving sessions to see exactly how a child tackled varying question types back to back. This visibility allows grade 3 educators to provide highly specific feedback, ensuring that students successfully manage the cognitive shift required when moving between geometric measurement and economic reasoning.
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
Beyond specific lesson tasks, the grade 3 materials systematically use the Student Canvas to ensure that students demonstrate the required depth of understanding. This interface requires students to demonstrate their mathematical reasoning through multiple representations rather than providing a single-answer response. By allowing students to write, type, draw, graph, annotate, and use digital manipulatives, the platform requires them to represent their thinking across multiple modalities, aligning with the processing standards and cognitive rigor of the TEKS.
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
Additionally, the grade 3 materials provide tasks that establish lesson coherence by connecting prior knowledge to current standards through a three-level difficulty framework under TEKS 3.4.B for estimation and rounding. For example, a “mild” problem displays a marked number line to provide visual support, requiring students to round a three-digit number to the nearest hundred. A “medium” problem removes visual aids and requires students to independently round values to the nearest 10 within a multidigit addition word problem. A “spicy” problem embeds the math within a real-world budget constraint, requiring students to calculate an estimate using compatible numbers and input an explanation in the workspace justifying their reasoning.
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
This programmatic alignment translates directly into the student learning pathways, where the materials link related operations and mathematical patterns. For example, this structure appears when students explore the inverse relationship between multiplication and division under TEKS 3.4.J. The adaptive software initially presents division scenarios paired with visual models that group sets of dots, requiring students to construct corresponding multiplication and division number sentences. As students complete tasks, the software removes the visual scaffolding and presents abstract equations that require students to supply missing factors or dividends. To maintain the connection between concrete and abstract thinking, the platform provides a digital canvas where students draw their own mathematical representations to solve the problems, fulfilling the multistep operational integration outlined in the educator guide.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Mid-continuum positioning is evident in how the curriculum connects elementary spatial recognition to advanced geometric measurement. In the grade 3 student materials, tasks require students to identify and classify two-dimensional shapes such as squares, rectangles, triangles, and circles, as well as three-dimensional figures such as spheres, pyramids, cubes, rectangular prisms, and cylinders. The curriculum treats this geometric identification not as an isolated skill but as a critical baseline. The learning progression directly links this structural vocabulary to grade 5 standards, in which students build on these identical figures to calculate area and volume using algebraic formulas.
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
Additionally, the grade 3 materials provide tasks that establish lesson coherence by connecting prior knowledge to current standards through a three-level difficulty framework. For example, during instructional units for TEKS 3.7.B involving the perimeter of polygons, a “mild” problem displays real objects on a ruler or provides a graphic with all sides labeled. A “medium” problem increases complexity by showing graphics with only some sides labeled or by providing text descriptions without visual models. A “spicy” problem embeds the task in a real-world scenario, providing the total perimeter and clues that require students to calculate the missing length of the final side of a six-sided polygon.
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
These comprehensive benchmark screeners work in tandem with adaptive software features to ensure students consistently review core mathematical concepts. The automated Practice Mode recommendations analyze student diagnostic performance to prescribe immediate follow-up practice on previously learned skills that require systematic reinforcement. This design directly supports spaced retrieval throughout the grade 3 learning pathways by cycling back to older standards during subsequent units. For example, when the software detects a decline in student operational mastery, it injects targeted multiplication, division, or fraction practice into the Student Dashboard, ensuring that foundational computational skills remain sharp for future application problems.
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
To support the successful execution of these mixed skill assignments, the platform equips educators with advanced digital oversight features. The educator playback feature allows educators to carefully review student performance and deliver immediate instructional course corrections on interleaved topics. By examining the integrated data heatmap, educators can play back individual student problem-solving sessions to see exactly how a child tackled varying question types back to back. This visibility allows grade 3 educators to provide highly specific feedback, ensuring that students successfully manage the cognitive shift required when moving between geometric measurement and economic reasoning.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
100% (38 out of 38 points)
Evaluation for 5.1a
The Alignment Guide, part 5, provides educator guidance regarding the embedded progression of concrete, representational, and abstract models across standards such as TEKS 3.4.A, TEKS 3.6.A, and TEKS 3.7.C. This documentation outlines how the progression enables students to apply, interpret, analyze, and evaluate mathematical problems to enhance their critical-thinking skills. The platform delivers a variety of educator-selected questions and tasks designed to build digital assignments that provide students with regular opportunities to interpret, analyze, and evaluate data tables, geometric representations, and mathematical models.
Additionally, the grade 3 materials provide tiered assignment tasks across multiple learning pathways that require diverse model interactions and student analysis. In a time-and-data pathway, a “mild” task under TEKS 3.7.C displays two analog clocks and requires students to interpret the clock models to determine a start time, while a “spicy” task under TEKS 3.4.A provides building heights in a table and requires students to select relevant information and evaluate which computation yields the correct difference to assess for reasonableness. In a two-dimensional shapes lesson under TEKS 3.6.A, a “mild” task requires students to interpret a basic model to identify the shape; a “medium” task presents a real-life example of a geometric shape for analysis; and a “spicy” task requires students to evaluate a collection of figures to select two attributes that are rectangles but not squares. Furthermore, in a data representation lesson, students interpret a data table showing fruits and their weights to construct a corresponding bar graph, or they interpret a frequency table in a separate data pathway to determine typing speeds and evaluate the model by explaining their mathematical reasoning.
Evaluation for 5.1b
The Alignment Guide, part 5, “Interpret, Analyze, and Evaluate,” provides educator guidance on using different models within the program and outlines how students interact with mathematical models in various ways to develop critical-thinking skills. Additionally, the platform provides educator guidance, virtual manipulatives, and workspace canvas tools to create custom digital assignments that give students structured opportunities to build concrete models and pictorial representations of mathematical concepts and situations.
Additionally, the grade 3 materials provide tiered assignment tasks across multiple learning pathways that require diverse model interactions and student-generated representations. In a time pathway under TEKS 3.7.C, a “mild” task displays two analog clocks and requires students to interpret the clock models to determine a start time, while an operational task under TEKS 3.4.A presents a “spicy” table of building heights where students must evaluate which computation yields the correct difference. In a geometric measurement lesson under TEKS 3.6.C, the materials provide real-world tasks where students must calculate the area of an outdoor concert layout and create a concrete or pictorial model by drawing a picture on their digital canvas to justify their answer. Furthermore, within data pathways, students use given frequency tables to construct a dot plot using virtual manipulatives and draw a corresponding pictorial representation, or use geometric shapes on the canvas to complete a Practice Card picture graph and subsequently draw a coordinating bar graph.
Evaluation for 5.1c
The grade 3 materials include documentation in the Alignment Guide, part 5, “Apply to New Situations,” which provides educator guidance on the use of different models within the program. This documentation outlines how the program’s difficulty levels help students apply concepts to new situations, systematically increase instructional rigor, and enable transfer as students move beyond routine application. The platform equips educators with a variety of questions and tasks designed to build assignments that give students structured opportunities to apply conceptual understanding to new problem situations, non-routine contexts, and multiconcept scenarios.
Additionally, the grade 3 materials provide advanced assignment tasks across geometric and operational pathways that require students to synthesize skills and transfer knowledge to non-routine scenarios. In an area chapter lesson, a “spicy” task presents an image of a flag and asks students to determine what fraction of the flag is a particular color, requiring them to combine fractional reasoning with area partitioning. Similarly, in a geometric measurement lesson under TEKS 3.6.C, the materials include an assignment task featuring a garden map composed of two rectangles and one square, in which students must find the total area. To solve this new situation, students must apply their understanding of the attributes of rectangles and squares to determine the missing side lengths, and then synthesize multistep multiplication and addition to calculate the combined area of the composite figures.
Evaluation for 5.2a
The Alignment Guide, part 5, “Automaticity, Fluency, and Efficiency,” explains that assignment tasks are designed to build student automaticity and fluency. This guidance outlines how “medium” problems across all chapters serve as the primary vehicle for developing procedural fluency because each lesson subchapter contains multiple problems at this tier targeting the same standard. The platform provides educators with a structured bank of these unscaffolded “medium” questions embedded within the “mild,” “medium,” and “spicy” learning progression, allowing them to build custom assignments that ensure students engage in structured repetition of key procedures immediately after conceptual understanding is established.
Additionally, the grade 3 materials provide fluency-building tasks across operational and geometric pathways that remove visual scaffolds to develop procedural automaticity. In a multiplication and division pathway under TEKS 3.4.F, “medium” tasks present students with basic operations featuring single-digit factors without any visual support, requiring direct fact recall to complete the algorithms. Similarly, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the assignment bank provides an expanded selection of “medium” problems that display only the numerical dimensions of rectangles. By eliminating visual grids, models, and instructional scaffolding, these tasks require students to independently execute structured repetitions of the area formula to secure their procedural fluency and mathematical automaticity.
Evaluation for 5.2b
The grade 3 Efficient Approaches Guide outlines how the digital workspace and platform features provide opportunities for students to practice efficient, flexible, and accurate mathematical procedures throughout their learning pathways. This guidance details how the Student Canvas gives students a dedicated space and interactive tools to show, compare, and revise their work, and it includes a grade-band overview of available virtual manipulatives. Furthermore, the documentation provides educators with a structured reference table containing specific pedagogical prompts designed to help identify and compare student strategies, evaluate computational efficiency, reflect on common errors, and build mathematical flexibility.
Additionally, grade 3 materials provide digital workspace tools and tiered assignment questions that allow educators to use student solution data to guide instruction and promote strategic reflection. Within the Student Canvas, students can drag problems directly into a drawing area, use writing tools, input equations with mathematical symbols, and manipulate grade-appropriate virtual objects to model and solve problems while preserving every step of their work. For example, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the assignment bank provides an expanded selection of “medium” problems that present dimensions without visual support. As students work independently on the canvas to apply the area formula, the platform captures their step-by-step procedures, allowing the educator to analyze the data, address misconceptions, and guide students toward more efficient, flexible, and accurate problem-solving strategies.
Evaluation for 5.2c
The Efficient Approaches Guide outlines how the digital workspace and platform features provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions throughout their learning pathways. This guidance details how the Student Canvas gives students a dedicated space and interactive tools to show, compare, and revise their work, alongside an overview of grade-band virtual manipulatives. To support instructional reflection, the documentation provides educators with a structured reference table containing specific pedagogical prompts designed to help identify and compare student strategies, evaluate computational efficiency, reflect on common errors, and build mathematical flexibility.
Additionally, the grade 3 materials provide digital monitoring tools and analytical features that capture student workspace data to help educators facilitate strategy evaluation and refinement. All student work is recorded directly on the Student Canvas, allowing educators to monitor a real-time heatmap and use a replay feature to highlight individual student work for the class, creating targeted opportunities for students to evaluate various mathematical representations, models, strategies, and solutions. Furthermore, the platform incorporates an AI feature that analyzes student work to provide educators with tailored talking points, enabling them to introduce critical-thinking opportunities that help students analyze, explain, and refine their problem-solving strategies to systematically improve their fluency, flexibility, accuracy, and mathematical confidence.
Evaluation for 5.2d
Efficient Approaches Guide, part 5, “Efficiency, Flexibility, and Accuracy,” provides guidance for educators on how the program is designed to support students in selecting increasingly efficient approaches to solving mathematical problems. This documentation details how the intentional expansion of the digital toolkit across grade bands builds strategic tool selection and outlines how the platform’s instructional design moves students toward identifying procedural shortcuts. The materials equip educators with pedagogical frameworks to help students transition from foundational modeling to streamlined, optimized computational strategies throughout their learning pathways.
Additionally, grade 3 materials provide advanced tool combinations and tiered assignments actively encouraging students to select and apply increasingly efficient problem-solving methods. Within the digital workspace, grade 3 students are provided with an expanded set of virtual manipulatives, including fraction tiles, fraction circles, and place value chips, alongside primary tools, allowing them to tile fractions and simultaneously represent them on a number line to evaluate which model provides a faster path for comparing versus adding. Furthermore, in an operational pathway under TEKS 3.4.A, the materials present “spicy” addition tasks that require students to compute and arrange sums with multiple addends in ascending order. This structural design moves students away from routine, left-to-right calculation, directly prompting them to select more efficient mental approaches such as grouping compatible numbers or making 10 combinations to optimize their workflow.
Evaluation for 5.3a
The Conceptual and Procedural TEKS Guide and the Standards Alignment Guide state how the conceptual and procedural emphases of the TEKS are addressed. Specifically, Standards Alignment Guide, part 5, “Types of Content and Representations” outlines how the program addresses the conceptual emphasis of the standards through a progression of concrete, representational, and abstract models, while addressing the procedural emphasis through structured automaticity and fluency practices. Furthermore, “Coherence and Concept Depth,” part 4, explicitly details how the platform’s “mild,” “medium,” and “spicy” task structure intentionally guides students from initial conceptual grounding to procedural fluency across every learning pathway.
Additionally, the grade 3 materials provide structured problem sets that systematically execute this dual emphasis within classroom instruction. In the Conceptual and Procedural TEKS Guide, an instructional example from a multiplication subchapter under TEKS 3.4.G (Multiplying two-digit by one-digit numbers with regrouping) demonstrates how these distinct mathematical priorities are scaffolded. The “mild” tasks in the lesson have a conceptual emphasis, utilizing digital area models that decompose factors into tens and ones to make the distributive property explicitly visible to students. The “medium” tasks shift to a procedural emphasis by removing the visual area models and introducing word problems that reinforce algorithmic execution. Finally, the “spicy” tasks require multistep contextual application, challenging students to synthesize both their conceptual understanding and procedural agility to solve the problem.
Evaluation for 5.3b
The Standards Alignment Guide, part 5, “Concrete, Representational, Abstract” explains the systematic use of concrete, pictorial, and abstract models throughout the program. This guidance details how students interact with these models to engage with mathematical concepts and to connect physical or visual tools to abstract representations, thereby deepening conceptual understanding. Furthermore, the educator guidance outlines how the concrete-representational-abstract (CRA) instructional framework is embedded in the “mild,” “medium,” and “spicy” task progression to ensure that students consistently transition across all three modeling stages within each learning pathway.
Additionally, the grade 3 materials provide structured, sequential tasks that require students to actively utilize and connect concrete, pictorial, and abstract representations within specific lessons. For example, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the “mild” tasks provide a concrete digital model of a rectangle, covered entirely with individual square grid units. It requires students to manipulate or count them to find the total area. As students advance to a “medium” problem within the same pathway, the visual scaffolding is scaled back. Students are presented with a word problem regarding a farmer planting vegetables in a rectangular field and are tasked with independently generating a pictorial representation of the scenario while simultaneously utilizing the abstract mathematical formula to solve and justify their answer.
Evaluation for 5.3c
The Standards Alignment Guide, part 5, “Concrete, Representational, Abstract,” provides educator guidance on implementing different models and on how students interact with them across multiple instructional modalities. This guidance outlines the systematic framework used to help grade 3 students construct area models, partition geometric shapes, and transition to advanced application tasks that require them to justify a mathematical comparison or conduct error analysis. The platform equips educators with an integrated instructional design that leverages concrete, pictorial, and abstract representations to support students as they build, define, and explain the relationships between physical models and symbolic mathematical concepts.
Additionally, grade 3 materials provide digital workspace tools and multimodal recording features on the Student Canvas that support students in creating and connecting visual models to abstract expressions. Within the digital canvas, students are provided with direct opportunities to model problems using concrete virtual tools, such as counters and base 10 blocks, and draw accompanying pictorial representations using integrated markers and pens. Furthermore, the platform allows students to construct abstract models by utilizing digital place value charts and interactive number lines. To ensure students can define and explain their mathematical thinking, the Student Canvas incorporates built-in text boxes and voice recording capabilities, enabling students to articulate the conceptual connections between their physical or representational models and the corresponding abstract, symbolic, and algorithmic formulas.
Evaluation for 5.4a
The Standards Alignment Guide provides educator documentation that details how the curriculum builds mathematical language through structured problem-solving frameworks. Process Standards Integration, part 6, outlines how the program utilizes the state problem-solving model: analyze, formulate, determine, justify, and evaluate, to foster academic vocabulary. This guidance explains how high-rigor tasks require students to formulate systematic plans and justify their mathematical reasoning using precise mathematical language.
The Student Canvas and Learning Pathways provide interactive digital tools and scaffolded tasks that support grade 3 students as they develop and communicate academic mathematical language. In the fractional units pathway, TEKS 3.3.F, TEKS 3.3.G, and TEKS 3.3.H, “spicy” tasks present complex multidenominator scenarios that require students to justify their solutions using equivalent fraction vocabulary. Students use the canvas drawing tools, movable problem snippets, and an integrated microphone recording feature to label visual models, such as marking square units on rectangles to determine perimeter in TEKS 3.7.B, while they verbally explain their geometric and algebraic reasoning.
Evaluation for 5.4b
The Mathematical Discourse Guide for grade 3 provides educator documentation that outlines how to implement mathematical discourse as a daily classroom practice. The guide details how educators utilize embedded digital features—including the Student Canvas, Practice Mode videos, Teacher Playback, the heatmap, and voice recordings with transcription—to foster oral and written communication. This documentation instructs educators on how to leverage these platform tools to help students build academic vocabulary and develop deeper connections to mathematical concepts.
The Interactive Learning Pathways provide embedded digital tools that help grade 3 students build and apply contextual mathematical language during daily tasks. Within the student workspace, such as the fraction and perimeter modules (TEKS 3.3.H and TEKS 3.7.B), students annotate drawings, label diagrams, and write out mathematical explanations directly on the Student Canvas. The curriculum structure scaffolds this communication, ensuring that student expressions progress systematically from isolated mathematical terms to complete, formal sentences that demonstrate conceptual mastery to their peers and educators.
Evaluation for 5.4c
The Mathematical Discourse Guide provides embedded educator documentation that details how to use platform features to cultivate targeted oral and written mathematical discourse. The guide outlines explicit pedagogical routines for peer interactions, instructing educators on how to group students for structured partner talk after independent problem-solving sessions. This documentation provides specific sentence stems that educators introduce to ensure that both students actively produce academic language, defend their mathematical strategies, and ask clarifying questions regarding peer solution steps when analyzing fraction equivalencies in TEKS 3.3.G.
The interactive Student Canvas and tools deliver immediate linguistic supports that help grade 3 students apply appropriate academic vocabulary during daily mathematical discussions. In pathways focusing on area models and fractions (TEKS 3.3.H and TEKS 3.7.B), students use the Student Canvas workspace to label visual models with precise content vocabulary, such as numerator, denominator, and equivalent fraction. To support discourse execution, the platform provides embedded sentence stems that structure student peer interactions, guiding students to utilize formal transitional phrasing, including first, then, and because, as they orally communicate or write out their mathematical justifications
Evaluation for 5.4d
The Implementation Guide provides educator documentation detailing how to structure peer-to-peer discussions around diverse mathematical strategies. The guide outlines explicit pinning routines, instructing educators to select two or three anonymous student canvases that display unique problem-solving methodologies. This documentation guides educators in initiating compare-and-connect conversations, using explicit instructional prompts to ensure that students verbally critique varying algebraic models and refine their academic vocabulary.
The Digital Instruction Workspace integrates interactive group features that require grade 3 students to verbalize and modify their mathematical phrasing during daily tasks. When tackling fraction comparisons, TEKS 3.3.H; perimeter solutions, TEKS 3.7.B; and multiplication arrays TEKS, 3.4.E; the platform captures every student’s freehand drawing and manipulative arrangement in real time. By projecting these contrasting visual representations on the board, the curriculum creates a shared classroom environment where students analyze classmates’ reasoning, hear correct terminology, and refine their own spoken definitions before submitting final work.
Evaluation for 5.4e
The Implementation Guide provides educator documentation outlining how to leverage diverse student work samples to address misconceptions and highlight exemplary problem-solving methodologies. The guide instructs educators to identify two or three distinct student strategies on the dashboard and project them anonymously to conduct comparative whole-class reviews. This documentation details how educators use platform-generated discussion points to structure conversations around these varied answers and provides explicit guidance on helping students analyze incorrect pathways and refine their execution.
The interactive student workspace incorporates point-of-use instructional supports that anticipate student errors and facilitate corrective action during fraction comparisons, TEKS 3.3.H; perimeter calculations, TEKS 3.7.B; and multiplication arrays, TEKS 3.4.E. The system automatically tracks live input on the digital canvas, flagging mistakes through a color-coded matrix that immediately alerts the instructor to classwide or individual barriers. To support remediation, the platform provides students with automated hints that scaffold their thinking and equips educators with immediate access to student solution replays to uncover the precise root cause of any inaccurate mathematical claim.
Evaluation for 5.5a
The Standards Alignment Guide provides educator documentation that details the structural integration of the curriculum. “Process Standards Integration,” part 6, outlines how the TEKS process standards are appropriately integrated into the materials through a cohesive matrix spanning all chapters. This documentation explains how the program uses the “mild,” “medium,” and “spicy” scaffolding framework to ensure that process standards are woven into the daily problem-solving experience at every level, rather than being isolated in separate activities.
The Interactive Learning Pathways provide embedded digital tools that require grade 3 students to apply mathematical process standards across multiple strands. In the fraction representation and multidigit addition chapters, TEKS 3.3.H and TEKS 3.4.A, the platform scaffolds tasks so that entry-level “mild” problems emphasize selecting digital tools and communicating ideas using visual models like fraction bars or area diagrams. As students progress to “medium” and “spicy” tasks, the curriculum prompts them to independently execute problem-solving strategies in real-world contexts and analyze underlying mathematical relationships, ensuring comprehensive standard application.
Evaluation for 5.5b
The Standards Alignment Guide provides educator documentation that outlines how process standards are incorporated throughout the learning pathways. “Process Standards Integration,” part 6, details how process standards such as TEKS 3.1.A are integrated across all grade 3 learning pathways. This documentation explains that “mild” problems emphasize selecting tools and techniques and communicating mathematical ideas. “Medium” problems focus on applying mathematics to everyday life and creating representations, and “spicy” problems highlight using a problem-solving model, analyzing relationships, and justifying mathematical ideas.
The Interactive Learning Pathways provide embedded digital tasks that require grade 3 students to connect process standards across sequentially increasing levels of difficulty with increasing precision and rigor. In the fraction units lesson (TEKS 3.3.A and TEKS 3.3.B), students apply process standard D by representing fractions using area models, fraction bars, and number lines to communicate the same value in multiple ways. The platform structure connects process standard G across problems in TEKS 3.6.A, TEKS 3.3.H, and TEKS 3.6.B, forcing students to build their capacity to display, explain, and justify their solutions using precise academic math language.
Evaluation for 5.5c
The Standards Alignment Guide provides education documentation that outlines how process standards are incorporated throughout the learning pathways. “Process Standards Integration,” part 6, provides an overview detailing how process standards, TEKS 3.1.A through TEKS 3.1.G, are integrated across all grade 3 learning pathways. This documentation explains that “mild” problems emphasize selecting tools and techniques and communicating mathematical ideas. “Medium” problems focus on applying mathematics to everyday life and creating representations, and “spicy” problems highlight using a problem-solving model, analyzing relationships, and justifying mathematical ideas.
The Interactive Learning Pathways provide embedded digital tasks that require grade 3 students to connect process standards across sequential difficulty levels. In the chapter on area and perimeter (TEKS 3.6.A and TEKS 3.7.B), the curriculum focuses heavily on process standards TEKS 3.1.C, TEKS 3.1.E, and TEKS 3.1.F by prompting students to select appropriate tools, such as a grid versus multiplication to find area. The platform structure requires students to create representations by drawing partitioned models of rectilinear figures and to analyze underlying relationships by connecting geometric area formulas to multidigit multiplication.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Additionally, the grade 3 materials provide tiered assignment tasks across multiple learning pathways that require diverse model interactions and student analysis. In a time-and-data pathway, a “mild” task under TEKS 3.7.C displays two analog clocks and requires students to interpret the clock models to determine a start time, while a “spicy” task under TEKS 3.4.A provides building heights in a table and requires students to select relevant information and evaluate which computation yields the correct difference to assess for reasonableness. In a two-dimensional shapes lesson under TEKS 3.6.A, a “mild” task requires students to interpret a basic model to identify the shape; a “medium” task presents a real-life example of a geometric shape for analysis; and a “spicy” task requires students to evaluate a collection of figures to select two attributes that are rectangles but not squares. Furthermore, in a data representation lesson, students interpret a data table showing fruits and their weights to construct a corresponding bar graph, or they interpret a frequency table in a separate data pathway to determine typing speeds and evaluate the model by explaining their mathematical reasoning.
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Additionally, the grade 3 materials provide tiered assignment tasks across multiple learning pathways that require diverse model interactions and student-generated representations. In a time pathway under TEKS 3.7.C, a “mild” task displays two analog clocks and requires students to interpret the clock models to determine a start time, while an operational task under TEKS 3.4.A presents a “spicy” table of building heights where students must evaluate which computation yields the correct difference. In a geometric measurement lesson under TEKS 3.6.C, the materials provide real-world tasks where students must calculate the area of an outdoor concert layout and create a concrete or pictorial model by drawing a picture on their digital canvas to justify their answer. Furthermore, within data pathways, students use given frequency tables to construct a dot plot using virtual manipulatives and draw a corresponding pictorial representation, or use geometric shapes on the canvas to complete a Practice Card picture graph and subsequently draw a coordinating bar graph.
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
Additionally, the grade 3 materials provide advanced assignment tasks across geometric and operational pathways that require students to synthesize skills and transfer knowledge to non-routine scenarios. In an area chapter lesson, a “spicy” task presents an image of a flag and asks students to determine what fraction of the flag is a particular color, requiring them to combine fractional reasoning with area partitioning. Similarly, in a geometric measurement lesson under TEKS 3.6.C, the materials include an assignment task featuring a garden map composed of two rectangles and one square, in which students must find the total area. To solve this new situation, students must apply their understanding of the attributes of rectangles and squares to determine the missing side lengths, and then synthesize multistep multiplication and addition to calculate the combined area of the composite figures.
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
Additionally, the grade 3 materials provide fluency-building tasks across operational and geometric pathways that remove visual scaffolds to develop procedural automaticity. In a multiplication and division pathway under TEKS 3.4.F, “medium” tasks present students with basic operations featuring single-digit factors without any visual support, requiring direct fact recall to complete the algorithms. Similarly, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the assignment bank provides an expanded selection of “medium” problems that display only the numerical dimensions of rectangles. By eliminating visual grids, models, and instructional scaffolding, these tasks require students to independently execute structured repetitions of the area formula to secure their procedural fluency and mathematical automaticity.
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
Additionally, grade 3 materials provide digital workspace tools and tiered assignment questions that allow educators to use student solution data to guide instruction and promote strategic reflection. Within the Student Canvas, students can drag problems directly into a drawing area, use writing tools, input equations with mathematical symbols, and manipulate grade-appropriate virtual objects to model and solve problems while preserving every step of their work. For example, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the assignment bank provides an expanded selection of “medium” problems that present dimensions without visual support. As students work independently on the canvas to apply the area formula, the platform captures their step-by-step procedures, allowing the educator to analyze the data, address misconceptions, and guide students toward more efficient, flexible, and accurate problem-solving strategies.
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
Additionally, the grade 3 materials provide digital monitoring tools and analytical features that capture student workspace data to help educators facilitate strategy evaluation and refinement. All student work is recorded directly on the Student Canvas, allowing educators to monitor a real-time heatmap and use a replay feature to highlight individual student work for the class, creating targeted opportunities for students to evaluate various mathematical representations, models, strategies, and solutions. Furthermore, the platform incorporates an AI feature that analyzes student work to provide educators with tailored talking points, enabling them to introduce critical-thinking opportunities that help students analyze, explain, and refine their problem-solving strategies to systematically improve their fluency, flexibility, accuracy, and mathematical confidence.
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Additionally, grade 3 materials provide advanced tool combinations and tiered assignments actively encouraging students to select and apply increasingly efficient problem-solving methods. Within the digital workspace, grade 3 students are provided with an expanded set of virtual manipulatives, including fraction tiles, fraction circles, and place value chips, alongside primary tools, allowing them to tile fractions and simultaneously represent them on a number line to evaluate which model provides a faster path for comparing versus adding. Furthermore, in an operational pathway under TEKS 3.4.A, the materials present “spicy” addition tasks that require students to compute and arrange sums with multiple addends in ascending order. This structural design moves students away from routine, left-to-right calculation, directly prompting them to select more efficient mental approaches such as grouping compatible numbers or making 10 combinations to optimize their workflow.
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
Additionally, the grade 3 materials provide structured problem sets that systematically execute this dual emphasis within classroom instruction. In the Conceptual and Procedural TEKS Guide, an instructional example from a multiplication subchapter under TEKS 3.4.G (Multiplying two-digit by one-digit numbers with regrouping) demonstrates how these distinct mathematical priorities are scaffolded. The “mild” tasks in the lesson have a conceptual emphasis, utilizing digital area models that decompose factors into tens and ones to make the distributive property explicitly visible to students. The “medium” tasks shift to a procedural emphasis by removing the visual area models and introducing word problems that reinforce algorithmic execution. Finally, the “spicy” tasks require multistep contextual application, challenging students to synthesize both their conceptual understanding and procedural agility to solve the problem.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Additionally, the grade 3 materials provide structured, sequential tasks that require students to actively utilize and connect concrete, pictorial, and abstract representations within specific lessons. For example, in a geometric measurement lesson on the area of rectangles under TEKS 3.6.C, the “mild” tasks provide a concrete digital model of a rectangle, covered entirely with individual square grid units. It requires students to manipulate or count them to find the total area. As students advance to a “medium” problem within the same pathway, the visual scaffolding is scaled back. Students are presented with a word problem regarding a farmer planting vegetables in a rectangular field and are tasked with independently generating a pictorial representation of the scenario while simultaneously utilizing the abstract mathematical formula to solve and justify their answer.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
The Standards Alignment Guide, part 5, “Concrete, Representational, Abstract,” provides educator guidance on implementing different models and on how students interact with them across multiple instructional modalities. This guidance outlines the systematic framework used to help grade 3 students construct area models, partition geometric shapes, and transition to advanced application tasks that require them to justify a mathematical comparison or conduct error analysis. The platform equips educators with an integrated instructional design that leverages concrete, pictorial, and abstract representations to support students as they build, define, and explain the relationships between physical models and symbolic mathematical concepts.
Additionally, grade 3 materials provide digital workspace tools and multimodal recording features on the Student Canvas that support students in creating and connecting visual models to abstract expressions. Within the digital canvas, students are provided with direct opportunities to model problems using concrete virtual tools, such as counters and base 10 blocks, and draw accompanying pictorial representations using integrated markers and pens. Furthermore, the platform allows students to construct abstract models by utilizing digital place value charts and interactive number lines. To ensure students can define and explain their mathematical thinking, the Student Canvas incorporates built-in text boxes and voice recording capabilities, enabling students to articulate the conceptual connections between their physical or representational models and the corresponding abstract, symbolic, and algorithmic formulas.
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
The Student Canvas and Learning Pathways provide interactive digital tools and scaffolded tasks that support grade 3 students as they develop and communicate academic mathematical language. In the fractional units pathway, TEKS 3.3.F, TEKS 3.3.G, and TEKS 3.3.H, “spicy” tasks present complex multidenominator scenarios that require students to justify their solutions using equivalent fraction vocabulary. Students use the canvas drawing tools, movable problem snippets, and an integrated microphone recording feature to label visual models, such as marking square units on rectangles to determine perimeter in TEKS 3.7.B, while they verbally explain their geometric and algebraic reasoning.
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 Interactive Learning Pathways provide embedded digital tools that help grade 3 students build and apply contextual mathematical language during daily tasks. Within the student workspace, such as the fraction and perimeter modules (TEKS 3.3.H and TEKS 3.7.B), students annotate drawings, label diagrams, and write out mathematical explanations directly on the Student Canvas. The curriculum structure scaffolds this communication, ensuring that student expressions progress systematically from isolated mathematical terms to complete, formal sentences that demonstrate conceptual mastery to their peers and educators.
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
The interactive Student Canvas and tools deliver immediate linguistic supports that help grade 3 students apply appropriate academic vocabulary during daily mathematical discussions. In pathways focusing on area models and fractions (TEKS 3.3.H and TEKS 3.7.B), students use the Student Canvas workspace to label visual models with precise content vocabulary, such as numerator, denominator, and equivalent fraction. To support discourse execution, the platform provides embedded sentence stems that structure student peer interactions, guiding students to utilize formal transitional phrasing, including first, then, and because, as they orally communicate or write out their mathematical justifications
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 Digital Instruction Workspace integrates interactive group features that require grade 3 students to verbalize and modify their mathematical phrasing during daily tasks. When tackling fraction comparisons, TEKS 3.3.H; perimeter solutions, TEKS 3.7.B; and multiplication arrays TEKS, 3.4.E; the platform captures every student’s freehand drawing and manipulative arrangement in real time. By projecting these contrasting visual representations on the board, the curriculum creates a shared classroom environment where students analyze classmates’ reasoning, hear correct terminology, and refine their own spoken definitions before submitting final work.
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 interactive student workspace incorporates point-of-use instructional supports that anticipate student errors and facilitate corrective action during fraction comparisons, TEKS 3.3.H; perimeter calculations, TEKS 3.7.B; and multiplication arrays, TEKS 3.4.E. The system automatically tracks live input on the digital canvas, flagging mistakes through a color-coded matrix that immediately alerts the instructor to classwide or individual barriers. To support remediation, the platform provides students with automated hints that scaffold their thinking and equips educators with immediate access to student solution replays to uncover the precise root cause of any inaccurate mathematical claim.
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
The Interactive Learning Pathways provide embedded digital tools that require grade 3 students to apply mathematical process standards across multiple strands. In the fraction representation and multidigit addition chapters, TEKS 3.3.H and TEKS 3.4.A, the platform scaffolds tasks so that entry-level “mild” problems emphasize selecting digital tools and communicating ideas using visual models like fraction bars or area diagrams. As students progress to “medium” and “spicy” tasks, the curriculum prompts them to independently execute problem-solving strategies in real-world contexts and analyze underlying mathematical relationships, ensuring comprehensive standard application.
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 Interactive Learning Pathways provide embedded digital tasks that require grade 3 students to connect process standards across sequentially increasing levels of difficulty with increasing precision and rigor. In the fraction units lesson (TEKS 3.3.A and TEKS 3.3.B), students apply process standard D by representing fractions using area models, fraction bars, and number lines to communicate the same value in multiple ways. The platform structure connects process standard G across problems in TEKS 3.6.A, TEKS 3.3.H, and TEKS 3.6.B, forcing students to build their capacity to display, explain, and justify their solutions using precise academic math language.
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
The Interactive Learning Pathways provide embedded digital tasks that require grade 3 students to connect process standards across sequential difficulty levels. In the chapter on area and perimeter (TEKS 3.6.A and TEKS 3.7.B), the curriculum focuses heavily on process standards TEKS 3.1.C, TEKS 3.1.E, and TEKS 3.1.F by prompting students to select appropriate tools, such as a grid versus multiplication to find area. The platform structure requires students to create representations by drawing partitioned models of rectilinear figures and to analyze underlying relationships by connecting geometric area formulas to multidigit multiplication.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (19 out of 19 points)
Evaluation for 6.1a
The Student Dashboard Practice Mode delivers responsive scaffolding and interactive feedback loops that actively encourage students to think mathematically and persevere through rigorous tasks. Through the integrated AI-driven assistant “Lava Bot,” learners can request multitiered hints and guided feedback at their exact point of struggle to maintain engagement with complex concepts. For example, in the lesson “Find the Perimeter,” a student who asks for help before starting receives immediate conceptual scaffolding that rewords the problem and prompts them to consider the lengths of the missing sides. If the student requests a second hint, the assistant instructs them to draw the rectangle, label all four sides using the property of opposite sides, and use the canvas to write out their addition work, helping them self-correct and make sense of the mathematical ideas.
The Teacher Heatmap uses dynamic data processing to generate targeted conceptual questions that drive deep mathematical reasoning and perseverative problem-solving. In “Find the Perimeter,” the program analyzes student workspace inputs and outputs specialized discussion points that prompt educators to ask questions like how labeling units tracks the measurement process, what alternative representations exist for the same quantity, and how discrete visual models compare to continuous number lines, ensuring students look past surface answers to build a strong conceptual understanding.
Evaluation for 6.1b
The Student Dashboard Practice Mode provides tiered tasks (“mild,” “medium,” and “spicy”) and a multimodal digital workspace that requires students to solve problems, explain errors, and justify multiple solution pathways. In the “Area of Rectangles” lesson, students interact with a story problem about calculating the area of a pool cover, using the digital canvas to draw, type, write, or apply manipulatives to show their work and explicitly analyze and explain an error. This flexibility in the student workspace supports learners in understanding that there are diverse ways to represent and validate their mathematical thinking.
The Teacher Problem Selection Guide generates targeted prompts that guide educators to facilitate classroom conversations focused on comparing, explaining, and justifying alternative problem-solving strategies. In “Division with an Unknown” (TEKS 3.5.D), the system processes student work to provide educators with specialized discussion prompts that challenge students to consider how different models, such as repeated addition or skip counting, can represent the same division problem. These prompts help students analyze the specific benefits of a visual grouping strategy compared to abstract methods, highlighting multiple valid paths to a solution.
Evaluation for 6.1c
The Student Dashboard Practice Mode couples multitiered tasks with an interactive digital canvas to ensure students actively do and write about mathematics during instruction. In the “Division with an Unknown” lesson (TEKS 3.5.D), students engage with a story problem about grouping trees, using the workspace to map out their solutions, model equations, and express their mathematical thinking in writing. By offering graded “mild,” “medium,” and “spicy” example problems directly below the lesson launch, the platform ensures all learners can independently or collaboratively draft and refine their problem-solving steps on a flexible canvas.
The educator platform delivers targeted oral prompts and structured introductory materials through a dedicated Launch tab to drive active peer-to-peer and educator-led mathematical discourse. Educators can access the Launch Interface to deploy four specialized vocabulary cards designed to anchor whole-group or small-group discussions around key terms. Furthermore, the system supplies AI-generated discussion points based on the lesson’s division scenarios, guiding educators to ask students how alternative strategies like repeated addition or skip counting apply and prompting them to verbally debate the benefits of visual grouping methods over other approaches.
Evaluation for 6.2a
The Student Dashboard Practice Mode and embedded mathematical tasks require students to show, explain, and justify their individual problem-solving paths. In the “Fractions from Figures” lesson (TEKS 3.3.A), students interact with an image showing two out of four parts shaded and are tasked with writing the correct fraction to represent the shaded portion. The system records their distinct methods and allows students to visually partition, write, and represent their fractions, providing concrete work samples that form the baseline for classroom argumentation and collaborative reflections on alternative approaches.
The educator platform provides real-time formatting tools, interactive lesson sections, and dynamic AI-generated prompts to help educators guide students in sharing and justifying their mathematical reasoning. Using the Live Assignment Heatmap, educators can completely anonymize and pin diverse student solutions side-by-side to drive whole-group comparison and connection. Furthermore, the “Small Group Instruction” and “Responding to What You See” guidelines detail how to use the playback feature to project individual student work sessions, while targeted AI discussion points prompt educators to ask conceptual questions, such as how labeling each section to find the denominator compares to simply counting the total parts, to refine student explanations.
Evaluation for 6.2b
The grade 3 materials provide targeted prompts for delivering explanatory feedback during active student responses and anticipated misconception scenarios. During multistep addition and subtraction problem-solving tasks, the software generates real-time question prompts that guide students in explaining how different mathematical approaches distinguish between changing values, such as total cost and remaining balance. For example, in the grade 3 lesson “Fractions from Figures” (TEKS 3.3.A), the AI discussion points prompt students to analyze different methods for partitioning a square perimeter and explain how visual models distinguish between distance traveled and remaining.
Instructional tabs, the Heatmap, and diagnostic tools help educators deliver targeted, responsive feedback based on student responses and error patterns. By selecting a specific problem and using the interactive Sparkle Button tool in a live workspace, educators receive tailored questions that prompt students to track place-value columns and reflect verbally on computational revisions. Additionally, the software populates a secondary discussion panel that helps educators analyze student errors, address misconceptions during instruction, and guide students toward mathematical precision. Some assignments also include a “Most Difficult Problems” tab, which provides prompts for anticipated misconceptions based on aggregated misconception data within the problem. For example, the Instructions tab supports educators in giving explanatory feedback by identifying likely misconceptions, explaining the underlying error, and suggesting questions or guidance that educators can use to respond precisely to misunderstandings during instruction.
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 Teacher Heatmap uses dynamic data processing to generate targeted conceptual questions that drive deep mathematical reasoning and perseverative problem-solving. In “Find the Perimeter,” the program analyzes student workspace inputs and outputs specialized discussion points that prompt educators to ask questions like how labeling units tracks the measurement process, what alternative representations exist for the same quantity, and how discrete visual models compare to continuous number lines, ensuring students look past surface answers to build a strong conceptual understanding.
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 Teacher Problem Selection Guide generates targeted prompts that guide educators to facilitate classroom conversations focused on comparing, explaining, and justifying alternative problem-solving strategies. In “Division with an Unknown” (TEKS 3.5.D), the system processes student work to provide educators with specialized discussion prompts that challenge students to consider how different models, such as repeated addition or skip counting, can represent the same division problem. These prompts help students analyze the specific benefits of a visual grouping strategy compared to abstract methods, highlighting multiple valid paths to a solution.
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 educator platform delivers targeted oral prompts and structured introductory materials through a dedicated Launch tab to drive active peer-to-peer and educator-led mathematical discourse. Educators can access the Launch Interface to deploy four specialized vocabulary cards designed to anchor whole-group or small-group discussions around key terms. Furthermore, the system supplies AI-generated discussion points based on the lesson’s division scenarios, guiding educators to ask students how alternative strategies like repeated addition or skip counting apply and prompting them to verbally debate the benefits of visual grouping methods over other approaches.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
The educator platform provides real-time formatting tools, interactive lesson sections, and dynamic AI-generated prompts to help educators guide students in sharing and justifying their mathematical reasoning. Using the Live Assignment Heatmap, educators can completely anonymize and pin diverse student solutions side-by-side to drive whole-group comparison and connection. Furthermore, the “Small Group Instruction” and “Responding to What You See” guidelines detail how to use the playback feature to project individual student work sessions, while targeted AI discussion points prompt educators to ask conceptual questions, such as how labeling each section to find the denominator compares to simply counting the total parts, to refine student explanations.
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
Instructional tabs, the Heatmap, and diagnostic tools help educators deliver targeted, responsive feedback based on student responses and error patterns. By selecting a specific problem and using the interactive Sparkle Button tool in a live workspace, educators receive tailored questions that prompt students to track place-value columns and reflect verbally on computational revisions. Additionally, the software populates a secondary discussion panel that helps educators analyze student errors, address misconceptions during instruction, and guide students toward mathematical precision. Some assignments also include a “Most Difficult Problems” tab, which provides prompts for anticipated misconceptions based on aggregated misconception data within the problem. For example, the Instructions tab supports educators in giving explanatory feedback by identifying likely misconceptions, explaining the underlying error, and suggesting questions or guidance that educators can use to respond precisely to misunderstandings during instruction.