Program Information
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 1002.04 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 234.12 KB)
Math Catalyst Texas + Zearn Math for Texas, Grade 2
Supplemental Math (English) Grade 2
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: Great Minds PBC + Zearn
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 2 | 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
93% (26 out of 28 points)
Evaluation for 1.1a
InMath Catalyst, the Alignment Guide aligns theTexas Essential Knowledge and Skills (TEKS), the learning path for each concept, connects to the TEKS Mathematical Process Standards (MPS), and organizesthe English Language Proficiency Standards (ELPS)into a K–3 grouping.InZearn Math, thegrade 2 "Course Guide" includes three detailed alignment tables that map each lesson to the TEKS, ELPS, and the TEKS Mathematical Process Standards, enabling educators to easily identify where and when standards are addressed. A visual Progression of Mathematical Concepts chart spanskindergarten throughgrade 5, using color coding to illustrate how concepts evolve across grades, supporting educators in understanding and planning for vertical alignment.InMath Catalyst,whilethe "Implementation Guide" states, "the sequence of objectives across a concept highlights the horizontal alignment embedded inMath Catalyst," there is no explicit explanation of the rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Evaluation for 1.1b
InMath Catalyst, the materials provide an "Implementation Guide" with usage recommendations and strategies to support effective educator use, including just-in-time supports, advanced learning opportunities, and full-course implementation. The"Implementation Guide"defines the program as "a supplemental instructional resource designed to be used with a Multi-Tiered System of Supports (MTSS)," and clarifies its focus on Tier 2 and Tier 3 instruction delivered outside of Tier 1 core instruction. The guide includes visual representations of this definition, the covered concepts, and their vertical and horizontal alignment.InMath Catalyst, the Program Implementation section provides teachers with practical tools such as Possible Ways to Use Components and Sample Schedules in 15- and 30-minute formats. To support emergent English bilingual learners, the guide offers strategies for setting up center rotations, accompanied by a sample lesson schedule.InZearn Math, the materials provide built-in scaffolds, feedback, and adaptive digital features, such as Tower and Sprint Alerts, to help teachers identify and respond to student needs in real time. Additionalguidance is included for reteaching, reinforcing, or extending instruction. Each mission includes an "Implementation Guide" with strategies tailored to various classroom contexts. The"Course Guide" and "Implementation Playbook" offer flexible usage recommendations, accessibility supports, and tools for monitoring and adjusting instruction.
Evaluation for 1.1c
InMath Catalyst, the materials include a Concept Diagnostic Assessment available at the start of each Concept, designed to measure student mastery of the skills in the Concept. The assessment includes a rubric, and each assessment item is labeled with the correlating TEKS for the objectives assessed. The "Implementation Guide" states that the provided rubric is "to help teachers analyze student responses, determine a student's proficiency level,and identify skill entry points."InMath Catalyst, the materials include a "Strand by Grade Scope and Sequence" and an "Implementation Guide" used as a TEKS correlation guide. The "Implementation Guide" directs educators, under Determining Intervention Needs for Students, to administer a district- or school-selected screening tool and analyze the resulting data to determine next steps. These assessments, combined with the Concept Diagnostic Assessment, provide data that caninform instruction and facilitatetimely intervention.InMath Catalyst, the Concept Diagnostic Assessment guides educators to specific objectives within the Concept of the materials. For example, in the grade 2 "Concept Diagnostic Assessment: Compose, Decompose, and Represent Numbers to 1,200," the materials direct educators to consider several statements when making "instructional decisions about skill entry points based on the data collected from the Concept Diagnostic Assessment," such as "Can the student compose and represent numbers to 1,200 by drawing on a chart? (Objective 1)," "Can the student represent numbers to 1,200 and show the value each digit represents? (Objective 2)," "Can the student represent numbers to 1,200 in standard and expanded forms? (Objective 3)," and "Can the student represent numbers to 1,200 in word and standard forms? (Objective 4)."
Evaluation for 1.1d
InMath Catalyst, the materials include protocols to help teachers internalize units. The "Implementation Guide" offers guidance on Concept Internalization and includes guiding questions that support teachers in using the three components of the materials. The Progress Check section asks, "What does proficiency look like with the content of this concept?" For example, in grade 2, the "Progress Check: Compose, Decompose, and Represent Numbers to 1,200" component encourages teachers to make instructional decisions using data they collect with the Progress Check Tool.InMath Catalyst, the "Concept Guide" outlines teacher and student materials, suggests preparation strategies, and explains how to address student misconceptions. It also includes illustrations and step-by-step actions for both teachers and students. For example, in the grade 2 "Concept Guide: Compose, Decompose, and Represent Numbers to 1,200, Addressing Student Misconceptions," the materials instruct teachers to "Support students' understanding of place value by encouraging them to use charts when composing, decomposing, and representing numbers to 1,200."InZearn Math, each "Grade 2 Mission" includes a comprehensive overview that outlines the unit by topic, highlights key learning progressions, and connects new content to prior and future learning—supporting deep teacher understanding and unit internalization. Lessons follow a consistent format—Warm-Up, Concept Exploration, Independent Practice, and Wrap-Up—supported by embedded teacher notes, vocabulary guidance, and synthesis prompts that help educators plan and anticipate student learning.
Evaluation for 1.1e
InZearn Math, administrators are provided with a variety of reporting tools, including Admin Reportsthat offer real-time insights into implementation and student progress at the school, grade, and classroom levels. The School Goals Report tracks metrics such as teacher log-ins, student engagement, lesson completion, digital usage, and Tower Alerts,allowingleaders to celebrate achievements and identify areas for targeted support.InZearn Math, resources such as the "Classroom Walk-Through Guide and District and School Lead Playbooks" equip instructional leaders with practical tools to monitor instruction, set expectations, and foster meaningful conversations with educators. The "District and School Lead Playbooks" offer step-by-step guidance on preparing, launching, and sustainingZearn Math. They include checklists, training videos, communication templates, and scheduling aids, empowering leaders to build effective support systems, promote teacher and student success, and continuously refine implementation across school years.InMath Catalyst, the materials include an "Implementation Guide" that instructional leaders can use to support effective program implementation. This"Implementation Guide"outlines the program's structure, offers suggestions for using each component, and provides a sample schedule. Additionally, the "Concept Guide" lists the teacher and student materials, recommended preparations, and key considerations for instruction.
Evaluation for 1.2a
InMath Catalyst, the materials include ten-minute lesson plans with clear objectives, time frames, summaries, differentiation strategies, and progress monitoring tools. Each "Concept Guide" lists required materials, preparation tips, supports for addressing misconceptions, language scaffolds, and family math pages. For example, the grade1"Concept Guide: Compare and Order Numbers to 120" includes Progress Checks, Mini Lessons, Manipulatives, Templates, and Student Pages for Objectives 1–4.InMath Catalyst, assessments are directly aligned with the TEKS and increase in complexity across objectives. In the grade2"Progress Check: Compose, Decompose, and Represent Numbers to 1,200," students move from composing numbersusingcharts to representing them in word and standard forms. Assessment questions align directly with TEKS 2.2A and 2.2B.InMath Catalyst, teachers track progress using tools like the Observational Data Recording Sheet and informal notes. Lessons incorporate ELPS-aligned tasks involving listening, speaking, reading, and writing. However, the materials do not include assessment resources or learning objectives explicitly aligned to the ELPS.
Evaluation for 1.2b
InZearn Math, the materials include comprehensive Mission Overviews that outline key concepts and learning progressions aligned to the TEKS. Each mission clearly defines objectives that build foundational understanding and prepare students for future mathematical concepts.InZearn Math, suggested time frames for each component of the teacher-led lesson materials are found in the "Course Guide." This is designed to help teachers plan and pace small-group instruction more efficiently and implement lessons with confidence.InZearn Math, each mission includes assessment keys that identify the specific TEKS standards addressed and where they appear in the lesson sequence. The assessments also feature a table outlining the ELPS objectives, with eachrow of the rubricaligned to specific ELPS goals. This comprehensive approach enables educators to evaluate how student responses demonstrate progress in both content mastery and language development.
Evaluation for 1.2c
InMath Catalyst, the materials contain support in both English and Spanish for each unit for families to use at home to support learning. For example, each concept has a Family Math letter for families available in both languages. This letter states the objective, explains the objective, and then provides simple practice for home. The letter presents illustrations, sample questions, and correct student answers.InMath Catalyst, the Family Math letter presents direct support for students at home using academic vocabulary in both languages. For example, in thekindergarten "Concept Guide" for "Early Numeracy: Perceptual Subitizing within 5," the Family Math letter reads, "Your student is working on perceptual subitizing within 5. Perceptual subitizing involves instantly recognizing the total of a small group of objects without counting them." The letter ends with sample questions, correct answers, and illustrations of the objective.InZearn Math, Family Materials are provided for each mission,offering overviews of the unit and its topics, along with explanations of key terms and models students will encounter. The Family Materials include sample problems and practical ideas—such as games, questions, and everyday activities—that families can use to support their child's math learning at home.
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
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
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
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
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
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.
5 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
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
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
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (21 out of 21 points)
Evaluation for 2.1a
InMath Catalyst, the materials define various instructional assessments and their purposes. The "Implementation Guide" describes Core Math Assessments as formative and summative tools for measuring student proficiency in specific skills and concepts, useful for identifying intervention needs. It also presents the Pause and Monitor Tool as a way for students to reflect on and track their progress.InMath Catalyst, according to the "Implementation Guide," the Analyze Student Progress section in Concept Mini Lessons includes questions for informally assessing student proficiency on current objectives. It also offers guidance on using the Observational Data Recording Sheet to document performance and make instructional notes during any lesson component. Additionally, the Progress Check Tool serves as both a pre- and post-assessment, with a rubric to evaluate student responses and determine proficiency.InZearn Math, the materials define and explain the intended purpose of various instructional assessments across lesson and mission levels. These include Lesson Checkpoints—low-stakes, formative assessments embedded in digital lessons that provide immediate, scaffolded support—and the Tower of Power, a scaffolded, mastery-based assessment that ensures students have internalized key concepts before progressing in their digital sequence.
Evaluation for 2.1b
InZearn Math, materials include detailed teacher guidance to support consistent and accurate administration ofMission-LevelAssessments. Scripts are provided with specific language for teachers to use, along with instructions for translating for emergent bilingual students, managing student unresponsiveness, and taking detailed observation notes to capture student understanding.InZearn Math, assessment materials,including answer keys and teacher guides, support consistent administration practices by providingpreparation steps, timing suggestions, and examples of expected student behavior. Clear procedures are outlined for scoring and interpreting student responses, including directions on how to adjust scoring based on the level of support provided during the assessment. For example, if a student requires significant prompting, the materials instruct teachers to lower the demonstrated level of understanding, ensuring results reflect independent performance.InMath Catalyst, each lesson's "Concept Guide" outlines materials and preparation steps for administering the Progress Check and Pause and Monitor Tool. Each Progress Check includes detailed steps for administration, such as a teacher script, specific actions, and expected student responses to ensure consistency. For instance, thegrade 2 "Locate Numbers on a Number Line" assessment provides an overview, guiding questions, and a Progression Toward Proficiency Rubric. This structure supports consistent implementation across classrooms.
Evaluation for 2.1c
InMath Catalyst, the materials neither include digital assessments, nor offer printable versions or accommodations such as text-to-speech, content and language supports, or calculators that educators can enable or disable to support individual students.InZearn Math, digital assessments include on-screen read-aloud capability, where students can click an audio icon to hear text read aloud. However, there is no feature for educators to enable or disable this support for individual students, limiting the ability to personalize accommodations based on specific student needs.InZearn Math, the materials do not include a built-in calculator feature, nor do they offer options for educators to customize (enable/disable) content and language supports. This limits teachers' ability to tailor digital assessments to support students' specific needs.
Evaluation for 2.1d
InMath Catalyst, the materials include a Concept Diagnostic Assessment at the beginning of each Concept with TEKS-aligned tasks or questions and interactive item types with varying complexity levels. The "Implementation Guide" states, "The Concept Diagnostic Assessment can be used before or during instruction to collect data about a student's current understanding, skills, strengths, and areas for growth. It enables educators to monitor students' progress, identify learning gaps, and adapt instruction to meet students' needs."InMath Catalyst, each Concept Diagnostic Assessment includes a rubric that ranks student proficiency from "Not Yet Proficient," "Partially Proficient," and "Proficient," and lists the TEKS for each objective assessed in the Concept. Tasks and questions within each assessment are sequenced from simple to complex and include various tasks and responses for students to show progression toward mastery. Teachers are directed to end the assessment if the student is unable to answer the first questions and try again after the student receives more instruction.InMath Catalyst, in the grade 2 "Concept Diagnostic Assessment: Compose, Decompose, and Represent Numbers to 1,200," students represent numbers in increasingly complex ways using drawings, charts, and mathematical symbols.
Evaluation for 2.1e
InMath Catalyst, the materials include an Analyze Student Progress section in each Concept Mini Lesson with questions for teachers to use to informally monitor students' progress. Questions include Monitor, whichassessesstudents in the moment, and Questions to Advance Student Thinking, which extends the objectives in the lesson for teachers to informally assess depth of learning.InZearn Math, the materials offer a range of formative assessments aligned to the TEKS, including digital lesson checkpoints, scaffolded Towers of Power,ExitTickets, Mission-Level Assessments, and selected response practice. A TEKS alignment chart is included to help teachers connect assessment items to standards within each mission.InZearn Math, the assessments feature interactive item types with varying complexity levels, including multiple choice, text entry, drag-and-drop, open numeric entry, and the use of digital manipulatives. These formats offer diverse ways for students to demonstrate understanding and help teachers gather detailed diagnostic information.
Evaluation for 2.2a
InZearn MathandMath Catalyst, the materials do not provide a rationale for each correct and incorrect response.InZearn Math, the instructional materials include scoring rubrics and answer keys forMid-Mission and End-of-Mission Assessments, offering clear guidance to help teachers interpret student performance across multiple scoring levels. These rubrics outline expected behaviors at each level of mastery, from minimal understanding to fully accurate and independent responses.InMath Catalyst, the materials contain instructional assessments, scoring information, and guidance for interpreting student performance. The materials provide a Progress Toward Proficiency Rubric, which outlines how to assess students' proficiency levels at the end of each unit's Progress Check.The rubric guides teachers in rating students as "Not Yet Proficient," "Partially Proficient," or "Proficient," based on descriptors that progress from simple to complex problems.
Evaluation for 2.2b
InZearn Math, the instructional materials include multiple reports and tools—such as the Tower Alerts Report and Progress Reports—that help teachers identify where students are repeatedly struggling. Teachers have the ability to assign lessons, given the alerts regarding challenging topics. These tools provide specific follow-up recommendations, enabling teachers to assign targeted small-group lessons and foundational content based on individual student needs.InZearn Math, the "Course Guide" and educator dashboard support real-time instructional adjustments by offering visualizations of class and student-level data. Teachers are guided to use this information to address unfinished learning, reinforce grade-level concepts, and support student progress through small-group instruction and differentiated tasks.InMath Catalyst, the "Implementation Guide"provides direction for using tools like the Analyze Student Progress section, Observational Data Recording Sheet, and Progress Check Toolto respond to performance trends. These tools help track proficiency, record notes during lessons, and analyze student work to determine next steps.
Evaluation for 2.2c
InMath Catalyst, the materials include tools for teachers to track student progress and growth, as well as tools for students to monitor their own development. One tool is the Observational Data Recording Sheet, embedded in every concept. This sheet allows teachers to document performance on each objective and make notes during any lesson component, including written practice.InMath Catalyst, the Progress Check Tool is used as a pre- and post-assessment to evaluate proficiency with skills taught in Concept Mini Lessons. It includes a rubric to help teachers analyze responses, celebrate progress, and plan for mastery. Additionally, the Progress Check Tool is used as a pre- and post-assessment to evaluate proficiency with skills taught in Concept Mini Lessons. It includes a rubric to help teachers analyze responses, celebrate progress, and plan for mastery.InZearn Math, students have access to tracking tools such as the Weekly Goal Tracker, Challenge Tracker, andDigitalBadges, which promote accountability and motivation by visually representing lesson completion and goal achievement. The Brainy Challenge further supports goal setting and family engagement.
Evaluation for 2.2d
InMath Catalyst, the materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity. Teacher Tips in the Application section offer strategies for monitoring progress and differentiating instruction. For example, in grade 2, "Addition: Add Within 1,000 by Using Mental Strategies," a tip suggests facilitating a small-group activity to informally assess understanding and provide support.InMath Catalyst, each Concept Mini Lesson includes an Analyze Student Progress section with targeted questions to help teachers assess understanding. In the grade 2 "Addition: Add Within 1,000 by Using Mental Strategies" lesson, teachers monitor learning by asking if students can represent an addend on an open number line by drawing and labeling a tick mark, or if the student can identify the total on the number line.InMath Catalyst, scripted questions embedded in each Concept Mini Lesson guide teachers in checking for understanding during instruction. For example, in grade 2, "Addition: Add Within 1,000 by Using Mental Strategies," the teacher asks students to determine the number 40 in unit form, solve 38 + 10 using a number line, and then explain their solution.
Evaluation for 2.2e
InZearn Math, the digital lessons incorporate multiple checkpoints throughout each lesson to ensure continuous monitoring of student understanding. These frequent checks help identify misconceptions early and provide opportunities for immediate feedback and correction.InZearn Math, when students encounter challenges, the digital platform offers immediate, integrated support features such as dividing problems into smaller steps, providing digital manipulatives, and delivering targeted guidance. This scaffolded support enables students to progress at their own pace and develop confidence as they work toward independent mastery.InZearn Math, each lesson concludes with a Tower of Power assessment—a scaffolded, mastery-based task that gradually increases in difficulty while providing decreasing levels of support as students advance. This structure, combined with resources such as Math Chats and interactive videos, enables students to learn at their own pace and receive targeted assistance when necessary.
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.
2 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
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.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
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.
Not scored
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 0 points
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
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
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
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
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
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
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
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
93% (40 out of 43 points)
Evaluation for 3.1a
InMath Catalyst, the materials provide explicit guidance for lessons and activities scaffolded for students who have not yet mastered prerequisite or grade-level concepts and skills. According to the Determining Intervention Needs for Students section of the "Implementation Guide," teachers should collect informal data by asking students to explain their thinking during math instruction. Recording classroom observations and student conversations offers an additional data point when identifying appropriate interventions.InMath Catalyst,Possible Ways to Use Components section ofthe "Implementation Guide"explains how to incorporate the Concept Mini Lessons. Theseminilessons give explicit guidance and activities for students who have not yet reached proficiency. The materials suggest that teachers review or preview concepts in small groups and embed the appropriate content within lessons to strengthen skills.InZearn Math, the materials include explicit educator guidance for scaffolding during small-group instruction, particularly in Concept Exploration and Fluency Practice, where teachers address misconceptions, provide hands-on modeling, and give immediate feedback. Additionally, the digital components of the program adapt in real time based on student performance, offering step-by-step guidance, targeted hints, video tutorials, and scaffolded support.
Evaluation for 3.1b
InMath Catalyst, the materials include explicit educator support for pre-teaching unfamiliar references in text or for developing academic vocabulary. The Development of Academic Mathematical Language of the "Implementation Guide" describes the embedded support for teachers to help students understand and use precise mathematical language, such as using manipulatives and visuals, and following the Language Support notes in Concept Mini Lessons to scaffold vocabulary growth. Further, the materials include Key Terminology cards in each "Concept Guide." The cards include "student-friendly definitions and visual representations that provide a flexible opportunity for pre-teaching and reinforcing academic mathematical language." Each set of cards can be used as flashcards, portable word walls, and sorting activities.InMath Catalyst, the materials embed support for developing academic vocabulary during instruction. In the lesson "Concept Mini Lessons: Compose, Decompose, and Represent Numbers to 1,200," Objective 1 begins with students creating numbers with money, then creating numbers by using a place value chart and pictorial representations, while the teacher explains, "To write this number we read the chart from left to right. On the left, there are six hundreds in the hundreds place. Moving to the right there are zero tens in the tens place and then four ones in the ones place." The teacher then reviews the concepts in the lesson by stating, "We composed numbers and represented them using money, place value cards, and drawing in a chart."InZearn Math, the materials include embedded language supports within the Mission Overviews to promote the development of academic vocabulary. For example, in the Mission 4 Overview, the Terminology section highlights English–Spanish cognates—such asaddition(adición),equals(igual),minus(menos), andpart(parte)—to help teachers intentionally build connections between the two languages. These supports are designed to ensure that all students, including emergent bilinguals, can access and engage with grade-level mathematical content.
Evaluation for 3.1c
InMath Catalyst, the "Strand by Grade Scope and Sequence" document shows how concepts build across grades, enabling teachers to identify opportunities for extending learning beyond the current grade level. The "Start here if students can. . ." statements in each Progression of Mini Lesson Objectives chart allow teachers the opportunity to work with students on above-grade-level skills for enrichment or extension. Teachers then use the Solve a Task in the Application activities to promote enrichment through open-ended problem-solving and flexible reasoning.InMath Catalyst, the "Implementation Guide" statesthatthe Practice and Application sections are to "provide enrichment and extension opportunities." Each Practice and Application has a chart with listed activities, the purpose of the activity, and considerations. These considerations make suggestions on how to modify the activities to meet the needs of the student based on proficiency level.InZearn Math, the materials offer suggestions for students who demonstrate proficiency in grade-level content and skills. The "Course Guide" indicates that optional practice problems may be used to extend and flexibly reinforce grade-level learning. These resources support problem solving, conceptual understanding, and connecting mathematical ideas beyond the core digital lesson.
Evaluation for 3.1d
InMath Catalyst, the materials do not include any digital materials. There are no accommodations, including text-to-speech, content and language support, and calculators that educators can enable or disable to support individual students. In the "Implementation Guide," under the Components section, the materials state, "The Concept Mini Lessons station gives teachers an opportunity to provide direct instruction to small groups of students. The Practice and Application stations can be used flexibly to engage students in aligned practice and enrichment activities."InZearn Math, the materials do not include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students. In grade 2 lessons, prompts are automatically presented with audio support, and text-to-speech functionality is accessible to all students. Additionally, instructional prompts and directions can be replayed using embedded audio buttons.
Evaluation for 3.1e
InZearn Math, the Teacher Lesson Materials include educator guidance on offering options and supports for students to demonstrate their understanding of mathematical concepts in various ways. For example, in Lesson 24 under Multiple Means of Action and Expression, the materials note that "some students may benefit from using manipulatives to create a house instead of drawing," illustrating how students can perform, express, and represent their understanding through concrete models rather than abstract representations.InMath Catalyst, in the "Implementation Guide" under TEKS Mathematical Process Standards, the materials state, "The TEKS Mathematical Process Standards (MPS) are seamlessly woven into different components of the program." Students use objects, drawings, numeric representations, and precise language to communicate mathematical ideas. In the Application section, students select tools and techniques to solve problems, and in Concept Mini Lessons, they analyze relationships to connect prior learning to new concepts.InZearn Math, the Teacher Lesson Materials also provide options to support students in demonstrating understanding through varied approaches. For example, students may use manipulatives, such as attribute blocks,before drawing, or work with a partner to sort data before graphing. The materials emphasize an intentional balance between whole-group and independent practice, ensuring all students have multiple opportunities to represent, engage with, and express their mathematical thinking.
Evaluation for 3.2a
InZearn Math, the materials provide explicit guidance to help educators build mathematical knowledge by emphasizing the purpose and structure of each word problem. In Mission 1, Lesson 3, teachers are prompted to use multiple representations—drawings, number sentences, and statements—to deepen student understanding. The lesson also encouragesstudents to share and discuss their strategies to highlightkey mathematical features and relationships.InZearn Math, the Mission 3, Lesson 1fluency activity "Skip-Count Up and Down by Fives on the Clock" provides explicit guidance to help educators build mathematical knowledge and deepen students' understanding through multiple means of representation and structured discourse. Teachers are guided to make connections between a number line and a clock, helping students link prior knowledge (skip counting and measurement) to new concepts (telling time). Through visual demonstrations, partner discussions, and teacher questioning, the lesson highlights key patterns and relationships—such as equal intervals and unit differences—while also scaffolding instruction for diverse learners, including emergent bilingual students.InZearn Math, the Ten-Frame Flash task found in Mission 1, Lesson 1, connects to anchoring big ideas by reinforcing the foundational concept of part–whole relationships within 10, a critical building block for later work in addition, subtraction, and place value. A note for the teacher emphasizes the big idea that numbers can be decomposed and recomposed in different ways, and that understanding these relationships supports fluency and flexibility with numbers. By consistently prompting students to see numbers like 6–10 as "5 and some more," the task helps solidify the concept of benchmark numbers (especially 5 and 10) as reference points, anchoring students' understanding.
Evaluation for 3.2b
InMath Catalyst, the materials offer educator guidance for effective instruction using strategies like "sharing the learning objective with students visually and verbally," which the"Implementation Guide"calls "an essential instructional approach" for supporting students not yet proficient in math. This practice connects new learning to prior knowledge, introduces terminology, and builds student confidence. Additional strategies, such as choral reading, partner reading, and visual support, enhance understanding.InMath Catalyst, the "Implementation Guide" outlines how to structure instruction through components like Possible Ways to Use Components, Sample Schedules, and Station Rotations. For example, the Concept Mini Lessons station provides small-group instruction, while the Practice and Application stations support aligned practice and enrichment. The Bring Your Own Techstation allows students to complete teacher-selected digital activities related to the concept.InMath Catalyst, under Tiered Instructional Recommendations, the"Implementation Guide"states, "For supplemental support, instruction can be delivered in a small-group setting," and for intensive support, it "can be individualized, adapted, and delivered in a group size that meets the needs of students."Math Catalystoffers short, targeted Tier 2 and Tier 3 lessons outside of core instruction. These lessons follow three–four sequenced objectives and use the Progression of Mini Lesson Objectives to address specific student needs.
Evaluation for 3.2c
InZearn Math, the materials provide a range of intervention tools, including foundational lessons to address unfinished learning, small group lessons for reteaching or extending grade-level concepts, and fluency materials,including Sprint Alerts to build automaticity with foundational skills. Instruction is delivered through diverse structures such as whole-group, small-group, and individualized digital work, allowing for flexible, responsive intervention.InMath Catalyst, the materials offer educator guidance for effective instruction using strategiessuch as"sharing the learning objective with students visually and verbally," which the"Implementation Guide"calls "an essential instructional approach" for supporting students not yet proficient in math. This practice connects new learning to prior knowledge, introduces terminology, and builds student confidence. Additional strategies, such as choral reading, partner reading, and visual support,enhance understanding.InMath Catalyst, the"Implementation Guide"outlines how to structure instruction through components like Possible Ways to Use Components, Sample Schedules,and Station Rotations. For example, the Concept Mini Lessons station provides small-group instruction, while the Practice and Application stations support aligned practice and enrichment. The Bring Your Own Techstation allows students to complete teacher-selected digital activities related to the concept.
Evaluation for 3.2d
InZearn Math, the materials include enrichment methods that support various forms of student engagement, along with explicit teacher guidance for effective implementation. For example, in Mission 7, Lesson 19:"Concept Exploration," teachers are prompted to encourage students to explore measuring objects around the room as an enrichment activity. After all students have completed the task, teachers are guided to distribute additional materials such as paper, paper clips, and index cards to extend learning and engagement.InMath Catalyst, the materials include enrichment and extension methods that promote varied student engagement, along with implementation guidance for educators. The Implementation Guide states, "The Practice and Application stations can be used flexibly to engage students in aligned practice and enrichment activities," allowing them to "work independently, with a partner, or in a small group" to build fluency and automaticity. These components support differentiated instruction through targeted practice.InMath Catalyst, Concept Internalization in the"Implementation Guide"provides guiding questions for planning enrichment and extension across lesson components. In Concept Mini Lessons, teachers are prompted to ask, "What do my students already know? What can they already do? What do they need support with?" Similarly, in Practice and Application and Progress Check, teachers reflect on questions such as, "How do the Practice Pages progress from simple to complex?" and "What does proficiency look like with the content of this concept?"
Evaluation for 3.2e
InZearn Math, the Teacher Lesson Materials include prompts to support educators in providing timely feedback during lesson delivery. Throughout Warm-Ups (Fluency Practices), Concept Explorations, and Exit Tickets, multiple prompts are embedded to help teachers gauge student understanding of the content in real time. This guidance enables educators to adjust instruction promptly and support student learning effectively.InZearn Math, digital lessons include features that provide students with timely, real-time feedback and adaptive support as they work independently through grade-level content. These lessons are designed to maintain rigor while allowing students to progress at their own pace. When students struggle, the system generates a TowerAlerts Reportthat alerts teachers and recommends specific Foundational Lessons to address gaps in understanding, enabling targeted, just-in-time intervention aligned with core instruction.InZearn Math, the materials include prompts to support educators in providing timely feedback during lesson delivery through questioning that checks for student understanding. For example, Mission 5, Lesson 8:"Concept Exploration," teachers are guided to encourage students to articulate and reflect on their problem-solving strategies by asking, "Explain your strategy for solving to your partner for 15 seconds," "Why was this problem more difficult to solve mentally?" and "What would be a better way to solve this problem to make sure we get the right answer?" These embedded prompts help teachers deliver just-in-time feedback tailored to students' responses and strategy use.
Evaluation for 3.3a
InMath Catalyst, the materials include educator guidance on providing linguistic accommodations for all English language proficiency levels, as outlined by the ELPS. Although the "Implementation Guide" states that "Guidance for supporting EB students in making cross-linguistic connections through oral and written discourse is embedded in the Concept Guide," this guidance is uniform across grades K–2. The materials offer tips for EBs, including differentiated accommodations by proficiency level at the beginning of each concept's "Alignment Guide," which supports advancing students toward higher levels of academic language across lesson components.InMath Catalyst, the "Implementation Guide" notes that the "Alignment Guide for each concept includes alignment to the English Language Proficiency Standards and highlights embedded supports for different levels of language proficiency," but these supports are minimal. Most lessons include fewer than one embedded support, which often consists only of gestures or visuals like number cards, and are similar across all lessons. These strategies are limited to beginner and intermediate proficiency and do not address more advanced language needs.InMath Catalyst, the materials include Language Support notes within some Concept Mini Lessons, offering guidance to build vocabulary, comprehension, and background knowledge. However, not every lesson contains this support, and when provided, it typically consists of teacher-modeled phrases and simple sentence frames. These methods primarily assist students at the beginning level of language acquisition and lack scaffolds for students progressing toward advanced proficiency.
Evaluation for 3.3b
InZearn Math, materials include embedded linguistic accommodations for all language proficiency levels, as defined by the ELPS. Found in the Multiple Means notes, supports include sentence frames, modeled vocabulary, and oral language routines.InZearn Math, in thegrade 2 "Course Guide," the materials include embedded linguistic accommodations for varying levels of language proficiency, aligned with the ELPS. Supports foremergentbilingual students include explicit vocabulary instruction, contextual vocabulary development with visual aids and English–Spanish cognates, and Spanish-language resources for lesson previewing. The"Course Guide"also highlights structured small-group routines, such as Turn and Talk and sentence frames,to promote mathematical discourse and support academic language development.InZearn Math, the materials include notations for teachers to support language development. In Mission 7, Lesson 15, teachers are encouraged to display new vocabulary terms with images alongside other terms from the mission. The guidance notes that beginning and intermediate emergent bilingual students may benefit from discussing and noting translations of these English vocabulary terms to enhance understanding.
Evaluation for 3.3c
InMath Catalyst, the materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. The "Implementation Guide" contains support in the "Using Math Catalyst in State-Approved Bilingual/ESL Programs"guidance. A table is presented for educators with the "Instructional Model, Recommended Structure, and Recommended Modification" available to support educators in their specific program.InMath Catalyst, the "Using Math Catalyst in State-Approved Bilingual/ESL Programs"guidance includes references to the other sources of support available to the teacher. For example, in the row designated as the Transitional Bilingual Early Exit/Late Exit program, educators can use the materials "as designed, allowing the certified bilingual teacher to use materials (Key Terminology, Play a Game, Family Math) creatively to support learning."InZearn Math, the materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. Guidance found in the "Course Guide" outlines how the resource can be flexibly implemented across a variety of models, including dual language, transitional bilingual, ESL pull-out, and ESL content-based. Suggestions for adapting instruction, using digital lessons effectively, and incorporating scaffolds are provided.
Evaluation for 3.3d
InMath Catalyst, the materials include guidance to support emergent bilingual students in building academic vocabulary, background knowledge, and making cross-linguistic connections through oral discourse. In "Subtraction: Subtract Within 100 by Using Mental Strategies," studentsTurn andTalk about using a number line to subtract, while the teacher introduces terms likesubtractand uses visual tools such as an open number line to support meaning. These strategies help students engage in math conversations and clarify new vocabulary.InZearn Math, the materials include structured oral routines such as Turn and Talk, Think-Pair-Share, and sentence frames to support emergent bilingual students in verbalizing math thinking, in alignment with the ELPS. For instance, Mission 1, Lesson 7 offers sentence stems for explaining strategies; Mission 6, Lesson 6 uses visuals and partner discussion to explorecolumnsandrows; and Mission 2, Lesson 4 highlights cognates likemeterandmetroto support cross-linguistic understanding.InZearn Math, the materials explicitly reinforce cross-linguistic links by connecting key vocabulary to students' home languages and using visuals. For example, in Mission 3, Lesson 5, manipulatives are labeled in English and students'homelanguages, and in Mission 6, Lesson 1, termssuch asequal groupsandequivalent setsare introduced as interchangeable, supported by visual reference sheets and oral review.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
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
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
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
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.
0 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.
0 out of 3 points
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
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
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
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
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
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
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
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
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
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
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 scored
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.
0 out of 0 points
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
InMath Catalyst, the materials provide TEKS-aligned practice opportunities that develop conceptual understanding. Each concept includes worksheets, games, and hands-on activities in the Practice and Application section. Students demonstrate understanding by responding to teacher questions and completing structured tasks. For example, in the grade 2 lesson "Place Value: Compose, Decompose, and Represent Numbers to 1,200," students use provided cards or a deck of cards and a partner to play Place Value Top It, a game where students compose numbers up to 1,200 with the use of a place value chart, if necessary.InZearn Math, instructional and assessment tasks are aligned to the TEKS and vary in complexity to meet diverse learner needs. Examples include Mid-Mission and End-of-MissionAssessments that require students to explain their reasoning, model with manipulatives, and solve real-world problems using multiple representations, such as drawings, equations, and number sentences.InZearn Math, students demonstrate their understanding throughout the learning pathways through guided practice, open-ended discussions, and math chats. Teacher guidance encourages probing for reasoning and explanation, supported by rubrics that track progress from minimal to solid reasoning, ensuring that assessments measure conceptual understanding aligned with the TEKS.
Evaluation for 4.1b
InZearn Math, the materials include practice opportunities and scaffolded assessments that build conceptual understanding and align with the TEKS, with tasks that increase in rigor and complexity. Above-grade-level content is integrated into both digital core lessons and optional supports, such as Digital Bonuses and teacher-guided extensions. For example, in the Mission 7, Lesson 15: Concept Exploration, students describe reasons to save money and explain decisions around saving versus spending.InZearn Math, the materials include practice opportunities and scaffolded assessments that build conceptual understanding and align with the TEKS, with tasks that increase in rigor and complexity. For example, Mission 5 supports understanding of teen numbers through decomposition, while theTower of Power gradually reduces support to help students demonstrate proficiency.InMath Catalyst, each Concept Mini Lesson ends with an Analyze Student Progress section that includes questions and tasks to assess understanding and guide instruction. While enrichment and extension are embedded in the core content, they are limited in number—typically only two–three questions and three–four activities. This may not provide enough opportunities for students to engage with content beyond grade level.
Evaluation for 4.2a
InMath Catalyst, the "Strand by Grade: Scope and Sequence" outlines both horizontal and vertical alignment, showing how concepts build across and within grades. It states, "Concepts and Objectives within each strand build upon each other to form a ladder of mathematical understanding." In grade 2, students progress from "Add Within 100 With and Without Making New Tens" through "Add Within 1,000 by Using Mental Strategies," then transition to "Solve One-Step and Multi-Step Word Problems Involving Addition."InZearn Math,the instructional materials demonstrate coherence within each grade level by connecting concepts across missions and lessons. Mission Overviews consistently explain how each mission builds on prior knowledge and prepares students for future learning, such as progressing from number composition in Mission 4 to working with teen numbers in Mission 5.InZearn Math, mission and lesson overviews emphasize conceptual progression across content areas, such asnumber sense and geometry. For example, students move from understanding simple number relationships to decomposing teen numbers and from identifying basic shapes to classifying two- and three-dimensional figures based on their attributes.
Evaluation for 4.2b
InZearn Math, the materials demonstrate clear connections fromkindergarten throughgrade 6 by intentionally building patterns, big ideas, and relationships across grade levels. Thescope andsequence outlines how core concepts are introduced, extended, and deepened through a coherent K–8 learning progression. Examples of coherence include place value, multiplication/division, and fractions, each developed systematically across multiple grades.InZearn Math, specific examples, such as the use of number bonds inkindergarten throughgrade 2 and the development of place value understanding through the Say Ten method, illustrate how key concepts evolve across grade levels. Overviews within missions explicitly identify how current lessons prepare students for more advanced work in future grades.InZearn Math, this progression is outlined in overarching documents and reinforced within individual lessons, where prior knowledge is routinely activated and new concepts are presented as part of a continuous mathematical journey. The instructional materials extend patterns of thinking, strengthen connections among concepts, and equip students for success in future grade-level learning.
Evaluation for 4.2c
InZearn Math, the materials demonstrate coherence across lessons and activities by explicitly connecting students' prior knowledge to the mathematical concepts they will encounter in the current and future grade levels. In Mission 5, students build on foundational strategies for addition and subtraction from Mission 4, expanding their fluency to numbers within 1,000. Through hands-on tools, such as manipulatives and number bonds, students apply place value strategies to add and subtract larger numbers, deepening conceptual understanding and preparing for multidigit operations in later grades.InZearn Math, coherence is demonstrated in Mission 2, where students extend their place value understanding to measurement. They learn to relate physical units to tools like rulers and meter sticks and apply addition and subtraction strategies—such as number lines and strip diagrams—to solve length-related word problems. This integration supports both conceptual understanding and procedural fluency and aligns with the TEKS.InZearn Math, teachers are supported through scripted lesson notes and visual progressions that show howgrade 1 content connects tograde 2 and beyond. These resources clarify how early mathematical experiences prepare students for more advanced concepts, ensuring coherence within and across grade levels.
Evaluation for 4.3a
InZearn Math, the materials provide consistent opportunities for spaced retrieval by incorporating fluency practice that revisits previously learned skills at the start of each lesson. These warm-ups reinforce foundational concepts such as number sense, counting, and part–whole relationships, helping students retain and strengthen prior knowledge.InZearn Math, adaptive activities like those found in the Number Gym—such as Make and Break, Number Bond Dash, and Tell the Hidden Number—are designed to reinforce learning from earlier missions while preparing students for upcoming content. These activities connect new and prior concepts through concrete, pictorial, and symbolic representations.InZearn Math, teacher guidance and lesson overviews emphasize how fluency practice builds coherence over time. By repeatedly engaging with earlier skills such as decompositions, number bonds, and counting strategies, students deepen their understanding and are better equipped for more advanced mathematical learning.
Evaluation for 4.3b
InZearn Math, thegrade 2 instructional materials provide frequent and intentional interleaved practice by revisiting and integrating previously learned skills and concepts across missions and learning pathways. In Mission 1, students re-engage with foundational number sense skills fromkindergarten andgrade 1—such as decompositions within 10 and teen numbers as 10 + n—to build fluency with addition and subtraction within 100, reinforcing continuity in learning.InZearn Math, interleaving continues in Mission 8, where students extend theirgrade 1 understanding of geometry to analyze and classify shapes based on properties, demonstrating the application of earlier knowledge in more advanced contexts. Similarly, Mission 7 connects data analysis and measurement to financial literacy, encouraging students to use rulers, number lines, and prior strategies to solve real-world problems. These concepts are revisited in various contexts, reinforcing understanding across content areas.InZearn Math, fluency practices at the start of lessons further promote integration, even when not directly tied to the day's objectives. For instance, Lesson 18 incorporates subtraction fact practice to reinforce differences within 20, and other activities use coins to practice skip counting by 5s and 10s. Materials likehidezero cards, base-ten blocks, and bundled straws also support conceptual connections between counting, place value, and operations.
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
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
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from 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
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
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
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
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
InZearn Math, the questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations. Ingrade 2, students build understanding of fractions by combining and decomposing fourths and eighths, interpreting models with fraction pieces, and evaluating ways to express improper fractions as mixed numbers (e.g., "6 fourths" as "1 and 2 fourths").InZearn Math, students use tools such as strip diagrams, counters, and repeated addition equations to represent equal and non-equal groups, and then analyze and evaluate how these models represent quantities and relationships. For example, in Mission 6, students shift from using concrete counters to drawing and labeling groups, ultimately interpreting arrays and relating them to repeated addition and even/odd number concepts.InMath Catalyst, the "Implementation Guide" explains that the program balances conceptual understanding and procedural skills through progressively complex Concept Mini Lessons and supporting Practice activities. Application tasks extend learning by having students transfer knowledge to new contexts using tools and strategies of their choice. The TEKS Mathematical Process Standards are integrated throughout as students use objects, drawings, numeric representations, and precise language to build understanding.
Evaluation for 5.1b
InMath Catalyst, the materials include tasks that prompt students to create concrete and pictorial models of math situations. The "Implementation Guide" highlights the Read–Draw–Write Tool, which uses visuals, prompts, and questions to support problem-solving. Students read the problem, create or adjust drawings as new information is discovered, and write number sentences or equations to represent their thinking.InMath Catalyst, each Concept Mini Lesson provides questions and tasks for students to create models and pictorial representations. For example, in grade 2, "Subtraction: Concept Mini Lessons: Subtract Within 1,000 by Using Mental Strategies," students use open number lines and add labels to show subtraction, as well as rewriting equations to show taking from a ten or a hundred to subtract. By the end of the lesson, students create their own models and pictorial representations to subtract without regrouping by using compensation.InZearn Math, questions and tasks provide opportunities for students to create concrete models to represent mathematical situations. Ingrade 2, students use counters, place value disks, and linking cubes to form and compare equal and unequal groups, support subtraction with regrouping, and explore compensation strategies. These hands-on activities help students build foundational number sense through physical modeling.
Evaluation for 5.1c
InMath Catalyst, the materials provide opportunities for students to apply conceptual understanding to new contexts through all curriculum components. The "Implementation Guide" states, "The objectives in Concept Mini Lessons progress in complexity and provide opportunities for students to develop conceptual understanding and procedural fluency," while the Practice and Application components help students "solidify" skills and "transfer knowledge to new applications and build fluency."InMath Catalyst, students extend learning in the Practice and Application sections by applying conceptual understanding in new situations. For example, in grade 2, "Addition: Add Within 1,000 by Using Mental Strategies," students play Three in a Row with the optional support of a number line to solve addition problems in a pre-printed game board. Students then "check each other's work. If they agree, the partner who added marks an X or an O in that space. If they disagree, they share their work with each other and find the mistake. A partner marks the space only if they solve the problem correctly."InZearn Math, the materials incorporate real-world contexts to apply math concepts, such as sharing almonds or sorting objects by attributes, supporting students' ability to transfer skills beyond routine tasks. Throughout, students build toward abstract mathematical ideas by connecting hands-on experiences with visual models and symbolic notation, while continuing to develop fluency with place value, grouping, and the relationships between addition and subtraction.
Evaluation for 5.2a
InZearn Math, the materials provide tasks designed to build student automaticity and fluency through daily, embedded fluency practice. For example, every grade 1–5 independent digital lesson features Number Gym, an adaptive fluency activity that strengthens foundational number sense. Number Gym activities support students by bridging K–5 math foundations, reinforcing prior skills, and addressing unfinished learning, with students progressing to larger numbers and more challenging tasks as they demonstrate proficiency—promoting automaticity in foundational number sense.InZearn Math, the materials provide tasks that build student automaticity and fluency, which are essential for completing grade-level mathematical tasks. In Mission 3, Lesson 13, the fluency activity "Happy Counting Up and Down by Ones Crossing 10" helps students develop number sequence fluency through rhythmic, responsive counting. The teacher uses hand signals to prompt students to count forward or backward by ones, including transitions across decade numbers, reinforcing number patterns and mental agility in a playful, engaging format.InMath Catalyst, the "Implementation Guide" explains, Practice and Application supports fluency-building through "spaced retrieval, spiral review, and interleaved practice," as well as through games. In grade 2, "Place Value: Compose, Decompose, and Represent Numbers to 1,200," students "compose numbers to 1,200 and represent them by using objects and a chart, represent numbers to 1,200 in unit form and show the value that each digit represents, and represent numbers to 1,200 in [standard, expanded, and word forms]" to reinforce TEKS 2.2B of using "standard, word, and expanded forms to represent numbers up to 1,200."
Evaluation for 5.2b
InZearn Math, the materials provide opportunities for students to practice efficient, flexible, and accurate mathematical procedures through sequenced tasks that build conceptual understanding. For example, during the Concept Exploration of Mission 7, Lesson 19, students measure objects using inch rulers, with teacher prompts guiding them to focus on proper placement and accurate reading of tick marks. The discussion explicitly compares ruler use to inch tiles, supporting students in identifying why rulers offer a more efficient and practical approach to measurement.InZearn Math, the Mission 5, Lesson 10, materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures. Students use the chip model to visually represent and solve two- and three-digit addition problems, grouping tens and hundreds to support procedural accuracy. This hands-on method promotes efficient organization of units and encourages students to explain their reasoning, building conceptual understanding and fluency in multidigit addition.InMath Catalyst, Concept Mini Lessons include tasks that build procedural fluency through a progression of strategies. For example, in grade 2, "Addition: Add Within 100 With and Without Making New Tens," students begin with a "Two-Column Chart template in a personal whiteboard and the place value disks," to using drawn representations of numbers in the Two-Column Chart, and finally using "place value drawings to add and then relate the drawing to vertical form by using a totals below written recording." During the Progress Check,students demonstrate procedural accuracy and flexibility by choosing among multiple methods to solve problems.
Evaluation for 5.2c
InZearn Math,grade 2 materials prompt students to evaluate subtraction strategies using place value disks, standard algorithms, and simplifying methods. For example, in Mission 5, Lessons 13 and 17, students compare strategies for subtracting multidigit numbers and justify their answers by exploring the inverse relationship between addition and subtraction. Teachers guide students to reflect on which strategies are most efficient and accurate, encouraging flexible thinking aligned with their fluency and the numerical context.InMath Catalyst, the materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy. In thegrade 2 Concept Mini Lessons for "Subtraction: Subtract Within 100 by Using Mental Strategies," students build representations of subtracting from like units using an open number line, using a compensation algorithm,and linking cubes, and strip diagrams. Students then apply this understanding to subtraction expressions by decomposing a ten number into two separate two-digit numbers, then subtracting using mental math or a number bond rather than relying on linking cubes or a number line.In Math Catalyst, the Practice and Application component allows students to evaluate models and strategies independently or with a partner. Ingrade 2, "Subtraction: Subtract Within 100 by Using Mental Strategies," students solve subtraction word problems within 100 using mental strategies and the Read–Draw–Write process, play a partner game focused on subtracting within 100, and analyze a correct solution independently or with a partner.
Evaluation for 5.2d
InZearn Math, Mission 3, Topics E and F, provide opportunities for students to develop increasingly efficient strategies for comparing numbers by transitioning from concrete models, such as bundles and money,to more abstract representations using place value disks. This prepares students for working with larger numbers and comparing using symbols such as <, >, and =, while building understanding of trading and renaming units to support efficient problem-solving.InMath Catalyst, the materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems. For example, in the "Implementation Guide" under the About the Read–Draw–Write Tool section, the materials state, "the tool provides visuals, prompts, and questions to remind students how they can approach solving a variety of problems." Students approach problem-solving by carefully reading the problem, breaking it into parts, and using drawings to represent their thinking.InMath Catalyst, the Progression of Mini Lesson Objectives in each concept provides guidance in the progression of approaches to mathematics problems from least to most efficient. For example, in grade 2, "Subtraction: Subtract Within 100 by Using Mental Strategies," the materials begin with students subtracting units by using mental strategies based on place value, then showing their thinking on the number line. Students move to counting on or back to subtract using properties of operations involving benchmark numbers, subtract by using a compensation algorithm and strip diagram, before finally subtracting using the "take from a ten strategy."
Evaluation for 5.3a
InMath Catalyst, the materials explicitly state how the conceptual and procedural emphases of the TEKS are addressed. The "Implementation Guide" states that program components are "structured to balance the development of conceptual understanding with procedural skills," with Concept Mini Lessons building complexity, Practice solidifying understanding, and Application promoting fluency through real-world contexts. This structure ensures students develop a deep understanding while gaining procedural accuracy and flexibility.InZearn Math, the "Course Guide" explicitly addresses the conceptual emphasis of the TEKS through the Progression of Mathematical Concepts and Rationale for Mission Sequence. These sections describe how mathematical concepts are intentionally introduced, developed, and extended across lessons and grade levels, supporting students in building understanding of relationships among quantities. For example, the Rationale for Mission Sequence explains that students first develop place value understanding before progressing to operations with numbers within 1,000, ensuring conceptual knowledge precedes procedural fluency.InZearn Math, the Mission 2 materials explicitly address the conceptual emphasis of the TEKS by focusing on the development of measurement understanding through hands-on exploration. The Mission Overview explains that students compare, estimate, and measure using both metric and customary tools, helping them connect measurement to foundational number concepts. Tasks such as exploring benchmark lengths and iterating units support deep conceptual understanding, aligning with the TEKS's focus on reasoning over rote procedure.
Evaluation for 5.3b
InMath Catalyst, the materials include questions and tasks that provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS. The "Implementation Guide" highlights the Read–Draw–Write Tool, which provides visuals, prompts, and questions to support problem-solving. Students draw models, revise them as needed, label known and unknown quantities, and write equations to represent and explain their thinking.InZearn Math, the Mission 6 Overview demonstrates that the questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models. In Topic A, students begin with concrete objects to create equal groups or equivalent sets. In Topic B, they transition to pictorial representations and math drawings to model equal groups, eventually connecting these experiences to abstract concepts such as area and multiplication by partitioning rectangles and creating arrays.InZearn Math, the Mission 3, Lesson 5 questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models, as required by the TEKS. The lesson begins with students using bundles of straws to model three-digit numbers and then transitions to pictorial representations usinghidezero cards. Finally, students write the expanded form of numbers, such as representing 345 as 100 + 100 + 100 + 10 + 10 + 10 + 10 + 1 + 1 + 1 + 1 + 1 and then as 300 + 40 + 5, supporting a clear progression from concrete to abstract understanding.
Evaluation for 5.3c
InMath Catalyst, the materials support students in connecting and creating concrete and representational models to abstract concepts, as required by the TEKS. The Read–Draw–Write Tool guides students through solving problems using visuals, prompts, and questions that encourage drawing, labeling, writing equations, and forming complete responses. Additionally, the "Implementation Guide" emphasizesthe use ofobjects, drawings, and numeric representations to help students analyze relationships and build conceptual understanding in both Concept Mini Lessons and Application tasks.InZearn Math, the materials include supports for students in defining and explaining concrete and representational models to abstract concepts, as required by the TEKS. For example, in Mission 4, Topic E, students apply place value knowledge to refine subtraction strategies with numbers up to 200, using place value disks and drawings to represent decomposition and exchanges of tens and hundreds. As students transition from concrete models to pictorial and abstract representations, they deepen their understanding of subtraction, practice multistep problem-solving, and engage in rich mathematical discussions to articulate their thinking.InZearn Math, students use place value disks, an unlabeled place value chart, and a whiteboard to explore addition and subtraction strategies such as one more, one less, ten more, and ten less in Mission 4, Lesson 1. The lesson begins with students creating the number 36 using place value disks, then adding one more to make 37, discussing where to add the one. They also practice writing the corresponding equation, 36 + 1 = 37, reinforcing both conceptual understanding and symbolic representation.
Evaluation for 5.4a
InMath Catalyst, the materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies using the Read–Draw–WriteTool. For example, the "Implementation Guide" states, "The tool provides visuals, prompts, and questions to remind students how they can approach solving a variety of problems." Prompts include, "Ask, 'Can I draw something?' Then ask, 'What can I draw?' Draw to represent the problem as you reread. . .Label what is known and unknown. Ask, 'What does my drawing show me?' Write number sentences or equations to represent your thinking. Solve. Write a statement that answers the original question."InMath Catalyst, in the Application sections of the materials, students use optional materials such as manipulatives and place value charts to develop their academic language. For example, in grade 2, "Place Value: Compose, Decompose, and Represent Numbers to 1,200," students collaborate in pairs to solve a multipart task involving composing, decomposing, and representing numbers up to 1,200. Theyuse contextual information to support their understanding and apply critical thinking, usingprecise mathematical language to solve three related problems.InZearn Math, the materials use manipulatives to support the development of academic mathematical language. In Mission 6, Lessons 1 and 2, students use counters to exploreequal groupsandrepeated addition, while in Mission 8, students build shapes using geoboards and spaghetti to name and describe polygons and angles.
Evaluation for 5.4b
InMath Catalyst, the materials include embedded educator guidance to scaffold and support students' use of precise mathematical vocabulary during communication with peers and teachers. The"Implementation Guide" states, "Math Catalystincludes embedded support to help students understand and use precise mathematical language," noting that teachers model precision by restating student responses and using visuals. Language Support notes in Concept Mini Lessons provide additional scaffolding strategies to develop and reinforce vocabulary.InZearn Math, the materials include embedded educator guidance that scaffolds student language development through structured partner discussions and sentence stems. For example, in Mission 3, Lesson 1, students compare a meter strip and a clock using academic language, such asunitsandmeasurement, with teachers encouraged to circulate, prompt deeper thinking, and guide peer interactions. Similarly, in Mission 2, Lesson 1, Turn and Talk strategies are paired with vocabulary prompts likeendpointandestimate, with conversation starters provided to support emergent bilingual students.InZearn Math, educators are supported with prompts that encourage deeper reasoning and explanation using precise mathematical language. In Mission 3, Lesson 7, students explain their own and others' problem-solving strategies using terms likeunit formandexpanded form, while in Mission 7, Lesson 9, guidance encourages students to process misunderstandings and explain concepts like organizing bills using targeted vocabulary such asmoreandless.
Evaluation for 5.4c
InMath Catalyst,the materials include embedded guidance to support student use of appropriate mathematical language and academic vocabulary in discourse. The"Implementation Guide"recommends the Read–Draw–Write Tool, which "provides visuals, prompts, and questions to remind students how they can approach solving a variety of problems." It offers two versions of the tool, advising teachers to "select and print the version that is appropriate for your students" and to consider laminating it for repeated use throughout the year.InZearn Math, the materials include explicit guidance for teachers to provide sentence frames that support students in using academic mathematical vocabulary. For example, in Mission 3, Lesson 2, students compare lengths using frames such as "The length of ___ is (more than/less than) the length of ___," while in Mission 3, Lesson 15, students retell a peer's place value strategy using the frame "Anthony's strategy is ___." These supports are modeled and practiced to promote complete sentence use, particularly for emerging bilingual students.InZearn Math, throughout lessons, structured routines such as Turn and Talk, Think-Pair-Share, and guided partner dialogue are embedded to encourage mathematical reasoning and academic talk. For example, in Mission 7, Lesson 23, students use sentence frames to compare measurement lengths, while in Mission 8, Lesson 2, they describe shape attributes during tangram activities. These interactions reinforce precise vocabulary likevertices,angles,polygon, andequal parts.
Evaluation for 5.4d
InMath Catalyst, the materials include embedded guidance to facilitate mathematical conversations, allowing students to hear, refine, and use math language with peers in Concept Mini Lessons. For example, in grade 2, "Subtract: Subtract Within 1,000 by Using Mental Strategies,"students review the use of a number line to move backward to subtract. The materials state, "We can take away hundreds and tens by using backward hops on a number line. When there are not enough tens from which to subtract, we can decompose the part to get to a benchmark number, such as a hundred, and then subtract some more." Students are then invited to turn and talk with a partner about how they can use the number line to help them subtract like units using mathematical language from the lesson.InMath Catalyst, the materials include Teacher Tips and Language Support in the Concept Mini Lessons to facilitate mathematical conversations. For example, in grade 2, "Addition: Add Within 1,000 by Using Mental Strategies," the Teacher Tip offers tips to support students in understanding the concept by using a number line. The materials state, "Some students may benefit from using open number lines and hops to show how the two expressions are equal." The Language Support offers support for the inclusion of mathematical terms. The materials state, "Consider providing a word bank to support student discussion. Include words and phrases such as efficient, make a ten, benchmark number, decompose, addends, and total."InZearn Math, the materials include embedded guidance to facilitate mathematical conversations that allow students to hear, refine, and use math language with peers. For example, in Mission 7, Lesson 24, students participate in structured routines such as Turn and Talk and Think-Pair-Share to explain their problem-solving strategies and clarify their reasoning. Sentence stems and teacher prompts support students in expressing multistep thinking, promoting both mathematical discourse and language development aligned with the ELPS.
Evaluation for 5.4e
InMath Catalyst, the materials include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks, including guidance to support or redirect inaccurate student responses through structured teacher guidance. For example, the Concept Mini Lessons in each unit include crafted sample dialogues with anticipated student responses, exemplar answers, and strategies for refining or redirecting student thinking.InZearn Math, the materials include support for redirecting inaccurate student responses. For example, in Mission 2, Lesson 1, a teacher note describes the common misconception that students interpret "more" to always mean "add" and provides guiding questions to support students' understanding of the problem and redirect them when inaccurately interpreting the problem.InZearn Math, the materials include embedded guidance with exemplar responses but do not anticipate a variety of student answers or provide strategies to redirect inaccurate responses. For example, in Mission 4, Lesson 7, the teacher script models how to connect place value disks to vertical addition and includes expected student responses such as "We rename 11 ones as 1 ten 1 one" and "Tens belong in the tens place," but the materials do not include teacher guidance for addressing inaccurate responses.
Evaluation for 5.5a
InMath Catalyst, the materials include TEKS process standards integrated appropriately into the materials. The Family Math page for each unit contains visual representations of the concepts to be taught, along with information for families. Additionally, in Application,students access the integrated TEKS process standards by using appropriate tools and techniques to solve problems and communicating and justifying their mathematical thinking using various representations.InZearn Math, the materials integrate the TEKS process standards appropriately into instruction. According to the "Course Guide," each lesson is intentionally designed to embed the TEKS Mathematical Process Standards (MPS), providing opportunities for reasoning, modeling, communication, and problem-solving (process). These process standards are incorporated throughout lessons to ensure students engage meaningfully with grade-level mathematics.InZearn Math, the Mission 7 Overview demonstrates how the TEKS process standards are meaningfully embedded through real-world problem-solving. Students analyze information, develop and explain strategies, and justify solutions (process) while working on tasks involving money, data, and measurement (content)—aligning with standards such as 2.1A and 2.1B. Representing information with graphs, drawings, and number sentences supports communication and critical thinking.
Evaluation for 5.5b
InMath Catalyst, the materials include a description of how process standards are incorporated and connected throughout the learning pathways. For example, the "Implementation Guide" states, "The TEKS Mathematical Process Standards (MPS) are seamlessly woven into different components of the program." Integration of the TEKS process standards includes students communicating mathematical ideas using various representations and precise language, choosing appropriate tools and methods to solve problems in Application, and exploring relationships between past and current concepts to deepen understanding in Concept Mini Lessons.InMath Catalyst, the "Alignment Guide" for each strand lists the TEKS and the process standards for each concept. For example, the Place Value strand lists process standards 1.C, 1.D, 1.E, 1.G for grade K "Compose, Decompose, and Represent Teen Numbers," process standards 1.A, 1.C, 1.D, 1.E, 1.G for grade 1 "Compose, Decompose, and Represent Numbers to 120," and process standards 1.A–1.G for grade 2 "Compose, Decompose, and Represent Numbers to 1,200."InZearn Math, the materials include a description of how process standards are incorporated and connected throughout the learning pathways. For example, in Mission 4, the Mission Overview explains that students analyze mathematical relationships (1F) and justify their reasoning (1G) by comparing two-digit numbers using symbols like >, <, and =. This explicit description shows how students are supported in analyzing number structures and communicating their thinking precisely throughout the mission.
Evaluation for 5.5c
InZearn Math, the materials include an overview of the TEKS process standards incorporated into each lesson, as shown in the Mathematical Process Standards By Lesson per Mission table in the "Course Guide." This table details which process standards are addressed in each lesson across all missions. For example, Mission 3 addresses 2.1B in Lesson 10, where students apply problem-solving strategies in counting contexts.InZearn Math, the Mission Overviews provide detailed teacher background on how the process standards are addressed throughout instruction. For instance, in Mission 1, the overview explains how 2.1C is integrated by guiding students to select appropriate tools—such as ten-frames, Rekenrek, and number bonds—before transitioning to mental math strategies such as making ten and using place value to support efficient problem-solving.InZearn Math, the Mission 3 materials incorporate 2.1B by engaging students in problem-solving tasks that involve skip-counting by ones, tens, and hundreds. Students are guided to analyze the problem, choose appropriate strategies, and justify their reasoning, supporting both comprehension and metacognitive reflection. These experiences help students build fluency and confidence in applying multiple methods to solve problems.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
InMath Catalyst, the materials provide opportunities for students to think mathematically during Concept Mini Lessons and Questions to Advance Student Thinking. Additionally, the materials provide opportunities for students to persevere through solving problems using the Read–Draw–Write Tool from the "Implementation Guide," which "provides visuals, prompts, and questions to remind students how they can approach solving a variety of problems." Students persevere by reading parts of the problem, askingthemselves questionsabout the problem, creating drawings and representations, labeling the known and unknown, and finally, adding number sentences and statements to their solutions.InZearn Math, students are supported in sustaining effort through complex or multistep tasks that require ongoing problem-solving. For example, in Mission 6, Lesson 6, students solve a two-part word problem involving repeated addition, drawing a model,and writing an equation. The digital platform (e.g., Mission 7, Lesson 4) further encourages perseverance by offering adaptive prompts like "How many X? How many Y?" when incorrect responses are given.InZearn Math, the materials consistently guide students to interpret and represent mathematical situations in meaningful ways. In Mission 5, Lesson 12, students generate word problems to match number sentences. InMission 7, Lesson 26, students use rulers as number lines to write and compare equivalent subtraction equations. Teachers prompt students to discuss whether the changing of equations maintains their truth, supporting conceptual understanding.
Evaluation for 6.1b
InMath Catalyst, the materials support students in understanding that there can be multiple ways to solve problems and complete tasks. For example, in grade 2, "Concept Mini Lesson: Addition: Add Within 100 With and Without Making New Tens," the Questions to Advance Student Thinking asks, "How can you show both addends with your drawing? Can you compose a ten? How can you add like units in your written recording?"InMath Catalyst, the materials support students in explaining that there can be multiple ways to solve problems and complete tasks. For example, in grade 2, Application for "Addition: Add Within 1,000 by Using Mental Strategies," students explore mental math strategies for addition using number paths, number mats, and optional place value charts. In each task, students are invited to share their work with a partner to "share solution paths and make connections between different representations."InZearn Math, lessons guide students to justify why different strategies work through discussion and reflection. In Mission 4, Lesson 11, students compare number lines, quick tens, and linking cubes to decide which strategy is most useful and explain their reasoning. In Mission 4, Lesson 17, students use strip diagrams to model part-whole relationships and justify their representations as accurate, emphasizing the value of multiple valid approaches.
Evaluation for 6.1c
InMath Catalyst, the materials are designed to require students to make sense of mathematics through multiple opportunities for students to do math with peers and educators using Application. For example, in grade 2, "Subtraction: Subtract Within 1,000 by Using Mental Strategies," students work in pairs to practice subtraction within 1,000 by using the Read–Draw–Write Tool, playing a game, and solving tasks, all while sharing their thinking and problem-solving strategies with their peers.InZearn Math, students are consistently asked to express their mathematical thinking through writing. For instance, in Mission 4, Lesson 26, students explain different addition strategies in writing using place value language. In Mission 3, Lesson 9, students respond to a real-world problem involving place value, using words, drawings, and numbers to justify their answers.InZearn Math, classroom dialogue is a routine expectation, with frequent teacher prompts guiding discussion. In Mission 4, Lesson 15, students read and compare number sentences using tens and hundreds, followed by a partner discussion on similarities and differences. Additionally, in Mission 3, Lesson 11, students solve and discuss a multistep place value problem using visual models, justifying their strategies through peer conversation and teacher-facilitated sharing.
Evaluation for 6.2a
InMath Catalyst, the materials support educators in guiding students to share their problem-solving approaches, including explanations, arguments, and justifications. For example, in grade 1, "Concept Mini Lesson: Addition: Add Within 100 With and Without Making New Tens," students use drawings within a place value chart to visualize creating a new ten. Students are encouraged to "turn and talk about how the place value drawing is like the expanded form written recording" while using their drawings, the chart, and their expanded form notes.InZearn Math, educators are supported in facilitating student reflection on their own strategies using explanation, argumentation, and justification prompts. In Mission 5, Lesson 12, students respond to questions like, "Why didyou notchoose a simplifying strategy?" to evaluate the efficiency of their chosen method. This reflection deepens students' understanding of mathematical structure and strategy selection.InZearn Math, the materials embed consistent opportunities for students to explain, argue, and justify their solutions during collaborative problem solving. For example, in Mission 3, Lesson 11, students draw place value models and explain their strategy step by step, while in Mission 8, Lesson 15, students engage in a discussion about whether two halves can equal four fourths. These discussions foster mathematical reasoning and support conceptual understanding.
Evaluation for 6.2b
InMath Catalyst, the materials include prompts and guidance to support educators in providing explanatory feedback based on anticipated misconceptions; however, the guidance is found at the beginning of the unit and not in the lessons. For example, in the "Concept Guide"forgrade 2, "Subtraction: Subtract Within 1,000 by Using Mental Strategies," the common misconception among students is not understanding how to appropriately apply the compensations strategy to subtract from hundreds without regrouping. Teachers are prompted to use a number line to "help students see that when they subtract 1 from the total and the known part, they create an equivalent expression," which results in a simpler problem. Teachers are given a list of questions to support students at each step of the process.InZearn Math, the materials offer specific teacher prompts to guide students in identifying, clarifying, and comparing their strategies. For example, in Mission 1, Lesson 5, teachers are prompted to draw a strip diagram if students do not independently use one, and to ask questions like, "Which drawing do you think is more efficient?" to deepen conceptual understanding.InZearn Math, evidence from Mission 5, Lesson 20 shows that the materials provide guidance to support educators in offering explanatory feedback based on student responses. The note states that it is important to guide students to evaluate theirownthinking, as well as their partners',while generating and solving the word problem. This provides studentswithan opportunity to evaluate their process and analyze errors.
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
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
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
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
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