Program Information
- ISBN
- 9781972621059
- 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 5
Supplemental Math (English) Grade 5
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 5 | 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 5 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 5, 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 second grade. These materials are 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 “Snapshot of Readiness,” “Actionable Insights,” and “Automated Recommendations” sections. Educators can use these insights to identify grade 5 TEKS-specific skill entry points and target necessary interventions. To support implementation, three foundational tables outline the next steps: “Targeted Practice,” “Comprehensive Practice,” and “Comprehensive Reteaching.” The materials in “Targeted Practice” detail the process for assigning practice cards to students who require skill reinforcement. “Comprehensive Reteaching” materials direct educators to leverage prerequisite, lower-grade-level content and chapters for students exhibiting significant learning gaps. “Vertical Alignment” materials map 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. This 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 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 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 delivers 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, prompting 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 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 that 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.
This guidance is not applicable to the program.
Evaluation for 1.2b
The grade 5 Lesson Companion Guide outlines core instructional steps, recommended timeframes, and assessment-tracking mechanisms aligned with the TEKS and ELPS. The guide’s section titled “Surfacing the CRA Progression Through Student Work” structures lesson delivery across concrete, representational, and abstract approaches using suggested time allotments. The materials include lesson overviews and learning objectives that are mapped directly to 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 explicit alignments 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 that emphasizes the importance of students working to demonstrate their mathematical thought process through drawings, written explanations, and annotations. Available in both languages, these materials offer detailed, 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 their student’s needs.
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 second grade. These materials are 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. This 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, prompting 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 that 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.
This guidance is not applicable to the program.
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 explicit alignments 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 their student’s needs.
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 5 Assessment Guide defines the purpose of formative assessments and outlines how educators can use these real-time tools to inform daily instruction. The materials provide 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.
These materials define diagnostic tools and summative evaluations to measure student learning at distinct points in the instructional cycle. The grade 5 Assessment Guide outlines the purpose of diagnostic tools, including built-in screeners and 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 5 Assessment Administration Guide provides instructions for organizing district-level assessments across a school system. The documentation includes screenshots that guide district administrators on how to 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 that detail the specific timing and methods educators can use to administer each instrument uniformly across classrooms.
Evaluation for 2.1c
Within the digital platform for grade 5, the student dashboard includes two features that become accessible to learners once authorized through the educator’s profile settings: functional text-to-speech audio playback in over 40 languages, and a 140-language translation tool. These administrative settings allow educators to selectively enable or disable basic calculator and audio accommodations for individual students. The materials within the assessment interface also include embedded educator-managed content and language supports.
Grade 5 digital assessments provide fully customizable, printable versions that allow 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 5 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 readiness snapshot, actionable performance insights, and automated instructional recommendations to address initial learning gaps.
The grade 5 beginning-, middle-, and end-of-year assessments incorporate item formats that span three distinct levels of complexity to evaluate student proficiency: low, medium, and high complexity. Low-complexity, basic recall, and multiple-choice questions assess foundational knowledge; medium-complexity, multi-select justification items require students to evaluate multiple options and defend their reasoning; while high-complexity, open-ended, and multi-step tasks require students to execute sequential problem-solving strategies to resolve multi-tiered mathematical scenarios.
Evaluation for 2.1e
The grade 5 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 5 educator-facing interface provides educators 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 to enable the seamless integration of multiple 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 5 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 class-wide 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. Under 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 5 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 that allow educators to align subsequent instructional content and interventions with documented performance trends.
The grade 5 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 5 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 5 learners can access dedicated tools for students to track their own progress and growth. A personalized pie chart organized by skill area 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.
This guidance is not applicable to the program.
Evaluation for 2.2e
The grade 5 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 5 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
These materials define diagnostic tools and summative evaluations to measure student learning at distinct points in the instructional cycle. The grade 5 Assessment Guide outlines the purpose of diagnostic tools, including built-in screeners and 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 that detail the specific timing and methods educators can 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 5 digital assessments provide fully customizable, printable versions that allow 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 5 beginning-, middle-, and end-of-year assessments incorporate item formats that span three distinct levels of complexity to evaluate student proficiency: low, medium, and high complexity. Low-complexity, basic recall, and multiple-choice questions assess foundational knowledge; medium-complexity, multi-select justification items require students to evaluate multiple options and defend their reasoning; while high-complexity, open-ended, and multi-step tasks require students to execute sequential problem-solving strategies to resolve multi-tiered 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 5 educator-facing interface provides educators 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 to enable the seamless integration of multiple 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. Under 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 5 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 5 learners can access dedicated tools for students to track their own progress and growth. A personalized pie chart organized by skill area 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.
This guidance is not applicable to the program.
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 5 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
The grade 5 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. Program documentation outlines how educators can direct students to use the integrated digital assistant, “Lava Bot,” which provides targeted hints, breaks down multi-step tasks into digestible parts, and displays real-time conceptual cues when a student selects the onscreen 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 5 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 and generates adaptive, customized assignments. These materials provide 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
The grade 5 materials include explicit educator guidance for language supports, such as pre-teaching, and embedded supports to develop academic vocabulary and address unfamiliar references in text. In the educator 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 grade 5 materials include explicit guidance for educators on enrichment and extension activities for students who have demonstrated proficiency in grade-level and above-grade-level content and skills. The Implementation Guide, “Advanced Learning and Enrichment,” outlines how educators can 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. These materials provide advanced learners with opportunities to generate alternative solution paths and serve as focal points for classroom mathematical discussions.
Evaluation for 3.1d
The grade 5 digital materials include accommodations such as text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students. Within the educator platform, educators 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. Examples include 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 grade 5 materials include educator guidance on offering options and support to help students demonstrate their understanding of mathematical concepts in various ways, such as performing, expressing, and representing. The Student Canvas interface provides embedded options for students to express their mathematical thinking and to 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. The materials also provide educators with a playback feature to review and analyze students’ step-by-step problem-solving process.
The Implementation Guide instructs educators on how to integrate 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, the “Responding to What You See” section provides explicit guidance for educators on how 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 can leverage these digital artifacts to adjust whole-group instruction and implement targeted small-group supports for struggling students.
Evaluation for 3.2a
The grade 5 materials include explicit prompts and guidance for educators on how to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation. Within the educator platform, each lesson provides educators with targeted key vocabulary cards—such as equation, numerator, and denominator—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 guides educators on how 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 teacher 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 grade 5 materials include multi-tiered intervention methods for various types of practice and structures, as well as guidance for educators to support effective implementation. 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 multi-tiered 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 use 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 5 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 multi-step 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 grade 5 materials include prompts and guidance to support educators in providing timely feedback during lesson delivery. 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. When an educator selects an individual student from the heatmap display, the interface generates an onscreen summary, 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 5 materials provide educators with prompts and guidance in using intensive individual frameworks to give students timely feedback during lesson delivery. For example, in the Multi-Tiered Intervention Guide, tier 3, “Intensive Individual Support,” educators are provided with explicit instructional guidance on how to deliver tailored, one-on-one intervention during a lesson based on individual student needs. Educators are directed to utilize the platform’s “Practice Mode” and “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 provides guidance on giving 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 grade 5 materials include embedded linguistic accommodations for all levels of language proficiency, as defined by the ELPS, that are designed to engage students in using increasingly academic language. 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 a voice-recording feature for spoken responses and a canvas drawing tool for visual annotations, offering structured frameworks that enable EB students to express mathematical concepts and transition to increasingly academic language.
The Academic Language Proficiency Guide outlines the program’s structural framework for supporting EB students, explicitly segmenting instructional guidance into designated proficiency tiers: pre-production, beginning, intermediate, high intermediate, and advanced. 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 and enables students to move from basic conceptual comprehension to multi-step reasoning and written justification, thereby systematically engaging learners in using increasingly more academic language.
Evaluation for 3.3c
The grade 5 materials include implementation guidance to support educators in effectively using the materials in state-approved programs. 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—such as visual diagrams, color-coded annotations, standard equations, written explanations, and oral voice recording—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 ELPS: listening, speaking, reading, and writing. The “Discourse as a Daily Practice” section 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. This provides students with 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 grade 5 materials include embedded guidance to support EB students in developing academic vocabulary; increasing comprehension; building background knowledge; and making cross-linguistic connections through oral and written discourse. 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 platform’s integrated oral voice feature allows students to explain their mathematical thinking aloud and solve problems aloud. This feature creates 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. This provides a structured framework that uses written discourse to systematically develop academic vocabulary and increase overall text comprehension during the lesson.
The program’s digital documentation explains that ““Practice Mode”” provides mathematical content in real time based on individual student performance. Within this adaptive interface, EB 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 onscreen prompts, simplified academic vocabulary definitions, and conceptual scaffolds upon student request. This feature directly guides 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 and generates adaptive, customized assignments. These materials provide 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. These materials provide 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 how to integrate 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, the “Responding to What You See” section provides explicit guidance for educators on how 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 can 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 teacher 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 use 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 multi-step 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 5 materials provide educators with prompts and guidance in using intensive individual frameworks to give students timely feedback during lesson delivery. For example, in the Multi-Tiered Intervention Guide, tier 3, “Intensive Individual Support,” educators are provided with explicit instructional guidance on how to deliver tailored, one-on-one intervention during a lesson based on individual student needs. Educators are directed to utilize the platform’s “Practice Mode” and “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 provides guidance on giving 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 EB students, explicitly segmenting instructional guidance into designated proficiency tiers: pre-production, beginning, intermediate, high intermediate, and advanced. 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 and enables students to move from basic conceptual comprehension to multi-step 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 ELPS: listening, speaking, reading, and writing. The “Discourse as a Daily Practice” section 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. This provides students with 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”” provides mathematical content in real time based on individual student performance. Within this adaptive interface, EB 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 onscreen prompts, simplified academic vocabulary definitions, and conceptual scaffolds upon student request. This feature directly guides 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
To maintain continuity and ensure an objective tone, the grade 5 materials use a tiered question bank that scales practice opportunities to match the cognitive depth required by the TEKS. For example, when addressing TEKS 5.8.B and 5.8.C for graphing ordered pairs on a coordinate plane, educators select from three distinct levels of complexity: introductory, intermediate, and advanced. The introductory tier requires students to identify the correct ordered pair from four options for a pre-plotted point, while the intermediate tier increases cognitive demand by requiring students to analyze a written description of steps taken to plot a point and select the matching ordered pair. The advanced tier requires students to independently plot three specific ordered pairs on a digital coordinate plane, analyze the resulting spatial arrangement, and determine the coordinates of a fourth point needed to construct a square. This structured progression, from recognition to multi-step geometric construction, ensures that students practice graphing coordinates at the full depth and analytical rigor demanded by grade 5 standards.
In addition to the tiered question banks, the grade 5 materials consistently embed the Student Canvas interface across learning pathways to enforce this alignment with the TEKS. Rather than submitting a single answer, this digital workspace requires students to construct multimodal responses that demonstrate their mathematical reasoning. Students actively handwrite, type, draw, graph, annotate, and use virtual manipulatives to model their coordinate graphing and problem-solving steps. To help students generate and link multiple representations of a mathematical concept, the platform ensures that daily practice meets the cognitive depth and processing standards required by the grade 5 state standards.
Evaluation for 4.1b
The grade 5 materials include questions and tasks that increase in rigor and complexity through a tiered problem-selection tool. The materials also include dedicated educator guidance that supports both grade-level and above-grade-level proficiency. The Enrichment and Extension Guide instructs educators on using the adaptive nature of assignments alongside system features such as student work playback, live activity monitoring, discussion points, and voice explanations. This administrative framework allows educators to assign foundational grade-level tasks and systematically advance grade 5 students to more complex, higher-rigor problems within the same standard based on real-time performance data.
Additionally, the grade 5 materials provide task progressions that increase in strategic complexity across problem tiers. This helps students build standard proficiency under TEKS 5.8.B and TEKS 5.8.C for graphing ordered pairs. For example, a “mild” question includes a plotted point on a coordinate plane and requires students to select the correct ordered pair from four choices. A “medium” question describes the sequential steps a student takes to plot a point, requiring students to analyze the instructions and identify the matching ordered pair. A “spicy” question increases cognitive demand by requiring students to plot three given coordinate points and determine the fourth ordered pair needed to complete a geometric square, using the platform workspace to model their spatial reasoning.
Evaluation for 4.2a
The grade 5 educator support materials establish horizontal coherence by providing an instructional blueprint that links algebraic structures, numeric patterns, and geometric formulas within the same grade level. In the Alignment Guide, part 2, the grade-level design and horizontal alignment maps multiple chapters to the core focus of algebraic reasoning and patterns. This framework outlines a conceptual sequence in chapter 5, in which students evaluate variable expressions involving decimals, represent word problems as equations with unknowns, generate numerical patterns, and apply the order of operations with grouping symbols. Chapter 6 then connects these algebraic big ideas to physical measurement, directing educators to transition students into applying those exact operational rules and formulas to calculate perimeter and area.
The materials translate this high-level algebraic alignment directly into practical student assignments, embedding foundational computational standards and grouping patterns into real-world personal finance applications. When exploring financial literacy to satisfy TEKS 5.10.A through 5.10.F, student tasks do not treat finance as an isolated topic. Instead, the problems require students to apply multi-digit addition, subtraction, and order of operation skills to calculate income tax, payroll deductions, and insurance costs. Students use these core algebraic and arithmetic relationships to determine net income and balance personal budgets, illustrating a direct horizontal connection between abstract mathematical reasoning and practical economic problem-solving.
Evaluation for 4.2b
The grade 5 educator support materials establish vertical coherence by framing upper-elementary standards as the culmination of primary foundations and as the gateway to middle school mathematics. The Alignment Guide, part 3, “Vertical Alignment, K–6 Learning Progressions,” details how advanced concepts spiral out of lower elementary building blocks to view mathematics as an integrated system. By placing grade 5 at the upper end of the kindergarten through grade 6 continuum, the guide provides educators with explicit strategies to transition students from foundational arithmetic to higher-level reasoning. This framework ensures that student mastery of decimal operations, advanced grouping symbols, and algebraic measurement formulas directly prepares them for secondary mathematical structures.
Positioning grade 5 at the upper end of the learning continuum allows the materials to anchor advanced algebraic functions in familiar primary arithmetic patterns. For instance, the curriculum connects back to grade 2 tasks where students first used a hundred chart to discover 10 more than a number. In grade 5, student assignments further this additive relationship by requiring students to complete input/output tables governed by constant addition rules. By linking back to the same additive processes introduced in early childhood, the materials demonstrate how complex algebraic structures develop systematically from foundational numerical patterns.
Evaluation for 4.2c
In part 3 of the grade 5 Alignment Guide, materials outline how concepts and procedures connect within a grade level, build on foundations from previous grades, and progress across grades K through 6. The guidance tracks how fraction understanding begins in kindergarten and grade 1 through partitioning shapes, then transitions to naming fractions in grade 2, and shifts to representing fractions with strip diagrams, area models, and number lines in grade 3. The system design outlines how grade 4 pivots from foundational fraction concepts to fraction operations, while grade 5 marks the transition to computational fluency.
Additionally, the grade 5 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 5.4.H, involving the perimeter of polygons, a “mild” problem provides picture support and labels two side lengths. A “medium” problem removes visual models and embeds the calculations within word problems. A “spicy” problem embeds the task within a real-world scenario. For example, a problem displays three rectangles on grid paper and requires students to calculate and compare their perimeters to determine how much longer the combined perimeter of the yellow and pink rectangles is than the perimeter of the blue rectangle.
Evaluation for 4.3a
The grade 5 materials include instructional assessments throughout learning pathways that require students to demonstrate a mature depth of mathematical understanding in alignment with upper elementary standards. The curriculum provides structured beginning-, middle-, and end-of year screening assessments that consist of 21 questions each, and are designed to help educators make informed instructional decisions and customize student support. The grade 5 beginning-of-year screener directly mirrors the grade 4 end-of-year framework to assess: understanding of place value in whole numbers and decimals, fraction and decimal addition and subtraction, and all four operations within story problems, tables, and graphs. The middle-of-the-year screener advances to check place-value understanding to the thousandths place, decimal and fraction operations with models, and the order of operations using whole numbers and two levels of grouping symbols. The end-of-year screener confirms comprehensive mastery by assessing thousandths place value and all four operations across whole numbers, decimals, and fractions within complex story problems and graphical data.
In addition to these diagnostic benchmarks, the instructional materials provide systematic digital reinforcement to secure long-term skill retention. “Practice Mode” recommendations use individual student performance data from these assessments to recommend immediate follow-up practice on previously learned skills and concepts that require ongoing reinforcement. This mechanism provides consistently spaced retrieval opportunities throughout the grade 5 learning pathways, ensuring that core standards are not left behind after a unit ends. By automatically reintroducing decimal operations, fraction computation, or order of operations questions based on student diagnostic trends, the platform ensures that upper elementary students maintain the mathematical fluency required for secondary coursework.
Evaluation for 4.3b
The grade 5 materials include problem selection tools on the educator platform that enable interleaved practice by allowing the educator to assign tasks that combine multiple previously learned skills and concepts in a single lesson or assignment. This design moves students away from rote repetition and instead promotes deep conceptual retrieval by integrating multiple math standards. For example, a grade 5 educator can create an interleaved assignment that challenges students to apply their prior knowledge of two-digit and three-digit multiplication across diverse contexts. Within the same task list, a student must switch seamlessly from an algebraic geometry problem, where they find a missing side length given the total area of a rectangle, to a data analysis problem that requires using complex data representations to extract values to solve one or two-step problems.
Educators can easily evaluate student adaptability across these distinct standards by leveraging the platform’s embedded analytical tools. The educator playback feature provides a comprehensive heatmap of data that records every step of a student’s problem-solving process for these mixed assignments. Educators can use this playback tool to review students’ entries and provide timely feedback on specific computational or conceptual skills. This immediate access ensures that grade 5 educators can pinpoint exactly when a student struggles to transition between geometric area formulas and multi-step data analysis, enabling highly effective, personalized interventions.
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
In addition to the tiered question banks, the grade 5 materials consistently embed the Student Canvas interface across learning pathways to enforce this alignment with the TEKS. Rather than submitting a single answer, this digital workspace requires students to construct multimodal responses that demonstrate their mathematical reasoning. Students actively handwrite, type, draw, graph, annotate, and use virtual manipulatives to model their coordinate graphing and problem-solving steps. To help students generate and link multiple representations of a mathematical concept, the platform ensures that daily practice meets the cognitive depth and processing standards required by the grade 5 state standards.
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 5 materials provide task progressions that increase in strategic complexity across problem tiers. This helps students build standard proficiency under TEKS 5.8.B and TEKS 5.8.C for graphing ordered pairs. For example, a “mild” question includes a plotted point on a coordinate plane and requires students to select the correct ordered pair from four choices. A “medium” question describes the sequential steps a student takes to plot a point, requiring students to analyze the instructions and identify the matching ordered pair. A “spicy” question increases cognitive demand by requiring students to plot three given coordinate points and determine the fourth ordered pair needed to complete a geometric square, using the platform workspace to model their spatial 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
The materials translate this high-level algebraic alignment directly into practical student assignments, embedding foundational computational standards and grouping patterns into real-world personal finance applications. When exploring financial literacy to satisfy TEKS 5.10.A through 5.10.F, student tasks do not treat finance as an isolated topic. Instead, the problems require students to apply multi-digit addition, subtraction, and order of operation skills to calculate income tax, payroll deductions, and insurance costs. Students use these core algebraic and arithmetic relationships to determine net income and balance personal budgets, illustrating a direct horizontal connection between abstract mathematical reasoning and practical economic problem-solving.
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
Positioning grade 5 at the upper end of the learning continuum allows the materials to anchor advanced algebraic functions in familiar primary arithmetic patterns. For instance, the curriculum connects back to grade 2 tasks where students first used a hundred chart to discover 10 more than a number. In grade 5, student assignments further this additive relationship by requiring students to complete input/output tables governed by constant addition rules. By linking back to the same additive processes introduced in early childhood, the materials demonstrate how complex algebraic structures develop systematically from foundational numerical patterns.
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 5 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 5.4.H, involving the perimeter of polygons, a “mild” problem provides picture support and labels two side lengths. A “medium” problem removes visual models and embeds the calculations within word problems. A “spicy” problem embeds the task within a real-world scenario. For example, a problem displays three rectangles on grid paper and requires students to calculate and compare their perimeters to determine how much longer the combined perimeter of the yellow and pink rectangles is than the perimeter of the blue rectangle.
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
In addition to these diagnostic benchmarks, the instructional materials provide systematic digital reinforcement to secure long-term skill retention. “Practice Mode” recommendations use individual student performance data from these assessments to recommend immediate follow-up practice on previously learned skills and concepts that require ongoing reinforcement. This mechanism provides consistently spaced retrieval opportunities throughout the grade 5 learning pathways, ensuring that core standards are not left behind after a unit ends. By automatically reintroducing decimal operations, fraction computation, or order of operations questions based on student diagnostic trends, the platform ensures that upper elementary students maintain the mathematical fluency required for secondary coursework.
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
Educators can easily evaluate student adaptability across these distinct standards by leveraging the platform’s embedded analytical tools. The educator playback feature provides a comprehensive heatmap of data that records every step of a student’s problem-solving process for these mixed assignments. Educators can use this playback tool to review students’ entries and provide timely feedback on specific computational or conceptual skills. This immediate access ensures that grade 5 educators can pinpoint exactly when a student struggles to transition between geometric area formulas and multi-step data analysis, enabling highly effective, personalized interventions.
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 grade 5 Alignment Guide provides educator documentation that explains the embedded progression of concrete, representational, and abstract models. In part 5, the guidance outlines how these models support students in applying, interpreting, analyzing, and evaluating mathematical concepts. The documentation explains how this modeling trajectory is structured to systematically build critical thinking skills within each learning pathway.
The data analysis and geometry pathways provide tasks that require grade 5 students to interpret, analyze, and evaluate mathematical representations. In the data analysis pathway, TEKS 5.9.A, a “mild” task requires students to interpret a bar chart. A “medium” task requires them to analyze a data table alongside a partially completed scatterplot to identify correct points. A “spicy” task requires them to evaluate a dot plot to determine which statements accurately describe the data distribution. Similarly, in the geometry pathway, TEKS 5.5.A, tasks progress from identifying a shape based on attributes, to a “spicy” task where students analyze a geometric model of quadrilaterals and evaluate statements to identify a false geometric comparison.
Evaluation for 5.1b
The grade 5 Alignment Guide provides educator documentation that explains how students interact with mathematical models in multiple ways. In Part 5, in the “Interpret, Analyze and Evaluate” section, educator guidance details how the curriculum structures opportunities for students to move from interpreting basic charts to generating their own representations. This documentation shows educators how the program’s task design supports students in creating models to illustrate and justify their mathematical reasoning.
The data analysis and volume pathways provide digital tasks that require grade 5 students to build concrete models and sketch pictorial representations. In the volume pathway, TEKS 5.6.A, tasks present students with the dimensions of a rectangular prism and require them to determine if a specific number of unit blocks will fit inside. To complete the assignment, students must select a true justification statement and use the Student Canvas drawing tools, virtual blocks, or grid markers to create a concrete or pictorial model that physically demonstrates their volume calculations.
Evaluation for 5.1c
The grade 5 Alignment Guide details how the curriculum structures tasks to help students transfer their mathematical knowledge to unfamiliar contexts. In part 5, in the “Apply to New Situations” section, the guidance explains how the program varies problem difficulty to increase rigor. This documentation outlines how the curriculum integrates multiple mathematical concepts within individual tasks to move students beyond routine, isolated applications toward comprehensive problem-solving scenarios.
The volume, area, and perimeter modules present integrated tasks that require grade 5 students to apply conceptual understanding to new contexts. In a volume lesson, TEKS 5.4.C, tasks describe a box with specific dimensions that is only filled to a fraction of its capacity, requiring students to synthesize volume formulas with fractional reasoning. Similarly, in an algebraic reasoning assignment, TEKS 5.4.H, students analyze an image of a movie theater screen with a given area and one side length to determine the total perimeter, requiring them to apply division to find the missing dimension before calculating the perimeter.
Evaluation for 5.2a
The Standards Alignment Guide provides educator documentation that explains how the program designs tasks to build procedural automaticity and fluency. Part 5, “Automaticity, Fluency, and Efficiency,” explains that “medium” tasks across all chapters serve as the primary vehicle for developing student fluency in grade-level procedures. The guide details how each subchapter contains multiple medium-level problems targeting the same standard, providing structured repetition without scaffolding to build automatic recall.
The targeted problem banks provide educators with multiple medium-level tasks to construct assignments that reinforce fluency after conceptual understanding is established. In the decimal operations subchapter, TEKS 5.3.K, “medium” tasks present students with decimal addition and subtraction computations without visual models, delivering the repetitive practice needed to master place-value alignment. Similarly, in the volume of right rectangular prisms lesson, TEKS 5.4.G and TEKS 5.4.H, the program provides an expanded selection of “medium” questions devoid of visual scaffolds, allowing students to gain automaticity when determining volume formulas.
Evaluation for 5.2b
The Efficient Approaches Guide provides educator documentation explaining how the program designs opportunities for students to practice efficient, flexible, and accurate mathematical procedures. The guidance details how the digital workspace features allow students to display, compare, and modify their work throughout the learning pathways. An overview of grade-band manipulatives and a dedicated table of instructional prompts help educators identify strategies, evaluate procedural efficiency, analyze errors, and build strategic flexibility.
The Student Canvas operates as an interactive digital workspace where grade 5 students practice and refine procedural applications. In the volume of right rectangular prisms lesson, TEKS 5.4.G and TEKS 5.4.H, students access medium-level questions without visual scaffolds and use canvas drawing tools, mathematical symbols, and digital manipulatives to execute their problem-solving steps. Because the platform preserves every step of the student’s work, educators use this artifact data alongside the curriculum’s prompt guide to evaluate accuracy, and steer students toward more efficient and flexible calculation strategies.
Evaluation for 5.2c
The Standards Alignment Guide outlines how students evaluate mathematical reasoning, strategies, and solutions throughout the learning pathways. The Part 5 section titled “Interpret, Analyze, and Evaluate,” explains that “spicy” problems are explicitly designed to target evaluation skills. Curriculum structures provide high-rigor tasks that require students to judge which computational steps and strategies are necessary to solve multi-layered geometric and numerical situations.
The “Measurement and Algebraic Reasoning” pathways provide targeted assignments that require grade 5 students to evaluate representations, models, and strategies. In the decimal fluency strand, TEKS 5.2.A, TEKS 5.2.B, and TEKS 5.2.C, tasks build from reading and writing decimals to comparing and ordering them, utilizing models at the “mild” level that systematically taper off at the “medium” level to promote procedural independence. In the perimeter and area modules, TEKS 5.4.H, a “spicy” task provides a rectangle’s total perimeter and only one dimension. This requires students to evaluate the relationship between the measurements, determine the correct sequence of computational steps, and accurately execute the procedures to calculate the missing area.
Evaluation for 5.2d
The Standards Alignment Guide provides educator documentation that explains how the “mild, medium, and spicy” framework scaffolds the concrete-representational-abstract (CRA) progression to support students in selecting efficient problem-solving approaches. In Part 5, guidance details how “mild” tasks anchor new concepts in concrete or pictorial forms, before “medium” tasks transition students into representational models. The program’s built-in digital assistance, including the “Lava Bot” feature, provides targeted instructional guidance to help students shift toward more abstract and efficient mathematical pathways.
The Student Canvas workspace incorporates digital tools and automated scaffolding to help grade 5 students transition from concrete manipulations to efficient abstract strategies. When working within the decimal place value pathway, TEKS 5.2.A, students access a dedicated manipulatives tool at the top of the workspace screen to build concrete and representational models of decimals. As students progress toward writing numbers and words in purely abstract formats, they can select the automated “Lava Bot” support tool, which delivers real-time guidance and strategic prompts that coach them to adopt increasingly efficient numeric and algorithmic approaches to solve problems.
Evaluation for 5.3a
The Conceptual and Procedural TEKS Guide and the Standards Alignment Guide provide explicit educator documentation detailing how the curriculum addresses the state standards’ dual emphasis. In the “Coherence and Concept Depth” section, part 4, and the “Types of Content and Representations” section, part 5, guidance explains how the program uses the “mild, medium, and spicy” problem progression to systematically move students from conceptual grounding to procedural fluency within each learning pathway. CRA models establish conceptual understanding before transitioning students into automaticity and procedural practice.
The daily lesson pathways provide structured task progressions that explicitly target the conceptual and procedural demands of the grade 5 standards. In the decimal addition and subtraction subchapter, TEKS 5.3.K, “mild” problems prioritize a conceptual emphasis by providing base 10 block models that visually anchor place-value structures before students calculate. “Medium” problems remove this visual scaffolding and present bare decimal computations to emphasize procedural efficiency and fluency. Finally, “spicy” problems require multi-step, contextual applications that force students to synthesize both their conceptual understanding and procedural accuracy to solve complex problems.
Evaluation for 5.3b
The Standards Alignment Guide provides educator documentation that explains the deliberate integration of concrete, pictorial, and abstract models to deepen conceptual understanding. The “Concrete, Representational, Abstract” section, Part 5, details how the CRA progression is structurally embedded into the curriculum’s “mild, medium, and spicy” scaffolding framework. The program systematically prompts students to connect physical and visual representations to abstract mathematical notation.
The learning pathways utilize scaffolded problem sets that require grade 5 students to transition through concrete, pictorial, and abstract representations. In the TEKS 5.4.G and TEKS 5.4.H lesson on the volume of right rectangular prisms, a “mild” task displays a concrete model of a rectangular prism composed of individual unit cubes, and prompts students to determine the volume. A “medium” task advances to a representational model that provides a visual drawing of a prism with only its dimensions labeled. Finally, a “spicy” task presents the dimensions textually within a story problem, requiring students to calculate the volume using an abstract formula and justify their solution by sketching a pictorial model on the Student Canvas.
Evaluation for 5.3c
The Standards Alignment Guide provides educator documentation that outlines how the curriculum supports students in connecting physical models to symbolic mathematical concepts. The part 5 section, “Concrete, Representational, Abstract,” details how the program guides students to link a concrete model (such as a fraction bar) to its abstract symbolic equivalent, or a shaded area model to a numeric fraction expression. Lesson structures help students bridge the gap between visual representations and abstract notation.
The Student Canvas digital workspace incorporates interactive tools that enable grade 5 students to create, define, and explain the transition from concrete models to abstract mathematical concepts. Within the digital learning pathways, such as the fraction and decimal modules in TEKS 5.2.A, and TEKS 5.3.H, students use virtual counters and base 10 blocks to build concrete representations, and pens or markers to sketch pictorial models. To ensure that students explicitly connect these visuals to abstract mathematical expressions, the canvas provides integrated text boxes and voice recording tools. These features allow students to verbally or textually explain their modeling strategies and define their symbolic solutions.
Evaluation for 5.4a
The Standards Alignment Guide and educator documentation detail how the program embeds instructional strategies to develop students’ academic mathematical language through the systemic use of digital visuals and manipulatives. The pedagogical frameworks outline how the digital workspace serves as a language development tool where grade 5 students can independently model concepts. This educator documentation explains how instructors can leverage the platform’s multimodal features—including drawing tools, text annotations, and voice recording transcriptions—to help students systematically connect formal mathematical terms to concrete visual representations during core instruction.
The Interactive Learning Pathways materials contain an embedded digital canvas and interactive manipulative suite that require grade 5 students to actively apply academic mathematical language during daily tasks. In the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, the platform prompts students to calculate volume and construct an accompanying visual model to justify their reasoning. Within this digital workspace, students draw custom prisms, input text, and record their voices using formal vocabulary. To communicate their mathematical thinking, students access built-in manipulatives, such as number lines, base 10 blocks, fraction tiles, and place-value disks.
Evaluation for 5.4b
The Standards Alignment Guide and accompanying Mathematical Discourse Guide detail how the program embeds explicit educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context. Educator materials explain how the “launch” tab in each lesson, and dedicated vocabulary frameworks, equip instructors with structured prompts to spark peer-to-peer communication. This guidance outlines how educators can systematically leverage platform features—such as live assignment heatmaps, Student Canvas tools, “Practice Mode” videos, and voice recording transcriptions—to help students continuously internalize and apply formal mathematical terms during daily classroom discussions.
The Interactive Learning Pathways deliver embedded instructional prompts and digital vocabulary tools that guide grade 5 students to communicate using formal academic language. In the lesson on unit conversions, TEKS 5.7.A, the platform supplies interactive vocabulary cards for core terms such as conversion, unit, metric system, and customary system. When an educator expands the word conversion, the system provides a clear definition and modeling examples, while the automated assistant actively prompts the educator to ask the class for alternative examples. This enables students to articulate their mathematical understanding aloud and seamlessly integrate the target vocabulary into peer discussions.
Evaluation for 5.4c
The Standards Alignment Guide and educator documentation detail how the program embeds instructional guidance to support students in the application of academic mathematical language during structured classroom discourse. The pedagogical frameworks explain how the educator dashboard generates interactive discussion points to help facilitate targeted mathematical conversations. This educator documentation outlines how instructors can access the live assignment heatmap, as well as activate the automated discourse features to generate precise question prompts that help educators guide students in explaining, comparing, and refining their geometric reasoning using formal academic terms.
The Interactive Learning Pathways deliver embedded digital canvas tools and automated discussion prompts that require grade 5 students to apply mathematical language during peer and educator discourse. In the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, the platform tasks students with finding volume and justifying their mathematical reasoning through an interactive workspace. When students finish drawing their models, entering text, or transcribing their voice recordings, the educator uses the dashboard’s AI-generated discussion prompts to challenge students to articulate their thinking and actively defend their visual representations using appropriate mathematical vocabulary.
Evaluation for 5.4d
The Mathematical Discourse Guide provides explicit educator guidance on the program’s embedded instructional supports. These supports are designed to help educators facilitate daily mathematical conversations in which students hear, refine, and use mathematical language with their peers. Part 1 outlines a comprehensive framework for oral discourse that details tools educators can utilize, including vocabulary cards, an educator playback feature, “Practice Mode” videos, and automated discussion points. This structured guidance explains how instructors can access the live assignment heatmap, as well as use automated question prompts to guide students through peer discussions in which they use precise academic terms to explain, compare, and refine their mathematical reasoning.
The Interactive Learning Pathways include embedded digital discourse tools and automated discussion prompts that require grade 5 students to actively practice and refine math language during peer interactions. When students complete an assignment, the educator enters the live platform heatmap and activates the automated discourse feature, which generates targeted question prompts directly tied to student work. The system uses these prompts to launch classroom conversations in which students listen to alternative peer strategies, articulate their own mathematical processes aloud, and continuously adjust their vocabulary to accurately defend their reasoning.
Evaluation for 5.4e
The Standards Alignment Guide details how the curriculum embeds instructional guidance to anticipate student answers, model exemplar responses, and redirect inaccurate student thinking. The pedagogical framework outlines the ways in which the system integrates pre-practice modeling videos to demonstrate correct mathematical reasoning and facilitate effective classroom discussions around student solutions. Additionally, the materials explain the design of the platform’s automated assistant, showing how the system targets specific student misconceptions by providing scaffolded hints and strategic canvas prompts rather than simply marking answers wrong.
The Interactive Learning Pathways deliver embedded exemplar videos and responsive digital coaching that actively support and redirect grade 5 students during daily problem-solving tasks. In the lesson on graphing points on a grid, TEKS 5.8.B, the platform plays an exemplar video that shows a complete coordinate-distance problem before students begin their independent practice. For example, when students submit inaccurate answers in the lesson on coordinate plane features, TEKS 5.8.A, the automated assistant steps in to highlight misconceptions by first rewording the prompt. The platform then directs the student to draw a coordinate cross on the canvas to visually identify the origin and self-correct their error.
Evaluation for 5.5a
The Standards Alignment Guide includes a structured educator overview that details how the program systematically integrates TEKS process standards directly into the grade 5 content chapters. Part 6 provides a breakdown showing how mathematical processes connect directly to specific content objectives within each lesson pathway. This educator guidance outlines how instructors can utilize a tiered bank of “mild,” “medium,” and “spicy” question sets to intentionally blend core content with opportunities for students to select tools, generate solutions, and justify their mathematical reasoning using multiple representations.
The Interactive Learning Pathways apply these process standards by embedding multi-modal tasks that require grade 5 students to bridge procedural skills with conceptual problem-solving. In the lesson on coordinate systems, TEKS 5.8.B.C, the digital platform requires students to translate data by taking a table of values, plotting the ordered pairs, drawing a connecting line, then extending the pattern to communicate mathematical relationships across representations, fulfilling TEKS 5.1.D. Similarly, in the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, students are challenged to deduce a prism’s dimensions from clues and explicitly justify their calculated volume using both a digital visual model and a formal formula.
Evaluation for 5.5b
The Standards Alignment Guide includes a structured educator overview that explicitly describes how the program connects mathematical processes across the instructional curriculum. Part 6 provides a comprehensive structural breakdown that shows how each process standard is integrated into the grade level, as well as which specific process standards appear within each chapter. This educator documentation demonstrates how the learning pathways systematically build foundational skills by linking content goals directly to the ongoing requirements of mathematical processes throughout the year.
The Interactive Learning Pathways map out these ongoing mathematical process connections by embedding daily tasks that require grade 5 students to communicate mathematical relationships across distinct formats. In the lesson on expressions, equations, and patterns, TEKS 5.4.C, the digital platform provides students with an input-output table and a specific mathematical rule. The system then requires students to compute the missing numerical values and explicitly communicate the underlying pattern in the table, which directly links the algebraic content to the process standard, TEKS 5.1.D.
Evaluation for 5.5c
The Standards Alignment Guide includes a structured educator overview that details how specific TEKS process standards are mapped and incorporated into each individual lesson pathway. The “Process Standards Integration” section, part 6, provides an overview of how each process standard is incorporated into the grade. and details the specific process standards that appear in each chapter. The “mild” problems emphasize selecting tools and techniques and communicating mathematical ideas. “Medium” problems focus on applying mathematics to everyday life and creating representations. “Spicy” problems highlight using a problem-solving model, analyzing relationships, and justifying mathematical ideas.
The Interactive Learning Pathways display these lesson–level process integrations by embedding targeted multi-modal tasks across the grade 5 curriculum. In lessons on coordinate systems (TEKS 5.8.B and TEKS 5.8.C), volume of a right rectangular prism (TEKS 5.4.G and TEKS 5.4.H), and expressions, equations, and patterns (TEKS 5.4.C), the platform structures assignments to prompt process application. For example, when students translate input–output tables, plot ordered pairs, or deduce prism dimensions from text clues, they are directly engaging with mapped process standards (such as TEKS 5.1.D) to communicate mathematical relationships across varying representations.
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
The data analysis and geometry pathways provide tasks that require grade 5 students to interpret, analyze, and evaluate mathematical representations. In the data analysis pathway, TEKS 5.9.A, a “mild” task requires students to interpret a bar chart. A “medium” task requires them to analyze a data table alongside a partially completed scatterplot to identify correct points. A “spicy” task requires them to evaluate a dot plot to determine which statements accurately describe the data distribution. Similarly, in the geometry pathway, TEKS 5.5.A, tasks progress from identifying a shape based on attributes, to a “spicy” task where students analyze a geometric model of quadrilaterals and evaluate statements to identify a false geometric comparison.
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
The data analysis and volume pathways provide digital tasks that require grade 5 students to build concrete models and sketch pictorial representations. In the volume pathway, TEKS 5.6.A, tasks present students with the dimensions of a rectangular prism and require them to determine if a specific number of unit blocks will fit inside. To complete the assignment, students must select a true justification statement and use the Student Canvas drawing tools, virtual blocks, or grid markers to create a concrete or pictorial model that physically demonstrates their volume calculations.
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
The volume, area, and perimeter modules present integrated tasks that require grade 5 students to apply conceptual understanding to new contexts. In a volume lesson, TEKS 5.4.C, tasks describe a box with specific dimensions that is only filled to a fraction of its capacity, requiring students to synthesize volume formulas with fractional reasoning. Similarly, in an algebraic reasoning assignment, TEKS 5.4.H, students analyze an image of a movie theater screen with a given area and one side length to determine the total perimeter, requiring them to apply division to find the missing dimension before calculating the perimeter.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
The targeted problem banks provide educators with multiple medium-level tasks to construct assignments that reinforce fluency after conceptual understanding is established. In the decimal operations subchapter, TEKS 5.3.K, “medium” tasks present students with decimal addition and subtraction computations without visual models, delivering the repetitive practice needed to master place-value alignment. Similarly, in the volume of right rectangular prisms lesson, TEKS 5.4.G and TEKS 5.4.H, the program provides an expanded selection of “medium” questions devoid of visual scaffolds, allowing students to gain automaticity when determining volume formulas.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
The Student Canvas operates as an interactive digital workspace where grade 5 students practice and refine procedural applications. In the volume of right rectangular prisms lesson, TEKS 5.4.G and TEKS 5.4.H, students access medium-level questions without visual scaffolds and use canvas drawing tools, mathematical symbols, and digital manipulatives to execute their problem-solving steps. Because the platform preserves every step of the student’s work, educators use this artifact data alongside the curriculum’s prompt guide to evaluate accuracy, and steer students toward more efficient and flexible calculation 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
The “Measurement and Algebraic Reasoning” pathways provide targeted assignments that require grade 5 students to evaluate representations, models, and strategies. In the decimal fluency strand, TEKS 5.2.A, TEKS 5.2.B, and TEKS 5.2.C, tasks build from reading and writing decimals to comparing and ordering them, utilizing models at the “mild” level that systematically taper off at the “medium” level to promote procedural independence. In the perimeter and area modules, TEKS 5.4.H, a “spicy” task provides a rectangle’s total perimeter and only one dimension. This requires students to evaluate the relationship between the measurements, determine the correct sequence of computational steps, and accurately execute the procedures to calculate the missing area.
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
The Student Canvas workspace incorporates digital tools and automated scaffolding to help grade 5 students transition from concrete manipulations to efficient abstract strategies. When working within the decimal place value pathway, TEKS 5.2.A, students access a dedicated manipulatives tool at the top of the workspace screen to build concrete and representational models of decimals. As students progress toward writing numbers and words in purely abstract formats, they can select the automated “Lava Bot” support tool, which delivers real-time guidance and strategic prompts that coach them to adopt increasingly efficient numeric and algorithmic approaches to solve problems.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The daily lesson pathways provide structured task progressions that explicitly target the conceptual and procedural demands of the grade 5 standards. In the decimal addition and subtraction subchapter, TEKS 5.3.K, “mild” problems prioritize a conceptual emphasis by providing base 10 block models that visually anchor place-value structures before students calculate. “Medium” problems remove this visual scaffolding and present bare decimal computations to emphasize procedural efficiency and fluency. Finally, “spicy” problems require multi-step, contextual applications that force students to synthesize both their conceptual understanding and procedural accuracy to solve complex problems.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
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
The learning pathways utilize scaffolded problem sets that require grade 5 students to transition through concrete, pictorial, and abstract representations. In the TEKS 5.4.G and TEKS 5.4.H lesson on the volume of right rectangular prisms, a “mild” task displays a concrete model of a rectangular prism composed of individual unit cubes, and prompts students to determine the volume. A “medium” task advances to a representational model that provides a visual drawing of a prism with only its dimensions labeled. Finally, a “spicy” task presents the dimensions textually within a story problem, requiring students to calculate the volume using an abstract formula and justify their solution by sketching a pictorial model on the Student Canvas.
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 Student Canvas digital workspace incorporates interactive tools that enable grade 5 students to create, define, and explain the transition from concrete models to abstract mathematical concepts. Within the digital learning pathways, such as the fraction and decimal modules in TEKS 5.2.A, and TEKS 5.3.H, students use virtual counters and base 10 blocks to build concrete representations, and pens or markers to sketch pictorial models. To ensure that students explicitly connect these visuals to abstract mathematical expressions, the canvas provides integrated text boxes and voice recording tools. These features allow students to verbally or textually explain their modeling strategies and define their symbolic solutions.
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 Interactive Learning Pathways materials contain an embedded digital canvas and interactive manipulative suite that require grade 5 students to actively apply academic mathematical language during daily tasks. In the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, the platform prompts students to calculate volume and construct an accompanying visual model to justify their reasoning. Within this digital workspace, students draw custom prisms, input text, and record their voices using formal vocabulary. To communicate their mathematical thinking, students access built-in manipulatives, such as number lines, base 10 blocks, fraction tiles, and place-value disks.
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 deliver embedded instructional prompts and digital vocabulary tools that guide grade 5 students to communicate using formal academic language. In the lesson on unit conversions, TEKS 5.7.A, the platform supplies interactive vocabulary cards for core terms such as conversion, unit, metric system, and customary system. When an educator expands the word conversion, the system provides a clear definition and modeling examples, while the automated assistant actively prompts the educator to ask the class for alternative examples. This enables students to articulate their mathematical understanding aloud and seamlessly integrate the target vocabulary into peer discussions.
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 Learning Pathways deliver embedded digital canvas tools and automated discussion prompts that require grade 5 students to apply mathematical language during peer and educator discourse. In the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, the platform tasks students with finding volume and justifying their mathematical reasoning through an interactive workspace. When students finish drawing their models, entering text, or transcribing their voice recordings, the educator uses the dashboard’s AI-generated discussion prompts to challenge students to articulate their thinking and actively defend their visual representations using appropriate mathematical vocabulary.
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 Interactive Learning Pathways include embedded digital discourse tools and automated discussion prompts that require grade 5 students to actively practice and refine math language during peer interactions. When students complete an assignment, the educator enters the live platform heatmap and activates the automated discourse feature, which generates targeted question prompts directly tied to student work. The system uses these prompts to launch classroom conversations in which students listen to alternative peer strategies, articulate their own mathematical processes aloud, and continuously adjust their vocabulary to accurately defend their reasoning.
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 Learning Pathways deliver embedded exemplar videos and responsive digital coaching that actively support and redirect grade 5 students during daily problem-solving tasks. In the lesson on graphing points on a grid, TEKS 5.8.B, the platform plays an exemplar video that shows a complete coordinate-distance problem before students begin their independent practice. For example, when students submit inaccurate answers in the lesson on coordinate plane features, TEKS 5.8.A, the automated assistant steps in to highlight misconceptions by first rewording the prompt. The platform then directs the student to draw a coordinate cross on the canvas to visually identify the origin and self-correct their error.
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 apply these process standards by embedding multi-modal tasks that require grade 5 students to bridge procedural skills with conceptual problem-solving. In the lesson on coordinate systems, TEKS 5.8.B.C, the digital platform requires students to translate data by taking a table of values, plotting the ordered pairs, drawing a connecting line, then extending the pattern to communicate mathematical relationships across representations, fulfilling TEKS 5.1.D. Similarly, in the lesson on volume of a right rectangular prism, TEKS 5.4.G.H, students are challenged to deduce a prism’s dimensions from clues and explicitly justify their calculated volume using both a digital visual model and a formal formula.
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 map out these ongoing mathematical process connections by embedding daily tasks that require grade 5 students to communicate mathematical relationships across distinct formats. In the lesson on expressions, equations, and patterns, TEKS 5.4.C, the digital platform provides students with an input-output table and a specific mathematical rule. The system then requires students to compute the missing numerical values and explicitly communicate the underlying pattern in the table, which directly links the algebraic content to the process standard, TEKS 5.1.D.
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 display these lesson–level process integrations by embedding targeted multi-modal tasks across the grade 5 curriculum. In lessons on coordinate systems (TEKS 5.8.B and TEKS 5.8.C), volume of a right rectangular prism (TEKS 5.4.G and TEKS 5.4.H), and expressions, equations, and patterns (TEKS 5.4.C), the platform structures assignments to prompt process application. For example, when students translate input–output tables, plot ordered pairs, or deduce prism dimensions from text clues, they are directly engaging with mapped process standards (such as TEKS 5.1.D) to communicate mathematical relationships across varying representations.
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 materials require students to think mathematically and engage in rigorous problem-solving using contextualized exercises and real-world scenarios. In exercises for the lesson titled “Represent Data on a Scatterplot,” TEKS 5.9.B, students determine which coordinate pairs should not lie on a corresponding scatter plot by examining a data table that shows the relationship between running competition team members and total points earned. This task forces students to persevere by systematically testing data points against a visual representation, and applying real-world context to mathematical structures. When students encounter friction or obstacles during these independent tasks, the integrated “Lava Bot” digital assistant provides responsive hints that encourage them to persist through their struggles and complete the assignment.
The materials anchor mathematical instruction using multi-step analytical tasks that challenge students to build conceptual sense-making and perseverance. For example, the lesson titled “Represent Data on a Scatterplot,” TEKS 5.9.B, features an interactive scenario about a running team competition, in which one lap around a track equals one point. The materials embed these data-driven problems to help educators monitor student progress as students evaluate table values, work to plot relationships, and identify inconsistencies on a coordinate grid. By structuring exercises around these detailed scenarios, the materials push students to connect abstract numerical data with concrete visual models, allowing educators to observe student thinking and help them navigate complex problem-solving pathways.
Evaluation for 6.1b
Through its flexible, interactive canvas features, the adaptive learning software supports students in understanding, explaining, and justifying multiple ways to solve mathematical problems. Geometry tasks are rated “mild,” “medium,” or “spicy,” and students can use the canvas to choose their own analytical entry point for each lesson, such as evaluating a geometric property claim in the “Quadrilaterals” lesson (TEKS 5.5). The digital canvas equips students with writing, typing, and drawing tools, along with content-specific virtual manipulatives such as fraction tiles, measurement tools, and place value disks. This enables students to choose to handwrite a conceptual explanation or physically draw a counterexample of a trapezoid to justify their unique reasoning pathways.
The materials equip educators with embedded discussion frameworks and real-time guidance prompts to help students compare, explain, and justify diverse problem-solving strategies. For instance, in a grade 5 lesson, “Representing Decimals in Expanded Form” (TEKS 5.2.A), the platform tracks how students expand a given decimal and generates targeted instructional questions. The AI Discussion Points guide the educator in asking the class how visual representations can clarify the relationship between the whole number and the tenths digit. The material prompts students to experiment with alternative representations, such as place value charts or base 10 blocks, and to explain why other visual models distinguish between decimal values.
Evaluation for 6.1c
The adaptive learning software requires students to make sense of mathematics through interactive digital tools that combine doing, writing, and analytical problem solving. During the Middle-of-Year Texas Assessment for grade 5, for example, students use the workspace interface to compare decimal values using comparison symbols. The platform captures each student’s individual mathematical steps and generates responsive data indicators, which push students to actively show their work on the digital canvas. Students are required to verbally defend how aligning digits reveals the specific differences in magnitude between the tenths and hundredths places.
The “Launch” tab equips educators with foundational vocabulary cards and structured example problems to organize interactive small-group or whole-class mathematical discussions. In “Representing Decimals in Expanded Form” (TEKS 5.2.A), the educator displays key vocabulary prompts that require students to define, contrast, and talk about math terms with their peers. Furthermore, embedded example problems provide tiered “mild,” “medium,” and “spicy” tasks. This ensures that educators can guide students in collectively evaluating scenarios by writing mathematical expressions on a shared display, and discussing varying conceptual perspectives before starting independent practice.
Evaluation for 6.2a
Using real-time data features and embedded discussion prompts, these materials support educators in guiding students to share and reflect on their problem-solving approaches. For example, when students complete a story problem involving adding three decimals on a grade 5 Middle-of-Year Texas Assessment, the educator can use the heatmap feature to anonymize and share different students’ solution methods with the class. The accompanying AI Discussion Points provide specific prompts that educators can use to ask students to explain how aligning place values helps manage the regrouping process to evaluate how alternative visual models, such as a place value chart or a number line, support decimal addition.
Additionally, the Implementation Guide materials provide structured strategies and technical tools to help educators facilitate peer-to-peer mathematical discourse and reflection. In the “Whole Group Instruction” section, the materials instruct educators to show multiple anonymized student solutions side by side so the class can compare and connect different analytical paths. Additionally, the “Responding to What You See” and “Small-Group Instruction” sections detail how educators can leverage the playback feature to replay students’ work steps. This enables the educator to model strategies and guide students as they share, defend, and refine their mathematical explanations, arguments, and justifications.
Evaluation for 6.2b
The materials provide real-time, responsive feedback prompts and color-coded data indicators to help educators address student errors during and after task completion. Through the color-coded heatmap, educators can visually monitor individual student accuracy in real time to pinpoint where errors occur. When a student makes a mistake, the software generates targeted error-analysis data, as seen in the grade 5 “Misconception Guidance” interface, to display the student’s work alongside responsive AI Discussion Points on the right side of the screen. This design allows educators to analyze the error and use the generated questions to guide corrective instruction.
The “instruction” tab provides educators with instructional prompts and error-analysis strategies to deliver explanatory feedback based on student work. For example, a grade 5 Middle-of-Year Texas Assessment task, involving a whole number divided by a fraction, includes AI Discussion Points. These prompt the educator to challenge students to notice the relationship between unit fractions and whole numbers, and explain how grouping units visualizes the division process. Similarly, when an educator selects a specific error from the heatmap in the lesson titled “Representing Decimals in Expanded Form,” the “instructions” tab provides targeted feedback prompts that guide the educator to ask how visual models clarify place value, and how alternative tools, such as base 10 blocks, illustrate decimal relationships. 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 materials anchor mathematical instruction using multi-step analytical tasks that challenge students to build conceptual sense-making and perseverance. For example, the lesson titled “Represent Data on a Scatterplot,” TEKS 5.9.B, features an interactive scenario about a running team competition, in which one lap around a track equals one point. The materials embed these data-driven problems to help educators monitor student progress as students evaluate table values, work to plot relationships, and identify inconsistencies on a coordinate grid. By structuring exercises around these detailed scenarios, the materials push students to connect abstract numerical data with concrete visual models, allowing educators to observe student thinking and help them navigate complex problem-solving pathways.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
The materials equip educators with embedded discussion frameworks and real-time guidance prompts to help students compare, explain, and justify diverse problem-solving strategies. For instance, in a grade 5 lesson, “Representing Decimals in Expanded Form” (TEKS 5.2.A), the platform tracks how students expand a given decimal and generates targeted instructional questions. The AI Discussion Points guide the educator in asking the class how visual representations can clarify the relationship between the whole number and the tenths digit. The material prompts students to experiment with alternative representations, such as place value charts or base 10 blocks, and to explain why other visual models distinguish between decimal values.
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 “Launch” tab equips educators with foundational vocabulary cards and structured example problems to organize interactive small-group or whole-class mathematical discussions. In “Representing Decimals in Expanded Form” (TEKS 5.2.A), the educator displays key vocabulary prompts that require students to define, contrast, and talk about math terms with their peers. Furthermore, embedded example problems provide tiered “mild,” “medium,” and “spicy” tasks. This ensures that educators can guide students in collectively evaluating scenarios by writing mathematical expressions on a shared display, and discussing varying conceptual perspectives before starting independent practice.
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
Additionally, the Implementation Guide materials provide structured strategies and technical tools to help educators facilitate peer-to-peer mathematical discourse and reflection. In the “Whole Group Instruction” section, the materials instruct educators to show multiple anonymized student solutions side by side so the class can compare and connect different analytical paths. Additionally, the “Responding to What You See” and “Small-Group Instruction” sections detail how educators can leverage the playback feature to replay students’ work steps. This enables the educator to model strategies and guide students as they share, defend, and refine their mathematical explanations, arguments, and justifications.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
The “instruction” tab provides educators with instructional prompts and error-analysis strategies to deliver explanatory feedback based on student work. For example, a grade 5 Middle-of-Year Texas Assessment task, involving a whole number divided by a fraction, includes AI Discussion Points. These prompt the educator to challenge students to notice the relationship between unit fractions and whole numbers, and explain how grouping units visualizes the division process. Similarly, when an educator selects a specific error from the heatmap in the lesson titled “Representing Decimals in Expanded Form,” the “instructions” tab provides targeted feedback prompts that guide the educator to ask how visual models clarify place value, and how alternative tools, such as base 10 blocks, illustrate decimal relationships. 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.