Magma Math, Grade 7

Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.

The Alignment Guide shows the vertical alignment and horizontal alignment of the grade 7 Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS), illustrating how concepts connect across and within grade levels. The materials include a rationale for learning paths across and within grade levels.


The “Course-Level Design and Horizontal Alignment” section in the Alignment Guide features a grade 7 scope and sequence, which illustrates the horizontal alignment of the program’s three instructional strands. The “Vertical Alignment and Learning Progressions” section explains the vertical alignment of the five mathematical strands within the program, along with the corresponding standards from grade 3 through Algebra II.

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

The Implementation Guide provides usage recommendations for adapting to meet students’ needs in various contexts. The grade 7 materials include strategies for effective educator practices adapted to a variety of contexts, such as small-group instruction, independent learning, and advanced learning.

The Implementation Guide also offers strategies for instruction in whole-group, small-group, and independent settings across intervention, enrichment, and extension areas. The “Whole-Group Instruction,” “Small-Group Instruction,” and “Independent Practice” sections include effective guidance for educators on using the program in a variety of settings.

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

The grade 7 Diagnostic Guide provides an overview of the beginning-of-year screening administered to students and offers guidance on how to use it effectively. The “Guide to Diagnostic Skill Entry Points” links each screener question to the relevant prerequisite TEKS, aligned grade 7 target TEKS, recommended skill entry points, and corresponding diagnostic strands.

Additionally, the grade 7 Diagnostic Guide provides recommended skill entry points based on the results of the platform’s diagnostic assessments. Specifically, the guide includes a correlation table that maps student diagnostic performance to required TEKS-aligned strands and subchapters.

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

The materials provide a Teacher Internalization Guide containing specific protocols for both unit and lesson preparation. The unit internalization protocol guides educators in previewing unit objectives, identifying core grade 7 TEKS, and understanding the vertical progression of concepts.

The Teacher Internalization Guide also provides a lesson internalization protocol that provides step-by-step guidance for educators to engage with the digital content, including analyzing “mild,” “medium,” and “spicy” problem variations, anticipating student misconceptions, and planning for real-time feedback using the Teacher Dashboard. It also emphasizes the importance of considering students’ diverse needs and identifying opportunities within the unit for differentiation and scaffolding strategies.

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

The grade 7 materials feature an Instructional Leader Guide that offers comprehensive oversight strategies to help administrators support educators during implementation. Additionally, the guide provides targeted guidance and assistance for developing Common Formative Assessments (CFAs) to drive data-driven instruction.

Resources within the Instructional Leader Guide include an implementation checklist to facilitate rollout planning and ensure foundational operations are established before educators introduce the platform to students. The checklist covers five core operational pillars: Rostering and Technical Setup, Teacher Onboarding Planning, Building Champions Across the District, Using Instructional Data for PLCs, and Collaborative Assignment Planning.

Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

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

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

The materials include comprehensive overviews that explicitly align learning objectives with TEKS and ELPS requirements. The “Part 2: Grade-Level Design and Horizontal Alignment” section in the grade 7 Alignment Guide provides a chart, Artifact 2.1: Grade 7 Scope and Sequence. This chart sequences the 11 major chapters and lists the subchapters and the TEKS within each larger chapter. Additionally, the Lesson Companion Guide provides a breakdown of the TEKS and ELPS addressed in each lesson.

The “Lesson Components and Suggested Timeframes” section in the Lesson Companion Guide outlines how much time to spend on each of the five components in a 40–60 minute time frame. The first five minutes are dedicated to “Set the Objective.” This is followed by “Launch,” “Monitor and Respond,” and “Discuss,” each lasting 10–15 minutes. The “Track and Plan” component uses the last 5–10 minutes. Additionally, the “Assessment and Progress Tracking” section of the Lesson Companion Guide provides assessment resources aligned with both the TEKS and the ELPS, including guidance on using the “Progress” tab to monitor TEKS-aligned assessment data and using voice recording and canvas annotations to track ELPS growth over time.

Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).

The materials include a Family Guide that offers a general program overview and strategies for supporting students. This Family Guide is intended to be shared with families at the start of the school year and is available in both English and Spanish.

The Family Guide provides guided support for each unit. This guidance includes sections such as “Words You’ll Hear,” “Questions to Ask Your Student,” “Try This at Home,” and “Supporting Progress in This Unit.”

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

The Assessment Guide for grade 7 defines and explains the purpose of different types of assessments and how educators can utilize all assignments and data within the program. Formative assessments, or quick checks, inform daily instruction and identify student misconceptions in real time. Specific instructions for educators include creating and implementing warm-ups and exit tickets, checks for understanding, spiral review, and think-pair-share activities.

The materials define summative assessments as tools designed to evaluate cumulative learning and skill acquisition at the conclusion of a major learning pathway. The intended purpose of these assessments is to provide a formal measure of what students know without hints. The data generated is designed to identify areas for reteaching, planning reassessment, or differentiating the next unit.

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

The Assessment Guide for grade 7 provides instructional support for implementing formative assessments accurately, including warm-ups, exit tickets, comprehension checks, and spiral reviews. Additionally, the guide details how to configure settings for quiz mode and utilize data analytics to identify topics requiring reteaching, plan for reassessment, or tailor instruction for differentiation in the upcoming unit.

The Assessment Administration Guide provides educators with guidance on administering assessments consistently and efficiently. Curriculum leads, math coaches, and district coordinators build assessments centrally and distribute them to educators across grade levels, schools, or districts. Educators receive the assessment with all settings preconfigured, and they cannot change those settings.

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.

The materials for grade 7 provide built-in accessibility configurations within the digital platform to ensure equitable testing conditions for all learners. Educators access individual student profiles to toggle specific support settings, which apply automatically across screeners, benchmarks, and daily assignments. These adjustable accommodations include a text-to-speech function that reads problem text aloud in over 40 languages, as well as a 140-language translation tool. Educators also customize tool availability by enabling or disabling basic, scientific, or graphing calculators based on a student’s specific readiness needs or the structural demands of a lesson.

Beyond screen-based accommodations, the platform provides fully prepared, formatted files for printing to meet offline testing requirements. These printable assessment versions replicate the online items while incorporating structural adjustments, such as expanded font sizes and dedicated workspace areas for handwritten calculations.

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

The initial diagnostic screening includes 22 questions designed to assess students’ understanding at multiple Depth of Knowledge (DOK) levels. For example, in the grade 7 diagnostic, problem 2 asks students to perform basic operations (DOK 1); problem 6 requires proportional reasoning to solve a problem in real-world context, requiring skill application (DOK 2); and problem 20 utilizes box plot creation to determine difference in range (DOK 3).

The materials include diagnostic assessments with more than two interactive problem types. For example, in the grade 7 diagnostic screener, problem 18 is multiple-choice, problem 20 is free-response, and problem 14 is text-entry.

Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The grade 7 materials provide frequent formative assessment tools to help educators monitor daily student progress. Educators assign digital quick checks and practice pathways that align directly with specific grade-level standards. Students interact with multiple unique item formats that require inputs beyond standard multiple-choice selection. These interactive structures include coordinate-plane graphing grids, drag-and-drop categorization boxes, fraction-shading bars, and drawing-canvas options that allow students to display distinct types of mathematical processing.

The formative assignments feature three distinct tiers of task difficulty, which the platform classifies as “mild,” “medium,” and “spicy” complexity. “Mild” items assess low-level procedural recall and simple numerical operations. “Medium” items require strategic application of abstract grade-level concepts. “Spicy” items demand nonroutine, higher-order analysis and extended geometric reasoning. The range of task depth ensures that the daily formative data uncovers complete student proficiency levels across multiple cognitive bands. The platform automatically aggregates these multilayered performance metrics into the educator dashboard, establishing clear entry points for subsequent adaptive learning paths.

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

The Scoring and Response Guide for grade 7 states that the program grades every question automatically with colored indicators. Green indicates a correct first attempt, orange indicates a correct answer reached after multiple attempts, and red indicates an incorrect response. The heatmap displays results as a color-coded class overview intended to help educators identify which students need support.

The adaptive system provides a rationale for both correct and incorrect responses through the AI Student Summaries on the educator dashboard for each assignment. These summaries indicate which questions the student correctly answered, as well as provide an analysis of where the student went wrong on incorrect responses. Example rationales in the “Solving Percent Problems” assignment include “Accurate multistep reasoning with context: correctly finds weekday total 7 * 5 = 35, then leftover 50 - 35 = 15, then percent 15/50 = 30% (P3),” and “Uses the fraction in the wrong direction for ‘What percent of A is B?’: #2 writes 60/120 = 0.5 = 50% but should use 120/60 = 2 = 200%; practice template ‘percent = (part/whole)*100.’”

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

As grade 7 students complete their work, the system evaluates each response in real time. Students receive instant feedback indicating whether they are progressing correctly, and their results are dynamically displayed in the heatmap, which highlights emerging patterns and trends across the classroom. The heatmap provides educators with color-coded updates on each student’s progress, including the number of attempts made on each problem and whether hints were used.

Educators can examine student work more closely by clicking on any problem to access the solutions view. The Common Error Detector complements this feature by analyzing student responses across the class and highlighting frequently made errors. This allows educators to identify and address misconceptions promptly.

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.

In each grade 7 assignment, the “Stats” tab displays mastery percentages by standard for educator view. The “Progress” tab monitors how performance at the standard level evolves over time, indicating whether students are improving, maintaining, or declining in specific skills.

The “Progress” tab monitors student performance in relation to TEKS across assignments and over time. The materials include student-facing progress charts by skill area, enabling students to track their own progress and development.

Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.

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

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

The grade 7 digital materials provide continuous progress monitoring by embedding frequent checks for understanding directly into daily adaptive student pathways. Learners engage with interactive tasks that compile performance data in real time as they move through the digital canvas. To support this adaptive process, the system uses the practice mode recommendations framework to evaluate student accuracy at key points and dynamically recommend targeted practice cards based on real-time execution metrics. This functionality allows the platform to adjust subsequent content difficulty automatically and determine the next appropriate skill focus for individual learners.

When completing practice questions, students receive immediate feedback indicating whether their answers are correct or incorrect. If a student answers incorrectly, a demonstration video appears that walks them through the steps for solving a similar problem before they are given the opportunity to reattempt the question. Additionally, the “Lava Bot” provides automated feedback and hints that also checks understanding in the moment by responding to student errors with immediate feedback, hints, and guided support before students move on.

Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.

The Implementation Guide for grade 7 outlines structured small-group intervention lessons, scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. This guide provides explicit pedagogical action steps that show educators how to pull concept-specific practice cards to address fundamental skill gaps. Additionally, the Multi-Tiered Intervention Guide provides educators with guidance on identifying students who require tier two or tier three interventions. It also includes strategies for using the common error flag during classroom discussions.

The live assignment dashboard equips instructors with automated tracking and analytics to identify student misconceptions during activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. For example, the dashboard features AI-generated discussion prompts for assignments that analyze student work, helping educators identify areas for follow-up questions. These prompts focus on specific errors students make and include guiding questions to scaffold the mathematical vocabulary necessary for student success. Additionally, the interactive heatmap highlights incorrect student answers with color-coded alerts and surfaces high-probability calculation errors. This immediate analytical feedback allows educators to deploy targeted vocabulary support or alter question complexity parameters directly inside the active classroom window. Multiple guides outline explicit educator guidance for using these features, including the Implementation Guide, Multi-Tiered Intervention Guide, Scoring and Response Guide, and Lesson Companion Guide.

Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.

The materials for grade 7 include educator guidance to provide the four “highest-leverage” mathematical vocabulary terms for each lesson, along with three contextual examples for each term. For instance, the Mathematical Discourse Guide advises educators to display each term and pronounce it aloud, encouraging students to repeat. Explicit prompts include “What do you notice across all three? What does that suggest about the meaning of this word?” Additionally, the Academic Language Proficiency Guide provides recommendations for how to use the embedded language support features to provide preteaching supports for unfamiliar references in text. For instance, the guide recommends the translation toggle feature for students at the Beginning proficiency level, as it allows them to read each problem in both languages, side by side.

The “Lava Bot” provides embedded support for developing academic vocabulary and understanding unfamiliar references in the text. “Lava hints” assist students in comprehending questions by providing guiding prompts that scaffold language and procedural steps. For emergent bilingual students, translated “Lava hints” offer immediate scaffolding in their home language when they encounter difficulties.

Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.

The Implementation Guide for grade 7 offers educators strategies to support students who have demonstrated mastery of grade-level content. Examples include formal extension activities, such as presenting more advanced, challenging problems, as well as informal extensions that encourage students to articulate their reasoning clearly through various methods. For example, the guide provides educator guidance on assigning specialized spicy problems that deliberately raise the cognitive demand by requiring advanced learners to explain mathematical reasoning; compare operational strategies; or solve nonroutine, multistep challenges on an open digital canvas using multiple representation methods. These problems include open-ended formats that allow students to annotate, diagram, and write equations, promoting deeper engagement beyond simply selecting an answer.


The Enrichment and Extension Guide provides additional guidance for supporting students who have demonstrated proficiency in content and skills beyond grade level. For example, the guide outlines an independent practice mode that automatically evaluates student performance to recommend targeted practice cards across custom, educator-configured grade ranges, granting advanced learners access to higher-grade problem sets directly within their standard user interface.

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

The grade 7 materials include accommodations, such as text-to-speech, content and language supports, and calculators that educators can turn on or off to support individual students. For example, the text-to-speech can be individually toggled on and off by the student. Additionally, educators can choose a translation language for each student from a selection of over 140 languages. Finally, three different calculator types are available for educators to turn on or off for each student. These calculator types are basic, scientific, and graphing calculators.

The “Lava Bot” offers embedded content and language support features. “Lava hints” assist students in understanding questions by providing guiding questions that scaffold both language and process. For emergent bilingual (EB) students, translated “Lava hints” deliver immediate scaffolding in their home language when they encounter difficulties. This feature cannot be turned on or off by the educator. However, educators can create two versions of the same assignment—one with the “Lava Bot” enabled and one without. These versions can then be assigned to different student groups based on their specific content and language support needs.

Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.

The Implementation Guide provides grade 7 educators with guidance on offering students options to demonstrate their understanding of mathematical concepts through the Concrete-Representational-Abstract (CRA) approach. Instead of selecting answers from a list, students construct their solutions at the level of representation that makes the most sense for them. Students use built-in digital manipulatives, such as base ten blocks, fraction bars, counters, place-value charts, and algebra tiles, to demonstrate concrete understanding. Students create number lines, sketch area models, and construct diagrams to represent their understanding, and ultimately express solutions symbolically using an equation writer or freehand drawings, illustrating their algebraic or arithmetic reasoning to show abstract understanding.

The Efficient Approaches Guide provides educator guidance for supporting students using the workspace, in which they can drag the problem into a drawing area, use drawing and writing tools, type with math symbols, and use grade-appropriate manipulatives to model and solve. For example, educators receive guidance to use the playback feature to open student work, replay the full solution process, and share selected responses with the class. This models thinking; demonstrates multiple approaches, representations, and reasoning; compares strategies; and supports discussion. Other explicit guidance includes how the educator can enter student mode to model, demonstrating understanding through a variety of ways on the platform.

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

The materials include an “Instructions” tab for each lesson. This section highlights the most frequently missed questions, common errors, and suggested action steps to address those errors. Explicit guidance is provided, including prompts for anchoring big ideas and activating prior knowledge. For example, in a grade 7 assignment on solving percent problems, prompts include questions, such as “Can anyone provide another example?” and “In this problem, what does the 18 represent: the part, the percent, or the whole? How does knowing that change what operation you use?” Another prompt in this assignment is “When a problem asks ‘what percent,’ what does your answer need to include beyond just the number?” Additionally, AI Discussion Points for each assignment analyze student work that highlights and connects the key patterns, features, and relationships seen in the student work samples. These discussion points can be used by the educator to guide discourse to overcome misconceptions, activate prior knowledge, anchor big ideas, and push thinking to deeper levels.

The Enrichment Extension Guide offers specific educator guidance on utilizing the student canvas as a platform where students develop mathematical concepts through the CRA approach. This approach emphasizes highlighting and connecting key patterns, features, and relationships through multiple means of representation. Sample prompts include “Here are two approaches to the same problem. What are the differences? Which approach is more efficient, and why?” Additionally, AI Discussion Points suggest specific probing questions for each problem that educators use to connect patterns, address misconceptions, and compare different student strategies during evidence-based discussion.

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

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

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

The Implementation Guide provides guidance for various types of practice. The “Independent Practice” section covers skill building through student utilization of practice mode for self-paced independent practice. Examples of guided practice include platform-provided “Lava hints” for guided practice, as well as educator guidance on using the platform to demonstrate multiple ways of solving. Guidance on collaborative practice relies mainly on group discussion centered around student work pinned by the educator for classroom view.

The Multi-Tiered Intervention Guide offers grade 7 educators guidance on tier one, whole-class instruction, including monitoring student responses and making real-time adjustments to address individual needs by identifying students who require small-group tier two support. Guidance for tier two support encompasses error analysis discussions and ongoing student monitoring. For tier 3, individual instruction involves providing additional guided practice and identifying potential foundational gaps. Educators also have access to previous grade-level content to assign relevant questions.

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

The Enrichment and Extension Guide for grade 7 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 Implementation Guide outlines how each standard within the content library includes problems categorized as “mild,” “medium,” and “spicy” in complexity. “Mild” problems introduce concepts with scaffolding, while “medium” problems apply these concepts with grade-level rigor. “Spicy” problems involve multistep reasoning, strategy comparison, and mathematical justification. Educators receive guidance on when to assign higher-level problems to specific students they identify as ready for enrichment. For students ready to advance further, the content library offers materials for all grade levels. Educators can assign problems from higher grade levels directly to individual students or groups.

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

The AI Discussion Points in the educator dashboard provide discussion prompts for timely feedback during lesson delivery. For example, a discussion point for a grade 7 assignment on solving percent problems includes the prompt, “One approach used 7/50 and another used 15/50 to set up the proportion. What does each number represent in the problem, and why does the choice of part change the final answer?”

The live Teacher Dashboard incorporates real-time analytical monitoring features to help educators deploy immediate verbal and written interventions during digital student work cycles. For example, the interactive classroom heatmap highlights incorrect student scratch pad submissions with color-coded warning flags and populates specific error-analysis data fields on the instructor console. This immediate tracking system empowers educators to instantly identify struggling learners and deliver personalized explanatory guidance right at the moment of conceptual friction. Additionally, the AI student summaries in the dashboard provide actionable guidance on individual student misconceptions to address. For example, an AI summary for one student informs the educator that the student “consistently sets up percent relationships backward (treats ‘percent of’ as multiply by the percent even when the whole is unknown): #1 does 18*0.4 = 7.2 instead of 18/0.4 = 45; reinforce ‘part = percent * whole,’ then solve for whole.”

Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

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

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

The grade 7 adaptive materials include embedded linguistic accommodations designed for EB students at the “Pre-Production” level. For example, the student platform offers translation and text-to-speech features in the student’s home language. Accommodations for beginning-level EB students include a translation toggle that allows them to view each problem in both languages side by side. Translated “Lava hints” provide real-time scaffolding in the student’s home language when additional support is needed. Additionally, lower-level mild questions utilize simpler sentence structures, increased visual scaffolding, and fewer multistep instructions to ensure accessibility.

Support for EB students at the Intermediate level includes a voice-recording feature that allows students to practice verbalizing their reasoning. Additionally, midlevel medium questions incorporate slightly more advanced language compared to mild sentence structures, with reduced visual scaffolding and longer, more complex question sentences. Embedded supports for high-Intermediate and Advanced EB students include open-ended discussion points designed to facilitate extended discourse. Furthermore, higher-level problems require students to interpret longer prompts, justify their reasoning in writing, and engage with more abstract mathematical language.

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

The grade 7 materials include embedded multilingual supports that accommodate emergent bilingual students at every ELPS proficiency level. Examples of this include translation, text-to-speech, voice recording, “Lava hints,” and discussion points. The materials provide guidance for educator use of these supports in multiple locations, including the Lesson Companion Guide, Efficient Approaches Guide, Academic Language Proficiency Guide, and Implementation Guide.

The Academic Language Proficiency Guide includes additional implementation guidance. This guide includes a table that illustrates how linguistic support systematically decreases while the demand for academic English increases across all five ELPS proficiency levels. Other educator support includes the “Implementation Across State-Approved Bilingual and ESL Programs” section, which provides guidance for four specific program types. In bilingual classrooms, students use the translation toggle to read in both languages. In English as a Second Language (ESL) classrooms, translation and text-to-speech serve as scaffolds while students attempt problems in English first. In dual language programs, multilingual capabilities strengthen both languages simultaneously through intentional toggling. Finally, in ESL pull-out settings, practice mode provides self-paced work with visually based instructional videos, immediate feedback, and full language support.

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

The Mathematical Discourse Guide includes embedded guidance for grade 7 educators to support emergent bilingual students in developing academic vocabulary through oral discourse, incorporating a recommended routine for preteaching key terms. Additionally, oral discourse is employed to increase comprehension by using a translation toggle and discussion prompts. The materials offer explicit prompts to build background knowledge through oral discourse, such as asking, “What looks familiar?” and “What connects to something we have already learned?” Finally, the materials foster crosslinguistic connections through oral discourse, using the translation toggle and text-to-speech features alongside discussion questions related to cognates.

The Mathematical Discourse Guide includes embedded guidance for educators to support emergent bilingual students in developing academic vocabulary through written discourse, incorporating scaffolded language and student canvas features. Additionally, written discourse is employed to increase comprehension by annotating steps in the student canvas. The materials encourage building background knowledge through written discourse, using the student canvas for written explanations of processes, as well as a progressive difficulty structure that scaffolds academic vocabulary. Finally, the materials foster crosslinguistic connections through written discourse, with educator guidance on using the translation feature to annotate or label mathematical ideas in both English and the student’s native language.

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

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

Evaluation for 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 require students to demonstrate depth of understanding aligned to the TEKS. For example, in “Calculate and Compare Interest,” TEKS 7.13.E, the first two practice cards require students to calculate simple and compound interest. Students then apply this understanding to compare different interest outcomes and justify their reasoning for the most profitable choice on the last practice card in the set. Additionally, the student platform provides independent practice opportunities that require learners to demonstrate multiple mathematical representations in daily assignments. For example, questions from the assessment item bank aligned to TEKS 7.7 require students to use the stylus tool in the interactive digital workspace to write linear equations in slope-intercept form from provided mathematical inputs. This open-response interface forces students to make their geometric and algebraic reasoning visible rather than selecting a single multiple-choice option.

The materials include questions and tasks that provide opportunities for students to use abstract models, as required by the TEKS. For example, “medium” problems remove visual supports and require students to work with symbolic and algorithmic representations. Adding rational numbers, TEKS 7.3.A, appears without number lines or directional arrows. Computing unit rates, TEKS 7.4.B, requires performing division without visual rate tables. Solving two-step equations, TEKS 7.11.A, requires applying inverse operations without scaffolded steps.

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.

The materials feature a progression model that scaffolds core questions through increasingly rigorous levels of mathematics within each instructional unit to support grade-level proficiency and enrichment. For example, during a grade 7 assignment creation sequence for solving proportions under TEKS 7.4.D, educators access a multitiered problem selection menu containing “mild,” “medium,” and “spicy” questions. Students progress from calculating basic scaling values from simple recipe word problems in mild tasks, to evaluating multipart ratio block diagrams in medium tasks, to analyzing multilayered compounded variable conversions in “spicy” tasks, satisfying both core grade-level proficiency and localized grade-level enrichment.

The curriculum documentation provides instructional resources that direct educators to assign questions from adjacent grade levels to facilitate advanced, above-grade-level proficiency and extensions. For example, the Implementation Guide instructs educators to access the standards-aligned content library to select and assign tasks across multiple grade levels, including above-grade-level work when appropriate. This structural flexibility allows educators to purposely move beyond the current grade-level constraints to deliver advanced enrichment and extension materials that foster above-grade-level proficiency for accelerated learners. Additionally, the Enrichment and Extension Guide provides educators with guidance on how to use the adaptive nature of the assignment problems at varying levels of difficulty, combined with the workspace that encourages students to show their thinking in multiple ways. Educators use features such as playback, live activity, discussion points, and voice explanations to deliver strategically scaffolded questions and tasks that progressively increase in rigor and complexity and lead to grade-level and above-grade-level proficiency.

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

The materials demonstrate horizontal coherence across concepts by organizing them into three instructional strands. The topics within each strand relate to the same big idea and are designed to build conceptual understanding before application, connecting patterns and relationships within the grade. For example, grade 7 materials begin with strand one, Number Systems, Proportional Reasoning, and Percent Applications.

Strand one contains four chapters that focus on deepening students’ conceptual understanding of the rational number system and proportional reasoning. Chapter 1, “Operations on Rational Numbers,” extends grade 6 work with integers and positive rational numbers to all four operations on rational numbers. Chapter 2, “Proportional Relationships,” formalizes proportional reasoning by requiring students to calculate and compare unit rates, represent proportional relationships in various ways, connect patterns to identify the constant of proportionality, and solve problems involving ratios and rates in real-world contexts. Chapter 3, “Solving Percent Problems,” connects the big idea of proportional reasoning to multistep problems involving tax, markups, markdowns, gratuities, percent increase and decrease, and interest. Chapter 4, “Scaling and Similarity,” connects proportional reasoning to geometry by requiring students to identify scale factors between similar figures, use scale drawings to solve problems, and describe the relationships between corresponding sides and angles. The horizontal coherence of this strand weaves together the relationships between rational number operations, proportionality, and their various applications.

Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.

The Standards Alignment Guide for grade 7 provides an explicit vertical rationale that demonstrates coherence across concepts and grade bands by dividing the material into five overarching mathematical strands. For example, the “Linear Relationships and Proportional Reasoning” strand connects patterns, big ideas, and relationships from grade 3 through Algebra II. In grades 3–5, students explore multiplicative relationships through equal groups, arrays, and input-output tables, generating numerical patterns and describing relationships between paired quantities. Grade 6 formalizes this work into ratios, rates, and unit rates, requiring students to compare two quantities using ratio language, generate equivalent ratios using tables, and graph proportional relationships on the coordinate plane. Students also represent relationships with equations of the form y = kx and y = x + b and identify independent and dependent variables.

Grade 7 deepens proportional reasoning by applying it to constant rates of change, similar figures, and percent increase and decrease. Grade 8 formalizes the transition to linear functions by requiring students to distinguish between proportional and nonproportional linear relationships, define slope as the rate of change, and write equations in the form y = mx + b. Algebra I provides a comprehensive study of linear functions through multiple representations and solution methods, and Algebra II extends to systems of three equations and more complex function analysis.

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.

The materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts to the mathematical concepts to be learned in the current grade level through scaffolded problems in each subchapter. “Mild” problems activate students’ prior conceptual understanding from grade 6 by using familiar models and representations while introducing a new grade 7 concept. For example, in the “Operations on Rational Numbers” pathway, “mild” problems display a number line with a starting point and a directional arrow representing the addition of a positive value to a negative number. The number line visual directly leverages grade 6 understanding of integers, absolute value, and number line positioning, bridging the prior concept of integer addition with visual supports to the new demand of operating on all rational numbers, including negative fractions and decimals. Additionally, “spicy” problems extend the connection between mathematical concepts and future grade levels. For example, in the “Linear Relationships” pathway, “spicy” problems present multiple linear relationships on the same coordinate plane and ask students to compare initial values and rates of change to determine which function reaches a target first. This multiconstraint reasoning, comparing initial conditions and slopes across functions, previews the formal function analysis demands of grade 8 and Algebra I.

The materials demonstrate coherence across lessons or activities by using “medium” problems that require students to apply and extend procedural skills developed in grade 6 to perform current grade-level tasks. For example, in the “Proportional Relationships” pathway, “medium” problems present multistep comparisons of unit rates across different time intervals, without visual models or scaffolding. Students rely on procedural fluency with fraction and decimal division developed in grade 6, while extending to more complex rate contexts that require independent identification of the appropriate operation. Additionally, “spicy” problems demonstrate coherence of procedures to the mathematical concepts to be learned in future grade levels. For example, “spicy” problems in the “Geometry” pathway require students to find unknown angle measures in triangles, where angles are expressed as algebraic expressions such as x, (2x - 30), and an exterior angle of (2x + 26), combining geometric reasoning with equation solving in a single task. This procedural complexity directly prepares students for the algebraic and geometric synthesis required in grade 8 and Algebra I.

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

The digital assignment workspace provides spaced retrieval opportunities for previously learned skills by facilitating the integration of prerequisite concepts and skills directly into current, separate instructional pathways. For example, in the creation sequence for a grade 7 assignment on equations and inequalities, the educator can open the digital problem selection workspace to insert a problem aligned with TEKS 7.3.A into a new assignment built for TEKS 7.11.A. The educator uses the dashboard interface to add a “mild” problem from the earlier rational number pathway, prompting students to retrieve the conceptual foundation of adding and subtracting signed integers using horizontal number lines. The educator then pairs this with current “medium” and “spicy” expression problems under TEKS 7.11.A, featuring positive and negative variables, requiring students to retrieve and apply their previously learned signed-number procedural skills to isolate variable coefficients in a completely new algebraic-manipulation context.

The “Spiral Review” section of the Assessment Guide provides guidance on how educators can create spaced-retrieval opportunities for previously learned concepts across learning pathways using the digital assessment creator. For example, educators can create assignments that combine problems from earlier pathways, such as chapter 1 (“Operations on Rational Numbers”), with those in the current work, chapter 5 (“Probability”). The digital materials provide educators with access to content beginning in grade 2, which can be used to build assessments that include foundational content from previous grades and previously learned content from the current grade. The large catalog of problems allows educators to add previously learned content—such as district-identified, high-priority learning standards—to any assignment.

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

The educator materials for grade 7 provide a structurally alternated instructional sequence that varies predictable block groupings to promote conceptual flexibility. For example, the Standards Alignment Guide outlines an integration framework in which separate strands interleave previously learned skills throughout the units. The pacing guide embeds quick-cycle spiral review sets that routinely replace expected topic problems with unrelated conceptual tasks. This shuffling ensures that students cannot rely on a single strategy, such as rote repetition. This forces students to continuously reevaluate the core conceptual properties required to decode across mixed mathematical domains.



Practice mode provides interleaved practice opportunities that combine related mathematical skills and concepts across domains, units, and grade-level progressions. Personalized recommendations based on student performance require learners to revisit previously learned content while engaging with current standards, strengthening connections among mathematical ideas, and supporting retention, transfer, and deeper conceptual understanding. Students working with proportional relationships engage in interleaved practice that incorporates rational number operations, expressions, equations, and percent applications, reinforcing connections among multiple grade 7 domains and mathematical representations.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.

The materials include questions and tasks that require students to interpret and analyze mathematical concepts and complex real-world situations. For example, in the “Comparative Inferences” pathway, TEKS 7.12.A, one question presents two box plots showing test scores for two different classes, along with possible inferences to draw from the data. Students identify which inferences are correct. This requires students to both interpret the data in the box plots and analyze it to draw inferences.

Additionally, materials include questions and tasks that require students to evaluate mathematical concepts and analyze complex, real-world situations. For example, in the “Linear Relationships” pathway, TEKS 7.7, students see graphs of multiple real-world, linear situations. Questions about these graphs include “Which car has the higher fuel tank capacity?” and “Which tanker is filled at a faster rate?” Other problems require students to evaluate when to use slope and intercepts to determine the starting value and the speed at which fuel is burned.

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

The materials include questions and tasks that give students opportunities to build concrete models of mathematical situations. For example, grade 7 students have access to algebra tiles to model and solve one-variable equations concretely. “Mild” problems in the “Solving Two-Step Equations” pathway provide visual scaffolding that demonstrates how to use these manipulatives, which students can continue to use independently in later problems.

The materials include questions and tasks that give students opportunities to create pictorial representations of mathematical situations. For example, students have access to number lines to model rational number operations and to various template shapes to pictorially model geometric concepts, such as triangle sums. “Mild” problems in the pathway aligned to TEKS 7.11.C provide visual scaffolding that models using triangles to find a missing angle, which students can continue to use independently in later problems.

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

The materials include questions and tasks that give students opportunities to apply their conceptual understanding to new problems and contexts. For example, in the “Proportional Relationships” pathway, students solve the following problem: “Liam is driving from Miami to Orlando. The cities are about 230 miles apart. On average, his car gets 28 miles per gallon, and his gas tank holds 12 gallons. If Liam starts with a full tank of gas, how many times will he need to refill his gas tank during the trip?” These questions require students not only to calculate an answer, but also to apply conceptual understanding and logic to evaluate how it relates to a real-world context.

Additionally, in the “Solving Percent Problems” pathway, students solve the following problem: “David has a 100-question homework to complete in a week. He completes 10 every day from Monday to Friday. What percentage of the homework is left for him to complete on the weekend?” This requires students not only to write and solve an equation, but also to apply it and analyze its real-world implications.

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

The materials provide tasks designed to build the automaticity students need to complete grade-level mathematical tasks. “Mild” problems are used for basic, repetitive calculations or tasks, TEKS 7.3A (add, subtract, multiply, and divide rational numbers fluently) and 7.4A (represent proportional relationships). The progression of standards within each pathway ensures students engage in repeated and varied practice with rational number operations and numerical representations, building automaticity and accuracy. Additionally, these problems can be assigned to any assignment, giving students a consistent refresher in foundational skills as they work through later curriculum.

Additionally, the materials include tasks designed to build the fluency students need to complete grade-level mathematical tasks. “Medium” problems build on the “mild” tasks to increase fluency. For example, the “medium” problems in the “Scaling and Similarity” pathway require students to calculate scale factors for a variety of pairs of figures. These repetitive tasks involve the same type of problem application, building procedural fluency.

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

The materials provide opportunities for students to practice applying efficient and flexible mathematical procedures across learning pathways through the student canvas. The interface lets students choose how to solve and record their work using multiple valid strategies, such as handwriting equations, typing text, drawing layouts, using digital manipulatives, or annotating coordinate grids, rather than forcing a single prescribed method. For example, students solving a one-variable equation can choose algebra tiles to model concretely, use pictorial models, or use the equation writer for an abstract symbolic solution. This repeated practice across multiple representations aims to build both flexibility and efficiency as students discover which strategies work best for different problem types.

The materials offer opportunities for students to practice applying accurate mathematical procedures across learning pathways through error-analysis questions. For example, in a question aligned with TEKS 7.11.C, students evaluate an example calculation and answer the prompt, “Explain what mistake Rachel has made. Then, calculate the correct value.” This gives students the opportunity not only to identify the error but also to correct it.

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.

The materials offer opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency and flexibility across learning pathways, with classroom discussion supported by AI Discussion Points and the playback feature. Educators receive explicit prompts and guidance to display different student approaches for comparison. For example, in an assignment on simplifying linear expressions, the AI Discussion Points pose the question, “Two different approaches are shown: one used the bar model to identify the part and whole before dividing, and one went straight to the equation. How does the bar model help you decide which operation to use?” Other guidance appears in the Lesson Companion Guide, which states, “As you monitor, look for students who are modeling with base ten blocks, students who are sketching area models or number lines, and students who are writing equations. Pin a selection of these solutions—anonymized—and use Playback to walk through them with the class. Ask: ‘What do these strategies have in common? How are they different? Which one helps you see why this works?’” This supports a classroom in which mathematical procedures are consistently evaluated for efficiency and mathematical concepts for flexibility.

The materials offer opportunities for students to practice applying accurate mathematical procedures across learning pathways through error-analysis questions. For example, in a question aligned with TEKS 7.4, students evaluate an example calculation and answer the prompt, “10 km ≈ 6 miles. Alex makes a ratio table and says that 30 miles is approximately 18 km. He is incorrect. Create a ratio table and explain the error and write the correct amount of km 30 miles is.” This gives students the opportunity not only to identify the error but also to correct it.

Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.

The materials provide guidance to help students select increasingly efficient approaches to solving math problems. Reduced scaffolding as tasks progress from “mild” to “medium” to “spicy” helps students shift from less efficient conceptual approaches to more efficient procedural ones once the foundation is set. Additionally, AI Discussion Points offer educators guidance for classroom discussions and help evaluate multiple approaches for efficiency. For example, one discussion point asks, “Which approach would still work if the numbers were much larger?”

The Efficient Approaches Guide provides educators with guidance to help students move away from cumbersome approaches and toward increasingly efficient methods. For example, the platform includes a teacher playback feature that records the student’s full solution and process, allowing the educator to project two different methods side by side. Educators receive specific evaluation prompts, such as “Do you think there is a way to get the same answer in fewer steps?,” to facilitate strategy-comparison discussions.

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

The Conceptual and Procedural Emphasis Guide explicitly states how the TEKS’s conceptual and procedural emphases are integrated to build fluency through “mild,” “medium,” and “spicy” problems. Conceptual understanding is built at “mild,” procedural fluency is developed at “medium,” and the connection between them is demonstrated at “spicy.” For example, in the “Solving Two-Step Equations” pathway, TEKS 7.11.A, “mild” problems incorporate algebra tile models to represent equations. This approach allows students to understand concepts of balance and equivalence visually, emphasizing the reasoning behind inverse operations before performing them symbolically.

The Enrichment and Extension Guide explicitly explains how the platform balances the conceptual and procedural demands of the TEKS. The guide outlines a CRA approach in which students use the open student canvas to model mathematical ideas concretely with interactive tools such as fraction bars, number lines, and base 10 blocks. For example, in the “Proportional Relationships” pathway for TEKS 7.4.A, students first analyze a graph of a proportional relationship passing through the origin and write the equation it represents, translating between graphical and algebraic forms. This problem type addresses conceptual understanding of proportionality through visual representation. Later problems assess the standard as written, requiring students to carry out procedures accurately and efficiently, and addressing the TEKS emphasis on procedural fluency.

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.

The materials include questions and tasks that give students opportunities to use concrete and pictorial models, as required by the TEKS. For example, problems in the “Equations and Inequalities” pathway use algebra tiles to ground algebraic manipulation in concrete reasoning. Additionally, this pathway includes number lines with arrows to visually model the solution ranges of inequalities. “Mild” questions provide visual scaffolding that shows how to use these manipulatives, which students can later choose to use independently to justify their answers in more complex “medium” and “spicy” problems.

The materials include questions and tasks that provide opportunities for students to use abstract models, as required by the TEKS. For example, medium problems remove visual supports and require students to work with symbolic and algorithmic representations. Adding rational numbers, TEKS 7.3.A, appears without number lines or directional arrows. Computing unit rates, 7.4.B, requires performing division without visual rate tables. Solving two-step equations, 7.11.A, requires applying inverse operations without scaffolded steps.

Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.

The Standards Alignment Guide supports progression across representations aligned with TEKS 7.1.A–7.1.E (process standards), TEKS 7.2.A–7.3.A (rational number operations), TEKS 7.4.A–7.4.D (proportional relationships), and TEKS 7.5.A (percent applications). Students progress from concrete, real-world proportional reasoning contexts to representational models, such as tables, double number lines, and graphs, and then to abstract equations and proportional expressions. This structure emphasizes the consistent expectation that students connect and justify relationships across multiple representations while developing a conceptual understanding of proportional reasoning. Students have access to manipulatives, including algebra tiles and number lines, which they use to create concrete and representational models in order to solve problems.

The grade 7 question bank includes structured opportunities that help students connect, define, and explain representational models for abstract mathematical concepts, as required by TEKS 7.8.B and TEKS 7.9.A, which focus on students’ use of models to develop and substitute components into formulas to determine the volume of right prisms. For example, the platform features a geometric task that presents a three-dimensional diagram of a triangular prism labeled with specific spatial dimensions. To solve the problem, the student must connect the shape’s visual properties to abstract formulas. Subsequently, the student must identify the triangular base to calculate its area, then translate these dimensions into the general abstract volume equation. This design forces students to map spatial geometric models directly onto symbolic arithmetic algorithms to arrive at the correct final numerical calculation.

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

The materials provide opportunities for students to develop their academic mathematical language using visuals and manipulatives on the student canvas, primarily through the Manipulative Suite and the voice recording feature. The Manipulative Suite helps students connect mathematical language to models and representations by allowing them to represent mathematical ideas visually and concretely with fraction bars, base 10 blocks, number lines, and area models while discussing and explaining their thinking. Additionally, the voice recording function works in tandem with the Manipulative Suite to support multistep oral reasoning. For example, when calculating the volume of a right prism, the platform presents a three-dimensional diagram of a triangular prism. Students verbally explain how the concrete structural dimensions translate into formula variables, identify the triangular base dimensions to calculate the base area, and explain how they substitute into the abstract volume formula.

Additionally, the materials offer opportunities for students to develop their academic mathematical language through other language development strategies, such as discussion. The Academic Language Proficiency Guide provides explicit guidance on how educators should use AI Discussion Points to prompt students to refine their language and move toward precise, TEKS-aligned academic vocabulary. Open-ended prompts include “How would you explain this to a student who got a different answer?” Each assignment also includes a key vocabulary feature that provides vocabulary flip cards with key terms, definitions, and real-world examples to support the introduction and discussion of concepts. The Implementation Guide instructs educators to “use these cards to spark conversation, encourage pupils to contribute their own examples, and establish shared understanding of key ideas before starting the assignment.” For grade 7, vocabulary cards include terms such as proportional, constant of proportionality, rational number, and inequality, with visual supports that help students connect academic language to mathematical concepts.

Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.

The Mathematical Discourse Guide includes embedded educator guidance to scaffold and support students’ use of academic vocabulary in context as they communicate with peers and educators. For example, the guide instructs educators to use the key vocabulary cards as the anchor for a brief preteaching routine before students begin solving. Educators display each term, read it aloud, ask students to repeat it, show the three examples, and ask what they notice across all three. Embedded educator prompts include “What is the same in each of these? What does that tell us about what this word means? What is the mathematical term for what you did?” Other guidance includes prompting students to replace everyday phrases with advanced terms, such as shifting from “the top number” to “the numerator,” or from “I split it” to “I partitioned the whole into equal parts.”

The grade 7 curriculum includes embedded guidance to help educators extend students’ use of academic vocabulary in context when communicating with peers and educators, as outlined in the Mathematical Discourse Guide. The guide directs educators to facilitate structured oral discourse routines, using the educator playback feature and educator-led questioning, to help transition students from informal language to precise terminology. For example, after students solve a problem, the guide instructs the educator to project student work and prompt the class with follow-up questions generated by AI Discussion Points. This embedded guidance encourages educators to promote linguistic precision during class discussions. Example guidance includes “compare two solutions that arrived at the same answer through fundamentally different approaches.” Through comparison-based discussions with peers and educators, students deepen their academic vocabulary.

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

The student-facing platform provides embedded structural frameworks to guide students in using precise mathematical vocabulary during oral discourse and peer strategy reviews, as detailed in the Mathematical Discourse Guide. The guide offers oral sentence frames, such as “I solved this by . . .” and “First I . . ., then I . . .,” to structure their explanations in written discourse via the text box feature or in oral discourse via the voice recording feature. “Spicy” questions throughout the learning pathways explicitly prompt students to justify or explain their answers. For example, within the grade 7 “Data and Statistical Inferences” pathway, students evaluate a set of numbers to determine whether a specific inference is true or false and use the voice recording or text box tool on their canvas to explain their thinking.

The embedded guidance of the AI Discussion Points extends the discourse from student-to-educator to peer-to-peer, facilitating student application of academic vocabulary during discourse. AI Discussion Points analyzes student work on an assignment and surfaces suggested discussion structures and specific solutions for educators to highlight. Example suggestions include “Students used different methods to relate the part and the whole. How does setting up a proportion compare to finding the ratio first and then converting to a percentage?” This question helps students apply appropriate academic vocabulary terms such as proportion, ratio, converting, and percentage.

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

The Mathematical Discourse Guide provides guidance to help the educator facilitate mathematical conversations, allowing students to hear math language from peers. Prompts include “Can anyone in the class give another example?” during preteaching key vocabulary, and “What is the mathematical term for what you did?” when discussing various problem-solving methods in an after-assignment reflection discussion among students.

Additionally, the materials provide guidance on how students can refine and use math language with peers through the “Key Vocabulary” tab before the lesson and AI Discussion Points after completing aligned problems. These discussion points provide follow-up questions that scaffold from accessible language toward precise mathematical vocabulary. For example, in an assignment aligned with TEKS 7.4.D, percent and part are two of the pretaught vocabulary words. An AI Discussion Point in this same assignment prompts, “Students translated the percentage into a decimal to set up a division equation. How does representing 40% as 0.4 help determine the relationship between the part and the whole?” This process facilitates mathematical language refinement. Students have the opportunity to explain their process using the new vocabulary from guided discourse with peers.

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.

The practice cards feature lesson videos with solutions that illustrate exemplary student responses. These videos demonstrate the appropriate use of academic language, mathematical representations, and reasoning processes for students to emulate. For instance, in the “Calculate the Area of a Circle” practice card, the example solution labels the radius of a circle and demonstrates the correct substitution of values into the equation. Additionally, some problems within the assignment bank, such as those aligned with TEKS 7.7, include sample solutions.

The “Lava Bot” provides support and redirection of inaccurate student responses. Example prompts include, “Think of the plus and minus signs like a battle where one plus and one minus cancel each other out and disappear, so try matching them up to see which side has symbols left over,” and “Great job identifying the number of sides on shape E, but remember that a prism must have two identical, parallel bases connected by rectangle sides rather than meeting at a single point.”

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

The materials appropriately integrate TEKS process standards across all strands. For example, TEKS 7.1.A, which calls for applying mathematics to problems arising in everyday life, society, and the workplace, appears at every level of problem. A “mild” problem aligned with TEKS 7.4.B requires students to identify which of two drivers is traveling faster, given their speeds in miles per hour. A “medium” problem aligned with TEKS 7.4.B compares weight gain rates across different time intervals. At the “spicy” level, multiconstraint, real-world problems bring several skills together, such as determining the total cost of gasoline, including tax, when the price per gallon with tax and the tax rate are both given.

Additionally, “spicy” tasks in the “Equations and Inequalities” pathway aligned with process standard TEKS 7.2.B present a triangle with angles expressed as algebraic expressions and an exterior angle, requiring students to analyze the angle-sum and exterior-angle relationships, formulate the equation, determine the solution, and evaluate whether the resulting angle measures are geometrically valid. Students use manipulatives as required by TEKS 7.2.C. Mild problems throughout pathways provide concrete and visual tool selection, such as area model grids, integer chips, algebra tiles, and number lines.

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

The Alignment Guide includes a “Process Standards Integration” section that describes how process standards are incorporated throughout the learning pathways. A table in this section indicates which process standards are emphasized in each pathway. For example, the “Solving Percent Problems” pathway emphasizes TEKS 7.1.A and TEKS 7.1.B, while the “Proportional Relationships” pathway emphasizes TEKS 7.1.D and TEKS 7.1.F.

Additionally, the “Process Standards Integration” section of the Alignment Guide explains how process standards are integrated across the learning pathways. The guide states that the TEKS process standards are not taught in isolation, but are woven into the content of every learning pathway through the design of the problems themselves. The leveled scaffolding structure integrates the multiple process standards across levels of complexity. Mild problems emphasize selecting tools and creating representations (TEKS 7.1.C, 7.1.E). Medium problems emphasize the application of mathematics and the communication of ideas (TEKS 7.1.A, 7.1.D). Spicy problems emphasize analyzing relationships, justifying reasoning, and evaluating problem-solving processes (TEKS 7.1.B, 7.1.F, 7.1.G).

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

“The TEKS Process Standards” section in the Lesson Companion Guide provides a general overview of the TEKS process standards incorporated into all lessons. For example, “mild” problems focus on TEKS 7.1.C and TEKS 7.1.E. “Medium” problems emphasize TEKS 7.1.A and TEKS 7.1.D. “Spicy” problems require students to demonstrate deeper-level thinking with process standards TEKS 7.1.B, TEKS 7.1.F, and TEKS 7.1.G.

Additionally, the Lesson Companion Guide provides a detailed overview of the process standards specific to each individual lesson. Units of the Lesson Companion Guide include a section called “TEKS Process Standards in this Lesson,” which includes specific examples of how the process standards are addressed in the specific lessons.

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

The grade 7 materials provide opportunities for students to think mathematically and make sense of mathematics through the progressive structure of “mild,” “medium,” and “spicy” questions, as well as the student canvas. Within each concept, problems scaffold student understanding from concrete models to abstract applications. “Mild” problems include tasks that help students make sense of mathematics using manipulatives on the student canvas. “Medium” problems move from models and visual supports to symbolic procedures, and spicy problems focus on multistep applications. This progression provides opportunities for students to move from simply making sense of mathematics to thinking mathematically as they apply these newly learned concepts.

The “Lava Bot” on the student canvas supports students in persevering through problem-solving by offering targeted hints that encourage them to rethink their approach without giving away the answer. For example, in the “Solving Percent Problems” assignment, a “Lava Bot” hint reads, “Great job using the tape diagram to show that 40% is equal to 18, but you might want to recheck your skip counting since 18 is made of two equal blocks of 20%.” This gives students the opportunity to persevere by not only encouraging them but also honing in on exactly where they are going wrong.

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

The grade 7 materials help students understand that there can be multiple ways to solve problems and complete tasks through the student canvas. Students use the Manipulative Suite to access concrete models, such as algebra tiles, and visual models, such as number lines. Explanations can be written symbolically or in words. Additionally, the “Sample Teacher Prompts for Reflecting on Approaches” section in the Efficient Approaches Guide also supports educator-led discussion with prompts, such as “Before you start, look at the numbers in this problem. Which strategy do you think will work best here? Why?” This helps students consider multiple ways to solve the problem before beginning.

Using AI Discussion Points, the materials support students in explaining and justifying that there can be multiple ways to solve problems and complete tasks. For example, in the “Solving Percent Problems” assignment aligned with TEKS 7.4.D, the AI Discussion Points pose the question, “Two different approaches are shown: one used the bar model to identify the part and whole before dividing, and one went straight to the equation. How does the bar model help you decide which operation to use?” This prompts the class to discuss different ways of solving and helps them move toward efficiency by explaining or justifying different approaches.

Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.

The materials offer multiple opportunities for students to make sense of mathematics as they do math with educators through the student canvas. Students do math by dragging problems into a drawing area, using drawing and writing tools, typing math symbols, and using grade-appropriate manipulatives to model and solve problems. For example, in the “Solving Percent Problems” assignment, students build custom double number lines and part-to-whole fraction boxes and manipulate proportional values on screen. Educators can also project a problem on the board and work through it with students. Additionally, educators can view and project student work using the playback feature, which shows students’ step-by-step work.

The materials offer multiple opportunities for students to make sense of mathematics as they write about and discuss math with peers or educators. For example, many “spicy” problems require students to explain or justify their answers or reasoning. Students can do this verbally using the voice recording feature or in writing using the text box feature. Additionally, AI Discussion Points provide prompts for educator-led classroom discussions.

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

The materials support educators in guiding students to share their problem-solving approaches, including explanations, arguments, and justifications, and to explore multiple points of entry through the student canvas and AI Discussion Points. For example, a grade 7 “spicy” question prompts students to analyze a situation in which a student has incorrectly calculated the slope, and asks, “Is the student correct? Explain why or why not.” These explanations and justifications are then shared during educator-led discussions using the AI Discussion Points. Many of these points also focus on different points of entry, such as concrete modeling versus symbolic, and on different problem-solving approaches, such as the standard algorithm versus repeated addition.

Additionally, the Efficient Approaches Guide helps educators guide students to reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry. The “Sample Teacher Prompts for Reflecting on Approaches” section of the guide includes questions that prompt students to explain their approach, such as “What strategy did you use to solve this? Can you walk me through your steps?” Prompts that support students in arguing for their approach include “Let’s look at these two solutions. Both are correct. Which one would you choose if the numbers were much larger? Why?” Justification prompts include “You used base ten blocks to solve this. Could you solve it just as quickly without them? What would you do differently?” Finally, reflections on multiple points of entry are supported with the prompt “Before you start, look at the numbers in this problem. Which strategy do you think will work best here? Why?”

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

The grade 7 materials include prompts to help educators provide explanatory feedback based on student responses via the “Common Error” feature. This data appears in real time, allowing the educator to pause, pull up two or three student solutions, and lead a brief comparison. Prompts include “Several students made the same mistake here. What do you think happened? Is there a different approach that would avoid this error?” Additionally, some assignments include a “Most Difficult Problems” tab, which provides prompts for anticipated misconceptions based on aggregated misconception data within the program. For example, in the “Solving Percent Problems” assignment, one prompt instructs educators to ask, “If you have ten cookies and eat two every day for three days, how would you figure out how many cookies you still have left to eat?”

The “Responding to What You See” section of the Implementation Guide offers guidance to help educators provide explanatory feedback based on student responses. Educators are directed to use the playback feature and let the different types of student work determine how to respond. For example, if it’s a class-wide misconception, educators are instructed to freeze students’ screens and address it directly by either selecting a student’s response to play back for the class as a model or demonstrating the correct approach themselves on the platform. If a small group shares the same gap, educators are directed to pull them together for a quick reteach, address the misconception, and then have them continue working through targeted follow-up. Additionally, assignments with the “Most Difficult Problems” tab provide guidance on addressing anticipated misconceptions before starting the assignment. For example, in the “Solving Percent Problems” assignment, guidance states, “A common error was that students calculated the percentage for just one day of work instead of finding the total amount of cards remaining after five days.” This is followed by guidance and prompts for how to address this misconception.