Program Information
- ISBN
- 9791370378035
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 1.28 MB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 174.72 KB)
Math Journeys Texas, Grade 7
Supplemental Math (English) Grade 7
IMRA 2026
Publisher: Innovamat Education, Inc.
Copyright: 2026
Series includes:
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 7 | 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
96% (27 out of 28 points)
Evaluation for 1.1a
The TEKS Correlation Guide identifies the TEKS addressed in each lesson, including both content and process standards. The scope and sequence aligns lessons to the TEKS and ELPS and organizes instruction into “Journeys.” Each Journey Instructional Guide explains the purpose of the journey and its place within the learning progression, describing how learning builds on prior knowledge and prepares students for upcoming concepts. Within each journey, the materials illustrate a progression from foundational understanding to increasingly sophisticated applications, providing a rationale for both vertical and horizontal alignment across grade levels.
In the Program Guide, the “Program Structure” section describes the intervention pathway as a series of grade-agnostic journeys organized around learning progressions rather than isolated grade-level skills. The materials explain how concepts connect across and within grade levels through structured learning pathways. The scope and sequence and journey organization demonstrate how students develop understanding over time, supporting both vertical and horizontal alignment.
Evaluation for 1.1b
Implementation guidance in the Program Guide centers on a three-phase instructional model of “build, consolidate, and practice.” Lessons begin with educator-led instruction and guided learning before progressing to independent practice through logbooks and optional activities in Atlas Math. The “Lesson Internalization and Planning” section describes multiple entry points, intervention options, and alternative representations to support implementation across instructional contexts. Guidance for learning variability, just-in-time supports, and differentiated instruction further assists educators in adapting lessons to address a variety of student needs and instructional settings.
The materials in Math Journeys include a Program Guide that explains how educators use the Math Journeys intervention structure to diagnose unfinished learning, select appropriate journeys based on placement data, follow targeted learning pathways, and monitor student progress through reports and end-of-journey assessments. The materials provide recommendations for adapting instruction based on student needs and support implementation as a supplemental intervention pathway through differentiated instructional supports and progress-monitoring tools.
Evaluation for 1.1c
Diagnostic assessment results connect directly to instructional entry points through recommendations provided in the TEKS Correlation Guide. The guide identifies recommended skill entry points and aligns journeys and lessons to the TEKS content and process standards. By connecting lessons and activities to specific standards within each journey, the guide supports instructional planning and implementation. Additionally, the materials include a diagnostic assessment and a placement report that outline recommended skill entry points based on diagnostic results. After students complete the digital diagnostic placement assessment, the program generates an educator report that recommends skill entry points and journeys to assign, supporting targeted instruction and differentiated learning opportunities based on individual student needs.
The placement test measures students’ current mathematical understanding and organizes students into instructional groupings based on performance data. The diagnostic assessment and placement report provide individualized analyses of mathematical strands and identify learning gaps to support targeted intervention and differentiated instruction. The Program Guide explains how diagnostic and placement data are used to match students to the most appropriate journey within the Math Journeys learning pathway.
Evaluation for 1.1d
In the Program Guide, the “Lesson Internalization and Planning” section provides protocols and guidance for both unit and lesson internalization. The “Preparing for a Journey” section supports unit internalization. The section guides educators to examine how each journey builds on prior learning, review lesson objectives and success criteria, identify scaffolds and enrichment opportunities, gather materials, and analyze learning progressions before instruction begins. The materials also provide lesson internalization protocols through the “Preparing for a Building Session,” “Preparing for a Consolidating Session,” and “Preparing for an Additional Practice Session” sections. These sections guide educators in clarifying instructional goals, anticipating student thinking and misconceptions, preparing materials, identifying formative assessment opportunities, analyzing student responses, and using progress-monitoring data to inform future instruction.
The materials in Math Journeys provide protocols for unit internalization through the Cluster Overview Guide available in the digital manager. The guide provides educators with an overview of the learning progression, the unit learning trajectory, core mathematical objectives, vocabulary, and the ELPS language goals to support internalization of the concepts covered in the lessons. Additionally, the materials include lesson-level guidance on internalization for each instructional session type. The Program Guide directs educators to prepare for building, consolidating, and additional practice sessions by clarifying objectives, preparing materials, anticipating student thinking and misconceptions, identifying formative assessment opportunities, and using student evidence and Atlas Math performance data to guide instructional next steps.
Evaluation for 1.1e
The materials in Math Journeys do not include resources to support instructional leaders in implementing the program. In the Program Guide, the “Hands on Partnership” section provides examples of how a math success manager can partner with and provide guidance to instructional leaders. The materials themselves, however, do not provide additional guidance for instructional leaders.
Resources available through the Program Guide may be accessed by instructional leaders to support implementation. The guide identifies the Classroom Manager License as a platform that provides access to lesson plans, instructional videos, training materials, virtual manipulatives, assessment tools, and reporting features. The materials also include student progress reports that provide recommendations for differentiated instruction and allow educators and leaders to review student performance data. However, the materials do not provide guidance for instructional leaders on how to support educator implementation. The materials do not include leader-facing implementation protocols, observation tools, coaching resources, monitoring rubrics, professional learning community facilitation guidance, or professional development specifically designed for instructional leaders.
Evaluation for 1.2a
The materials include detailed lesson plans with learning objectives, educator and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS. Each journey includes lesson-specific instructional guides with learning objectives, the TEKS and ELPS alignment, materials, instructional components, student resources, and suggested timeframes. The E1 Lesson-Level ELPS Companion provides lesson-level language objectives, the ELPS codes, language demands, expected oral and written output, and corresponding Atlas Math adaptive practice pathways. Additionally, the assessment support documents identify both the TEKS and ELPS aligned to each end-of-journey test question, providing explicit TEKS and ELPS alignment within the assessment resources.
The materials include lesson-level guidance that explicitly connects learning objectives and instructional components to the TEKS and ELPS. In the F1 Lesson-Level ELPS Companion, each lesson identifies the primary concept, the TEKS content and process standards, the ELPS focus, language objective, language demand, expected oral and written student output, and suggested use within the corresponding Teacher Guide lesson. For example, F1.15, “Ratios, Rates, and Proportionality,” identifies TEKS 7.4.B, 7.4.C, and 7.4.E and the ELPS for speaking, reading, and writing. The lesson provides a language objective requiring students to describe ratios or rates and use proportionality tables to solve for unknown quantities, along with expected oral and written responses. The companion also connects the lesson to Atlas Math adaptive practice and identifies ELPS 1.C and 3.C for the audio and written prompts provided within each activity. These resources provide explicit TEKS and ELPS alignment within the lesson-level instructional guidance and associated student practice.
Evaluation for 1.2b
The materials include detailed adaptive lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS. The Program Guide provides the instructional sequence, learning goals, materials, and suggested timeframes, while Atlas Math provides adaptive practice pathways that respond to student performance. The Lesson-Level ELPS Companion connects each lesson’s adaptive Atlas Math pathways to language objectives, specific ELPS codes, language demands, and expected oral and written output. Assessment support documents further identify the TEKS and ELPS associated with individual assessment questions, providing explicit standards alignment for the assessment resources.
The materials include a detailed lesson overview with learning objectives and adaptive practice aligned to the TEKS and ELPS. In the F1 Lesson-Level ELPS Companion, F1.16, “Practicing Direct Proportion,” identifies TEKS 7.4.A and 7.7.A, along with related grade 6 and grade 8 TEKS, and identifies the ELPS for speaking, reading, and writing. The language objective requires students to determine whether a situation is directly proportional and explain connections among a table, graph, and expression. The lesson also specifies the language demand and expected oral and written student outputs. The Atlas Math adaptive practice is organized into Core, Explore, and Reinforcement pathways so students can continue at their individual level. The companion identifies ELPS 1.C and 3.C for the spoken and written prompts presented in every adaptive activity.
Evaluation for 1.2c
Within each Math Journey, the materials include support for families in Spanish through a family letter offering suggestions for caregivers to support learning at home. The letter includes questions to ask, vocabulary to use, and specific ideas for families to support the learning at home. The language of the letter can be changed to Spanish or English using the language toggle in the top right corner.
The materials in Math Journeys include cluster- and journey-level family letters that provide families with mathematical background information, learning goals, vocabulary, questions to ask students, and suggestions for supporting learning at home. For example, the “F Expressions and Equations” family letter includes a “How Can We Help from Home?” section with specific activities and guidance connected to the concepts taught within the journey. The family letters support communication with caregivers through language toggle options available in both English and Spanish.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
In the Program Guide, the “Program Structure” section describes the intervention pathway as a series of grade-agnostic journeys organized around learning progressions rather than isolated grade-level skills. The materials explain how concepts connect across and within grade levels through structured learning pathways. The scope and sequence and journey organization demonstrate how students develop understanding over time, supporting both vertical and horizontal alignment.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials in Math Journeys include a Program Guide that explains how educators use the Math Journeys intervention structure to diagnose unfinished learning, select appropriate journeys based on placement data, follow targeted learning pathways, and monitor student progress through reports and end-of-journey assessments. The materials provide recommendations for adapting instruction based on student needs and support implementation as a supplemental intervention pathway through differentiated instructional supports and progress-monitoring tools.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The placement test measures students’ current mathematical understanding and organizes students into instructional groupings based on performance data. The diagnostic assessment and placement report provide individualized analyses of mathematical strands and identify learning gaps to support targeted intervention and differentiated instruction. The Program Guide explains how diagnostic and placement data are used to match students to the most appropriate journey within the Math Journeys learning pathway.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials in Math Journeys provide protocols for unit internalization through the Cluster Overview Guide available in the digital manager. The guide provides educators with an overview of the learning progression, the unit learning trajectory, core mathematical objectives, vocabulary, and the ELPS language goals to support internalization of the concepts covered in the lessons. Additionally, the materials include lesson-level guidance on internalization for each instructional session type. The Program Guide directs educators to prepare for building, consolidating, and additional practice sessions by clarifying objectives, preparing materials, anticipating student thinking and misconceptions, identifying formative assessment opportunities, and using student evidence and Atlas Math performance data to guide instructional next steps.
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.
1 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.
1 out of 2 points
Resources available through the Program Guide may be accessed by instructional leaders to support implementation. The guide identifies the Classroom Manager License as a platform that provides access to lesson plans, instructional videos, training materials, virtual manipulatives, assessment tools, and reporting features. The materials also include student progress reports that provide recommendations for differentiated instruction and allow educators and leaders to review student performance data. However, the materials do not provide guidance for instructional leaders on how to support educator implementation. The materials do not include leader-facing implementation protocols, observation tools, coaching resources, monitoring rubrics, professional learning community facilitation guidance, or professional development specifically designed for instructional leaders.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
The materials include lesson-level guidance that explicitly connects learning objectives and instructional components to the TEKS and ELPS. In the F1 Lesson-Level ELPS Companion, each lesson identifies the primary concept, the TEKS content and process standards, the ELPS focus, language objective, language demand, expected oral and written student output, and suggested use within the corresponding Teacher Guide lesson. For example, F1.15, “Ratios, Rates, and Proportionality,” identifies TEKS 7.4.B, 7.4.C, and 7.4.E and the ELPS for speaking, reading, and writing. The lesson provides a language objective requiring students to describe ratios or rates and use proportionality tables to solve for unknown quantities, along with expected oral and written responses. The companion also connects the lesson to Atlas Math adaptive practice and identifies ELPS 1.C and 3.C for the audio and written prompts provided within each activity. These resources provide explicit TEKS and ELPS alignment within the lesson-level instructional guidance and associated student practice.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 5 points
The materials include a detailed lesson overview with learning objectives and adaptive practice aligned to the TEKS and ELPS. In the F1 Lesson-Level ELPS Companion, F1.16, “Practicing Direct Proportion,” identifies TEKS 7.4.A and 7.7.A, along with related grade 6 and grade 8 TEKS, and identifies the ELPS for speaking, reading, and writing. The language objective requires students to determine whether a situation is directly proportional and explain connections among a table, graph, and expression. The lesson also specifies the language demand and expected oral and written student outputs. The Atlas Math adaptive practice is organized into Core, Explore, and Reinforcement pathways so students can continue at their individual level. The companion identifies ELPS 1.C and 3.C for the spoken and written prompts presented in every adaptive activity.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
The materials in Math Journeys include cluster- and journey-level family letters that provide families with mathematical background information, learning goals, vocabulary, questions to ask students, and suggestions for supporting learning at home. For example, the “F Expressions and Equations” family letter includes a “How Can We Help from Home?” section with specific activities and guidance connected to the concepts taught within the journey. The family letters support communication with caregivers through language toggle options available in both English and Spanish.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
86% (18 out of 21 points)
Evaluation for 2.1a
In the Program Guide, the “Assessment and Progress Monitoring” section includes the definition and intended purpose of the assessments. For example, the materials explicitly define the diagnostic assessment as a tool used at the start of instruction to identify prior knowledge and to determine in which journey to place students. Formative assessments, such as warm-ups, logsheets, and embedded checks for understanding, are intended to inform real-time instructional adjustments. Finally, the materials define summative assessments, such as the end-of-journey tests and cumulative progress reports, as opportunities to evaluate student mastery of targeted skills and determine readiness for advancement within the instructional pathways.
The Program Guide defines the purpose of diagnostic assessments and identifies the placement test as a diagnostic assessment administered at the beginning of instruction to determine students’ current level of mathematical understanding and establish an appropriate entry point within the Math Journeys pathway. The guide explains that assessment results align with the Math Journeys progression and are used to place students in the most appropriate journey based on their learning needs. Examples within the materials also demonstrate how diagnostic results can be used to group students for targeted instruction and inform instructional planning.
Evaluation for 2.1b
The materials in Math Journeys include guidance to ensure consistent and accurate administration of instructional assessments. The Placement Test Implementation Guide provides clear, detailed guidance for educators on administering the diagnostic assessment consistently and accurately. This guidance includes the estimated test length, the educator’s role during administration, and the suggested materials. For example, the “Administration Guidance” section clarifies that “students complete the assessment independently in a self-paced format” and that “paper and pencil are recommended to support student thinking and working memory during the assessment.” This level of detail ensures that all educators administer the diagnostic assessment consistently and accurately across classrooms.
The Program Guide embeds guidance for the consistent and accurate administration and use of instructional assessments within the placement test process. The guide explains that all students complete the placement test at the beginning of the year through their Atlas Math accounts and details how assessment results are mapped to the Math Journeys progression. The guide also describes how results are used to assign students to an appropriate starting journey based on their demonstrated understanding. This guidance promotes consistent administration procedures and supports the consistent interpretation and use of assessment results across classrooms.
Evaluation for 2.1c
Digital and print versions of the end-of-journey assessments and formative assessment logsheets are available within the materials. For example, each end-of-journey assessment includes an End-of-Journey Test: Instructions and Guide that provides a link to download printables, including the assessment, answer key, and instruction guide. In the Program Guide, the “Accommodations in Assessment” section states that the assessment platform provides embedded text-to-speech functionality and content and language supports, including setting the assessment language to English or Spanish and specifying when calculators can be used. Students can access text-to-speech, and educators can toggle the assessment language between English and Spanish. For example, the guide states, “Calculators are not provided within the digital interface; instead, they are provided and managed by educators during test administration.” Although the Program Guide clearly explains the embedded accommodations, the materials do not allow educators to enable or disable text-to-speech, content and language supports, or calculators for individual students.
The materials include some digital assessment accommodations, but they do not provide educator-controlled accommodation settings required by the indicator. The Program Guide identifies embedded text-to-speech and content and language supports within the assessment platform. Educators can designate each student’s language of instruction through the Classroom Manager, and that setting applies across content, practice, and assessments. However, text-to-speech is student-activated through a speaker icon rather than enabled or disabled by the educator for individual students. Additionally, calculators are not provided on the digital assessment platform. Instead, the Program Guide states that educators supply and manage them during test administration. Therefore, the materials do not allow educators to enable or disable text-to-speech, content and language supports, or calculators for individual students as required by the rubric.
Evaluation for 2.1d
In the placement test report sample, the diagnostic assessment identifies student performance across multiple mathematical strands and processes and connects results to specific instructional pathways within the Math Journeys progression. The report organizes student outcomes by strand and process, demonstrating alignment between the diagnostic tasks and TEKS-based mathematical content. Additionally, the Placement Test Implementation Guide identifies multiple item types within the diagnostic assessment, including multiple-choice, number line, constructed response, and other interactive response formats. The guide also describes questions at multiple levels of complexity, including Depth of Knowledge (DOK) 1, Factual Knowledge; DOK 2, Procedural Knowledge; and DOK 3, Reasoning and Problem Solving. This provides students with opportunities to demonstrate their understanding through tasks that require recall, procedural application, and mathematical reasoning.
The Placement Test Implementation Guide describes diagnostic assessments that incorporate varying levels of complexity and multiple interactive item types. The guide identifies three levels of cognitive demand within the diagnostic assessment, DOK 1, Factual Knowledge; DOK 2, Procedural Knowledge; and DOK 3, Reasoning and Problem Solving. It also identifies multiple item formats, including multiple-choice, constructed response, number line, and other interactive response formats. These diagnostic tasks require students to demonstrate understanding across a range of cognitive demands, from recalling facts and procedures to applying mathematical reasoning and problem-solving strategies.
Evaluation for 2.1e
The TEKS Correlation Guide identifies lessons connected to specific TEKS. For example, F2, “First Steps into Equations,” session 9, “Equations with Scales,” aligns to TEKS 7.11.A and 8.8.C, demonstrating that the formative tasks in the session align with the TEKS. Additionally, the materials include interactive formative assessment item types with varying complexity levels. For example, student logsheets and digital activities include multiple-choice questions, graphing tasks, number-entry tasks, text-entry tasks, and number line activities. Furthermore, the grade 7 materials include differentiated formative assessment tasks designed to address multiple levels of student readiness. As evident in Journey E, “Powers and Integers,” E2, “Integers,” station 2, “Negative Numbers on the Number Line,” the downloadable student logsheets include version X, Y, and Z activities. Specifically, version X provides scaffolded support, version Y includes grade-level tasks, and version Z includes more complex and non-routine problem-solving tasks. Together, these formative assessments provide students with opportunities to engage in TEKS-aligned content through multiple interactive formats and increasing levels of cognitive demand.
The XYZ activities provide a variety of formative assessments with TEKS-aligned tasks that incorporate multiple interactive item types and varying levels of complexity. These activities include number line representation tasks, sequence-completion tasks, card-placement activities, sentence-completion tasks, and multistep constructed-response questions that require students to explain or justify their reasoning. The activities are organized into X, Y, and Z versions that progress from supported practice to grade-level application and more complex, non-routine problem solving. This structure engages students with mathematical concepts through varied task formats and increasing levels of cognitive demand.
Evaluation for 2.2a
The placement test report sample provides educators with detailed scoring information for interpreting student performance data. The instructional assessment report displays each student’s score and identifies the corresponding performance category, including low, medium-low, medium-high, and high achievement levels. In addition to reporting performance outcomes, the sample report provides recommendations for instructional placement based on assessment results. The guidance emphasizes, “Use this report alongside what you see in class—student talk, written work, and tasks over time. Scores summarize performance on this instrument and administration; they can miss strengths that timed or online formats do not capture.” This comprehensive approach supports educators in making informed, individualized instructional decisions aligned with student learning needs.
The end-of-journey test answer key provides scoring information and rationales for both correct and incorrect responses. The answer key identifies the correct answer for each assessment item and includes explanations describing why the correct response is valid. The answer key also explains common incorrect responses and associated misconceptions, helping educators understand potential student errors and identify instructional next steps. These item-by-item rationales support educators in interpreting student performance, analyzing misunderstandings, and providing targeted feedback and intervention.
Evaluation for 2.2b
The instructional materials provide guidance for responding to student performance trends through the placement test report. The “Placement in Journeys” section explains how assessment results can be used to support instructional decision-making and student placement. Specifically, the placement test report assists educators in grouping students for targeted instruction and determining appropriate placement within the Math Journeys program. Based on students’ assessment performance, the report generates suggested starting points for each student within the journey progression, allowing educators to differentiate instruction according to demonstrated levels of understanding and academic readiness.
The placement test report provides guidance for using assessment results to address student performance trends. The report includes aggregated classroom data that identifies trends in student performance across mathematical domains and processes, highlighting areas where groups of students may require additional support. The report also provides recommended instructional groupings and suggested intervention pathways based on assessment results. By connecting performance trends to specific instructional starting points within the Math Journeys progression, the materials support educators in selecting targeted tasks and activities to address identified learning needs and provide differentiated instruction.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth through the placement test report sample and the end-of-journey test dashboard. The materials provide results per student, class distribution, and question detail reports that allow educators to monitor student performance trends, identify areas needing support, and make instructional decisions based on assessment data. The materials also include suggested instructional focus statements and recommended instructional placements connected to student performance results. However, the materials do not include tools for students to independently track their own progress and growth over time.
The materials include tools that help educators track student progress and growth through the Classroom Manager platform. The platform generates real-time reports for individual students and entire classes using data from formative assessment checkpoints, instructional assessments, and the Atlas Math digital practice application. Educators can review student performance trends over customizable date ranges and export reports in Excel or PDF format to support progress monitoring and instructional planning. While students receive immediate feedback within Atlas Math activities through a milestone tracker that indicates correct and incorrect responses, the materials do not include a student-facing dashboard, progress report, goal-setting tool, or longitudinal tracker that allows students to independently monitor their own progress and growth over time.
Evaluation for 2.2d
Prompts, observation opportunities, and discussion questions provide formative assessment guidance to support educators in conducting checks for understanding throughout lessons. Embedded instructional supports also encourage students to explain their thinking, justify responses, and participate in mathematical discussions during instruction. For example, in one lesson, educators observe whether students use groups of 10 or continue counting one by one to monitor understanding of place value concepts and counting strategies. The lesson includes prompts that ask students to identify patterns in the order of numbers and determine which numbers appear first when counting forward. This encourages students to explain their reasoning and justify their responses. Additionally, partner discussions, teacher observations, and student explanations support educators in conducting ongoing formative assessment throughout the lesson.
The materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity. For example, grade 7, Journey E, “Powers and Integers,” E2, “Integers,” station 1, “Introduction to Negative Numbers,” includes opportunities for educators to monitor student understanding during the “Warm-Up,” “Development Activity,” and “Wrap-Up” sections. In the warm-up, educators prompt students to represent a picture with an equation, allowing educators to assess prior understanding and identify misconceptions. Additionally, the lesson includes “Teacher Moves” guidance and targeted questions that support educators in monitoring student thinking throughout the learning process. Furthermore, the materials provide whole-class and partner tasks that allow educators to check for understanding during and after the activity. In the wrap-up, educators use prompts, observation guidance, and suggested look-fors to evaluate whether students met the lesson objective and to determine appropriate next instructional steps. Together, these embedded prompts and instructional supports enable educators to conduct ongoing formative assessment and respond to student understanding throughout the lesson.
Evaluation for 2.2e
The materials provide frequent checks for understanding throughout lessons and activities with embedded formative assessment opportunities and immediate feedback during digital practice. The Program Guide describes Atlas Math as an adaptive digital practice platform that adjusts the sequence of activities based on educator pacing and student performance. Within each journey station, the additional practice component uses Atlas Math to provide interactive activities, fluency practice, feedback, and individualized learning pathways that allow educators to monitor student understanding throughout instruction.
However, the Program Guide explains that Atlas Math adapts the sequence of activities based on educator pacing and student performance rather than adapting the checks for understanding within an activity. Students receive immediate feedback and may progress to different activities based on performance, but the materials do not demonstrate that the complexity of questions, item types, or instructional supports adjust in real time in response to individual student responses. As a result, the materials provide frequent checks for understanding but do not fully demonstrate adaptive checks for understanding throughout each lesson or activity.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The Program Guide defines the purpose of diagnostic assessments and identifies the placement test as a diagnostic assessment administered at the beginning of instruction to determine students’ current level of mathematical understanding and establish an appropriate entry point within the Math Journeys pathway. The guide explains that assessment results align with the Math Journeys progression and are used to place students in the most appropriate journey based on their learning needs. Examples within the materials also demonstrate how diagnostic results can be used to group students for targeted instruction and inform instructional planning.
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Program Guide embeds guidance for the consistent and accurate administration and use of instructional assessments within the placement test process. The guide explains that all students complete the placement test at the beginning of the year through their Atlas Math accounts and details how assessment results are mapped to the Math Journeys progression. The guide also describes how results are used to assign students to an appropriate starting journey based on their demonstrated understanding. This guidance promotes consistent administration procedures and supports the consistent interpretation and use of assessment results across classrooms.
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 2 points
The materials include some digital assessment accommodations, but they do not provide educator-controlled accommodation settings required by the indicator. The Program Guide identifies embedded text-to-speech and content and language supports within the assessment platform. Educators can designate each student’s language of instruction through the Classroom Manager, and that setting applies across content, practice, and assessments. However, text-to-speech is student-activated through a speaker icon rather than enabled or disabled by the educator for individual students. Additionally, calculators are not provided on the digital assessment platform. Instead, the Program Guide states that educators supply and manage them during test administration. Therefore, the materials do not allow educators to enable or disable text-to-speech, content and language supports, or calculators for individual students as required by the rubric.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The Placement Test Implementation Guide describes diagnostic assessments that incorporate varying levels of complexity and multiple interactive item types. The guide identifies three levels of cognitive demand within the diagnostic assessment, DOK 1, Factual Knowledge; DOK 2, Procedural Knowledge; and DOK 3, Reasoning and Problem Solving. It also identifies multiple item formats, including multiple-choice, constructed response, number line, and other interactive response formats. These diagnostic tasks require students to demonstrate understanding across a range of cognitive demands, from recalling facts and procedures to applying mathematical reasoning and problem-solving strategies.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The XYZ activities provide a variety of formative assessments with TEKS-aligned tasks that incorporate multiple interactive item types and varying levels of complexity. These activities include number line representation tasks, sequence-completion tasks, card-placement activities, sentence-completion tasks, and multistep constructed-response questions that require students to explain or justify their reasoning. The activities are organized into X, Y, and Z versions that progress from supported practice to grade-level application and more complex, non-routine problem solving. This structure engages students with mathematical concepts through varied task formats and increasing levels of cognitive demand.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
3 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
3 out of 3 points
The end-of-journey test answer key provides scoring information and rationales for both correct and incorrect responses. The answer key identifies the correct answer for each assessment item and includes explanations describing why the correct response is valid. The answer key also explains common incorrect responses and associated misconceptions, helping educators understand potential student errors and identify instructional next steps. These item-by-item rationales support educators in interpreting student performance, analyzing misunderstandings, and providing targeted feedback and intervention.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The placement test report provides guidance for using assessment results to address student performance trends. The report includes aggregated classroom data that identifies trends in student performance across mathematical domains and processes, highlighting areas where groups of students may require additional support. The report also provides recommended instructional groupings and suggested intervention pathways based on assessment results. By connecting performance trends to specific instructional starting points within the Math Journeys progression, the materials support educators in selecting targeted tasks and activities to address identified learning needs and provide differentiated instruction.
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.
1 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.
1 out of 2 points
The materials include tools that help educators track student progress and growth through the Classroom Manager platform. The platform generates real-time reports for individual students and entire classes using data from formative assessment checkpoints, instructional assessments, and the Atlas Math digital practice application. Educators can review student performance trends over customizable date ranges and export reports in Excel or PDF format to support progress monitoring and instructional planning. While students receive immediate feedback within Atlas Math activities through a milestone tracker that indicates correct and incorrect responses, the materials do not include a student-facing dashboard, progress report, goal-setting tool, or longitudinal tracker that allows students to independently monitor their own progress and growth over time.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
The materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity. For example, grade 7, Journey E, “Powers and Integers,” E2, “Integers,” station 1, “Introduction to Negative Numbers,” includes opportunities for educators to monitor student understanding during the “Warm-Up,” “Development Activity,” and “Wrap-Up” sections. In the warm-up, educators prompt students to represent a picture with an equation, allowing educators to assess prior understanding and identify misconceptions. Additionally, the lesson includes “Teacher Moves” guidance and targeted questions that support educators in monitoring student thinking throughout the learning process. Furthermore, the materials provide whole-class and partner tasks that allow educators to check for understanding during and after the activity. In the wrap-up, educators use prompts, observation guidance, and suggested look-fors to evaluate whether students met the lesson objective and to determine appropriate next instructional steps. Together, these embedded prompts and instructional supports enable educators to conduct ongoing formative assessment and respond to student understanding throughout the lesson.
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.
0 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.
0 out of 1 points
However, the Program Guide explains that Atlas Math adapts the sequence of activities based on educator pacing and student performance rather than adapting the checks for understanding within an activity. Students receive immediate feedback and may progress to different activities based on performance, but the materials do not demonstrate that the complexity of questions, item types, or instructional supports adjust in real time in response to individual student responses. As a result, the materials provide frequent checks for understanding but do not fully demonstrate adaptive checks for understanding throughout each lesson or activity.
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
81% (35 out of 43 points)
Evaluation for 3.1a
The materials include explicit educator guidance for scaffolded lesson support. In lesson plan F2.8, “Revisiting the Cover,” development activity 1 includes an expandable support tip that guides educators in helping students access equation-solving concepts and mathematical relationships. The support is embedded within the lesson activity and allows educators to scaffold student reasoning during instruction.
The materials provide scaffolded activities for students who have not yet reached proficiency with grade-level concepts. In lesson plan F2.9, “Equations with Scales,” the “Resources” section includes XYZ activities for students to complete during the “Consolidate” session. These activities provide visual scaffolds and additional practice opportunities connected to equations and balance models.
Evaluation for 3.1b
The materials provide explicit educator guidance for both pre-teaching and embedded language supports during instruction. In the E2 Journey Language Bank, the “Unfamiliar References” section provides a “Quick Bridge Before the Lesson” section that directs educators to identify and clarify lesson-specific unfamiliar references before students encounter them in the text. The lesson-by-lesson table identifies the reference and provides a corresponding bridge educators can use to establish the necessary context.
The pre-teaching supports work alongside embedded vocabulary routines, sentence frames, discourse supports, and writing opportunities that reinforce academic mathematical language as students engage with lesson content, providing support for both academic vocabulary and unfamiliar references before and during instruction.
Evaluation for 3.1c
The materials provide explicit educator guidance for assigning and facilitating extension opportunities for students who demonstrate proficiency in grade-level content. The Enrichment and Extension Guide identifies three observable signals educators can use to determine readiness for extension and provides task-specific guidance for extension logsheets and extension tips, including the purpose of the task, what educators should listen for during student work, and evidence that demonstrates mastery. When students demonstrate proficiency across three consecutive sessions, the guide directs educators to administer the end-of-journey test early and allows students scoring above 75 percent to advance to the next journey. However, these procedures identify and extend students based on mastery of the current grade-level journey. The materials do not provide explicit educator guidance for enrichment or extension activities specifically designed for students who have already demonstrated proficiency in above grade-level content and skills.
The Enrichment and Extension Guide provides explicit educator guidance for implementing extension activities when students demonstrate proficiency in grade-level content, including observable indicators of readiness, guidance for facilitating extension tasks, and evidence educators can use to determine mastery. The guide also provides a pathway for students who consistently demonstrate proficiency to complete an end-of-journey test early and advance to the next journey based on their performance. However, advancing a student to the next journey does not constitute explicit educator guidance for enrichment and extension activities designed for students who have already demonstrated proficiency in above grade-level content and skills. Therefore, the materials meet the criteria for grade-level proficiency, but they do not meet the criteria for above grade-level proficiency.
Evaluation for 3.1d
The materials include accessibility features and support tools. However, verified platform use indicates that educators cannot enable or disable content and language supports for individual students. The Program Guide states that students activate text-to-speech independently through a speaker icon rather than through educator-controlled settings.
The materials do not provide an integrated digital calculator accommodation that educators can enable or disable for individual students. The materials do not demonstrate educator-controlled accommodations for text-to-speech, content and language supports, or calculators.
Evaluation for 3.1e
The materials include educator guidance on offering options for students to demonstrate understanding through multiple representations. In lesson F2.5, “Combined Operations with Integers Using the Cover,” students use models, written work, discussion, and related logsheets to demonstrate understanding of integer operations and connect representations to symbolic work.
The materials provide guidance for educators to help students demonstrate understanding through guided discussion, collaborative work, and visual representations. In lesson F2.10, “Equations Practice (I),” students engage in partner discussions and use visual models to reason about equations, allowing them to express their mathematical thinking orally, visually, and symbolically.
Evaluation for 3.2a
The materials include explicit prompts and guidance for educators to activate prior knowledge and connect it to new learning. In lesson F2.12, “Equations in Context (I),” the warm-up prompts students to recall prior understanding of equations and mathematical relationships before engaging in contextualized equation-solving tasks. Educator-facing guidance supports educators in connecting prior knowledge to new concepts and highlighting relationships between mathematical situations and symbolic representations.
The materials include explicit guidance for educators to anchor instruction in key mathematical ideas through multiple representations. In lesson F2.8, “Revisiting the Cover,” students analyze equations using visual models, verbal explanations, and symbolic representations. Educator-facing prompts guide students in identifying patterns and relationships among representations while connecting conceptual understanding to equation-solving strategies.
Evaluation for 3.2b
The materials include educator guidance for effective lesson delivery using multiple instructional approaches. Lesson F2.8, “Revisiting the Cover,” incorporates whole-group discussion, guided questioning, collaborative learning, and independent application. Educator-facing prompts support educators in facilitating mathematical discourse and monitoring student understanding throughout the lesson.
The materials provide guidance for transitioning among instructional approaches during lesson implementation. In lesson F2.9, “Equations with Scales,” students participate in hands-on exploration using balance models, collaborative discussion, guided practice, and independent problem-solving. The lesson structure provides guidance for educators on facilitating each phase of instruction.
Evaluation for 3.2c
The materials provide multitiered intervention methods through multiple instructional structures and practice opportunities. In lesson F2.9, “Equations with Scales,” students engage in educator-led instruction, guided practice, collaborative learning, and independent application. The lesson includes scaffolded supports and differentiated practice opportunities that allow educators to address varying student needs.
The materials include educator guidance to support the implementation of multitiered intervention methods. The Program Guide describes the “build, consolidate, and additional practice” structure. The “Build” sessions support educator-guided instruction and discussion. The “Consolidate” sessions provide independent practice and differentiated resources. The “Additional Practice” sessions use Atlas Math to provide adaptive learning opportunities and individualized pathways based on student performance.
Evaluation for 3.2d
The materials include enrichment and extension methods that support student engagement through mathematical reasoning and problem solving. In lesson F2.17, “Equations with Rational Coefficients,” extension opportunities encourage students to explore multiple solution methods, justify reasoning, and engage in mathematical discussion beyond the core lesson expectations.
The materials provide additional enrichment opportunities through differentiated practice resources and adaptive learning tools. The Program Guide describes additional practice through Atlas Math, which provides individualized activities and increasingly complex tasks based on student performance, supporting continued engagement and challenge.
Evaluation for 3.2e
The materials include enrichment and extension methods that support student engagement through mathematical reasoning and problem solving. In lesson F2.17, “Equations with Rational Coefficients,” extension opportunities encourage students to explore multiple solution methods, justify reasoning, and engage in mathematical discussion beyond the core lesson expectations.
The materials include additional enrichment opportunities through differentiated practice resources and adaptive learning tools. The Program Guide describes additional practice through Atlas Math, which provides individualized activities and increasingly complex tasks based on student performance, supporting continued engagement and challenge.
Evaluation for 3.3a
The materials provide differentiated linguistic accommodations designed to support students’ progression toward increasingly more academic mathematical language. The bilingual tip organizes educator guidance by the five current ELPS proficiency levels—pre-production, beginning, intermediate, high intermediate, and advanced—and provides a distinct accommodation at each level. The progression of supports gives educators guidance for adjusting linguistic demands according to students’ proficiency while maintaining engagement with grade-level mathematical content. These supports address the full range of language proficiency levels identified in the ELPS and provide educators with guidance for incorporating appropriate linguistic accommodations during instruction.
In session 8, “Ordering Decimals,” the materials provide educator guidance for incorporating linguistic accommodations across all five ELPS proficiency levels as students compare and order decimal numbers. The bilingual tip differentiates supports for pre-production, beginning, intermediate, high intermediate, and advanced students, providing educators with proficiency-appropriate accommodations for engaging students with lesson-specific academic language. The differentiated guidance supports students as they use terms such as greater than, less than, place value, digit, decimal point, compare, and order to communicate mathematical reasoning. By adjusting the linguistic support according to students’ proficiency levels while maintaining engagement with the same grade-level decimal concepts, the materials support students in progressing toward increasingly more academic mathematical language.
Evaluation for 3.3b
The materials include adaptive digital resources and accessibility supports. However, the evidence does not demonstrate embedded linguistic accommodations aligned to all language proficiency levels as defined by the ELPS. The Program Guide describes adaptive practice features and student-facing supports, but the materials do not identify accommodations for specific proficiency levels or provide embedded language supports differentiated by proficiency levels.
The materials provide educator-facing supports for emergent bilingual (EB) students, including vocabulary development, visual models, sentence frames, and discussion supports within grade 7, Journey F2 lessons. However, these supports rely on educator facilitation and are not embedded within the adaptive materials as student-facing linguistic accommodations organized by ELPS proficiency levels.
Evaluation for 3.3c
The Texas Bilingual/ESL Implementation Guide provides guidance for implementing the program in bilingual/ESL settings. The guide explains how educators can maintain the mathematical integrity of tasks while making language accessible, preview essential language, and use lesson representations to support language development.
The materials include additional implementation guidance through the F2 Lesson-Level ELPS Companion. These resources provide lesson-specific language objectives, language demands, expected oral and written student outputs, ELPS alignments, and suggested educator supports. The companion supports educators in planning language supports that allow EB students to access grade-level mathematical content.
Evaluation for 3.3d
The materials include embedded guidance to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral discourse. In lesson F2.12, “Equations in Context (I),” the “Key Vocabulary” section identifies academic vocabulary related to equations and mathematical relationships. The lesson includes cognates, sentence frames, structured discussion opportunities, and educator guidance that support oral language development and mathematical communication.
The materials include embedded guidance to support EB students through written discourse. The F2 Lesson-Level ELPS Companion directs students to explain mathematical reasoning, justify solutions, and connect mathematical vocabulary to contextual situations through written responses. The lesson resources support students in connecting English mathematical terminology with Spanish cognates while developing written explanations of mathematical thinking.
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
The materials provide scaffolded activities for students who have not yet reached proficiency with grade-level concepts. In lesson plan F2.9, “Equations with Scales,” the “Resources” section includes XYZ activities for students to complete during the “Consolidate” session. These activities provide visual scaffolds and additional practice opportunities connected to equations and balance models.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
The pre-teaching supports work alongside embedded vocabulary routines, sentence frames, discourse supports, and writing opportunities that reinforce academic mathematical language as students engage with lesson content, providing support for both academic vocabulary and unfamiliar references before and during instruction.
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.
1 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.
1 out of 2 points
The Enrichment and Extension Guide provides explicit educator guidance for implementing extension activities when students demonstrate proficiency in grade-level content, including observable indicators of readiness, guidance for facilitating extension tasks, and evidence educators can use to determine mastery. The guide also provides a pathway for students who consistently demonstrate proficiency to complete an end-of-journey test early and advance to the next journey based on their performance. However, advancing a student to the next journey does not constitute explicit educator guidance for enrichment and extension activities designed for students who have already demonstrated proficiency in above grade-level content and skills. Therefore, the materials meet the criteria for grade-level proficiency, but they do not meet the criteria for above grade-level proficiency.
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
The materials do not provide an integrated digital calculator accommodation that educators can enable or disable for individual students. The materials do not demonstrate educator-controlled accommodations for text-to-speech, content and language supports, or calculators.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials provide guidance for educators to help students demonstrate understanding through guided discussion, collaborative work, and visual representations. In lesson F2.10, “Equations Practice (I),” students engage in partner discussions and use visual models to reason about equations, allowing them to express their mathematical thinking orally, visually, and symbolically.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
The materials include explicit guidance for educators to anchor instruction in key mathematical ideas through multiple representations. In lesson F2.8, “Revisiting the Cover,” students analyze equations using visual models, verbal explanations, and symbolic representations. Educator-facing prompts guide students in identifying patterns and relationships among representations while connecting conceptual understanding to equation-solving strategies.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The materials provide guidance for transitioning among instructional approaches during lesson implementation. In lesson F2.9, “Equations with Scales,” students participate in hands-on exploration using balance models, collaborative discussion, guided practice, and independent problem-solving. The lesson structure provides guidance for educators on facilitating each phase of instruction.
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
The materials include educator guidance to support the implementation of multitiered intervention methods. The Program Guide describes the “build, consolidate, and additional practice” structure. The “Build” sessions support educator-guided instruction and discussion. The “Consolidate” sessions provide independent practice and differentiated resources. The “Additional Practice” sessions use Atlas Math to provide adaptive learning opportunities and individualized pathways based on student performance.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials provide additional enrichment opportunities through differentiated practice resources and adaptive learning tools. The Program Guide describes additional practice through Atlas Math, which provides individualized activities and increasingly complex tasks based on student performance, supporting continued engagement and challenge.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The materials include additional enrichment opportunities through differentiated practice resources and adaptive learning tools. The Program Guide describes additional practice through Atlas Math, which provides individualized activities and increasingly complex tasks based on student performance, supporting continued engagement and challenge.
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
In session 8, “Ordering Decimals,” the materials provide educator guidance for incorporating linguistic accommodations across all five ELPS proficiency levels as students compare and order decimal numbers. The bilingual tip differentiates supports for pre-production, beginning, intermediate, high intermediate, and advanced students, providing educators with proficiency-appropriate accommodations for engaging students with lesson-specific academic language. The differentiated guidance supports students as they use terms such as greater than, less than, place value, digit, decimal point, compare, and order to communicate mathematical reasoning. By adjusting the linguistic support according to students’ proficiency levels while maintaining engagement with the same grade-level decimal concepts, the materials support students in progressing toward increasingly more academic mathematical language.
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.
0 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.
0 out of 4 points
The materials provide educator-facing supports for emergent bilingual (EB) students, including vocabulary development, visual models, sentence frames, and discussion supports within grade 7, Journey F2 lessons. However, these supports rely on educator facilitation and are not embedded within the adaptive materials as student-facing linguistic accommodations organized by ELPS proficiency levels.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials include additional implementation guidance through the F2 Lesson-Level ELPS Companion. These resources provide lesson-specific language objectives, language demands, expected oral and written student outputs, ELPS alignments, and suggested educator supports. The companion supports educators in planning language supports that allow EB students to access grade-level mathematical content.
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials include embedded guidance to support EB students through written discourse. The F2 Lesson-Level ELPS Companion directs students to explain mathematical reasoning, justify solutions, and connect mathematical vocabulary to contextual situations through written responses. The lesson resources support students in connecting English mathematical terminology with Spanish cognates while developing written explanations of mathematical thinking.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
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
88% (14 out of 16 points)
Evaluation for 4.1a
Students engage in practice opportunities that require conceptual understanding, procedural fluency, and application of mathematical reasoning. In F2, “First Steps into Equations,” session 9, “Equations with Scales,” students use balance-scale models to represent equations, solve for unknown values, verify solutions, and compare relationships among equations. The progression from visual models to symbolic representations requires students to connect multiple representations while explaining similarities and differences among equations, demonstrating the depth of understanding expected by the TEKS.
The grade 7 equations pathway embeds formative assessment opportunities through logsheets and XYZ activities that require students to represent, solve, and analyze equations. Students complete balance-scale tasks, document solution processes, justify reasoning, and compare equation structures. These assessment tasks require students to explain relationships among equations and verify solutions, providing evidence of conceptual understanding and mathematical reasoning aligned to the TEKS.
Evaluation for 4.1b
The F2, “First Steps into Equations,” pathway increases in rigor as students move from introductory algebraic language and equality concepts to solving and applying increasingly complex equations. Students begin with incomplete combined operations, the equal sign, and unknown values before progressing to equations with scales, equations in context, and equations with rational coefficients. Through this sequence, students connect representations, solution strategies, and contextual applications, leading to grade-level proficiency in the mathematics TEKS but not above grade-level proficiency.
Students deepen grade-level equation work in F2, “First Steps into Equations,” session 9, “Equations with Scales.” Students use balance-scale models to write equations, solve for unknown values, record solution steps, complete structures to determine x, and compare equations by explaining similarities and differences. The XYZ activities increase complexity with equations such as 3x = 2x + 3, 5x = 2x + 9, and 6x + 5 = x + 25. These tasks strengthen grade-level equation proficiency through multiple representations and increasingly complex solution processes, but they do not progress to above grade-level mathematics TEKS.
Evaluation for 4.2a
The F2, “First Steps into Equations,” pathway establishes a coherent progression as students move from foundational algebraic concepts to solving and applying equations. Learning begins with algebraic language, incomplete operations, and concepts of equality before progressing to unknown values, balance-scale models, equation solving, contextual applications, and equations with rational coefficients. This sequence connects expressions, operations, equality, and equation solving within a single grade-level pathway.
The balance-scale activities in F2, session 9, “Equations with Scales,” develop connections among equality, equation structure, and solution reasoning. Students use visual models to represent equations, determine unknown values, compare equation structures, and explain how equations are alike and different. These tasks connect concrete representations to symbolic equations while reinforcing relationships among equality, operations, and solution strategies within the grade 7 pathway.
Evaluation for 4.2b
The materials demonstrate vertical coherence across concepts and grade bands by connecting patterns, big ideas, and relationships across grades 3–12. Within cluster E, “Powers and Integers,” the updated learning progression explicitly identifies prerequisite learning from grades 3–5 and connects those understandings to the development of powers and integers in the current grade. The progression also identifies how these concepts and related strategies extend into future learning in Algebra I, Geometry, and Algebra II. These explicit connections demonstrate how mathematical ideas and relationships develop across grade levels and courses.
Planning resources demonstrate vertical coherence by explicitly connecting prior, current, and future mathematical learning. The cluster F learning progression identifies foundational work from grades 3–5, connects it to learning within the current grade band, and extends the progression into Algebra I, Geometry, and Algebra II. The progression highlights mathematical relationships and identifies the area model as a strategy carried across the grade span, demonstrating how a common representation connects increasingly complex mathematical ideas from earlier grades through high school coursework.
Evaluation for 4.2c
The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to mathematical concepts and procedures in the current and future grade levels. The Connections and Misconceptions Teacher Companion identifies the prior knowledge students bring to each session, the new concepts or procedures developed, and where the learning returns in subsequent grades and courses. For example, work with integer addition and subtraction in E2.6–E2.8 connects students’ current learning to grade 7 rational-number fluency and Algebra I, explicitly showing how current concepts and procedures support future mathematical learning.
The materials explicitly connect current mathematical procedures to future grade-level concepts and procedures. The cluster D Connections and Misconceptions Teacher Companion identifies prior knowledge, new learning, and future applications at the session level. For example, work with percent of a quantity in D3.11 and D3.12 connects to rate and proportional reasoning in grades 6 and 7. In addition, fraction multiplication procedures developed in D5.8, D5.9, D5.15, and D5.16 are connected to future work with rational expressions in Algebra I. These explicit connections demonstrate how students’ conceptual and procedural knowledge develops across lessons, grade levels, and future courses.
Evaluation for 4.3a
Opportunities to retrieve previously learned concepts are embedded within F2, “First Steps into Equations,” session 13, “Equations in Context (II).” Students revisit the cover-up strategy and inverse operation reasoning developed in earlier lessons as they determine missing values in equation contexts. The lesson also returns to equality concepts through the use of snap cubes and integer counters, reinforcing balance model representations introduced in prior instruction. These experiences require students to apply earlier equation-solving strategies after additional learning has occurred.
The TEKS Correlation Guide supports retrieval of prior learning by identifying where standards and mathematical process skills recur throughout the grade 7 learning pathways. Algebraic reasoning, equation-solving concepts, and mathematical process standards are revisited across multiple journeys and lessons rather than being addressed in a single instructional setting. This structure provides opportunities for students to reconnect with previously learned content as new concepts are introduced.
Evaluation for 4.3b
Interleaved practice is evident in F2, “First Steps into Equations,” session 16, “Equations Practice (II).” Students apply algebraic manipulation strategies, including expanding brackets, grouping like terms, using inverse operations, and solving equations while reasoning about the number of possible solutions. The lesson requires students to draw on multiple previously learned skills and select appropriate strategies based on the problem context. Rather than focusing on a single procedure, students integrate connected concepts and procedures throughout the lesson.
The cluster overview for F, “Expressions and Equations,” explains how students transition from arithmetic reasoning to algebraic thinking by applying previously learned skills to new mathematical situations. Lessons connect integer operations, powers, geometric patterns, proportional reasoning, and arithmetic concepts to the study of expressions, equations, inequalities, and functions. Students repeatedly apply prior knowledge across multiple representations and contexts, supporting interleaved practice throughout the learning pathway.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The grade 7 equations pathway embeds formative assessment opportunities through logsheets and XYZ activities that require students to represent, solve, and analyze equations. Students complete balance-scale tasks, document solution processes, justify reasoning, and compare equation structures. These assessment tasks require students to explain relationships among equations and verify solutions, providing evidence of conceptual understanding and mathematical reasoning aligned to the TEKS.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 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.
2 out of 4 points
Students deepen grade-level equation work in F2, “First Steps into Equations,” session 9, “Equations with Scales.” Students use balance-scale models to write equations, solve for unknown values, record solution steps, complete structures to determine x, and compare equations by explaining similarities and differences. The XYZ activities increase complexity with equations such as 3x = 2x + 3, 5x = 2x + 9, and 6x + 5 = x + 25. These tasks strengthen grade-level equation proficiency through multiple representations and increasingly complex solution processes, but they do not progress to above grade-level mathematics TEKS.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
The balance-scale activities in F2, session 9, “Equations with Scales,” develop connections among equality, equation structure, and solution reasoning. Students use visual models to represent equations, determine unknown values, compare equation structures, and explain how equations are alike and different. These tasks connect concrete representations to symbolic equations while reinforcing relationships among equality, operations, and solution strategies within the grade 7 pathway.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Planning resources demonstrate vertical coherence by explicitly connecting prior, current, and future mathematical learning. The cluster F learning progression identifies foundational work from grades 3–5, connects it to learning within the current grade band, and extends the progression into Algebra I, Geometry, and Algebra II. The progression highlights mathematical relationships and identifies the area model as a strategy carried across the grade span, demonstrating how a common representation connects increasingly complex mathematical ideas from earlier grades through high school coursework.
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
The materials explicitly connect current mathematical procedures to future grade-level concepts and procedures. The cluster D Connections and Misconceptions Teacher Companion identifies prior knowledge, new learning, and future applications at the session level. For example, work with percent of a quantity in D3.11 and D3.12 connects to rate and proportional reasoning in grades 6 and 7. In addition, fraction multiplication procedures developed in D5.8, D5.9, D5.15, and D5.16 are connected to future work with rational expressions in Algebra I. These explicit connections demonstrate how students’ conceptual and procedural knowledge develops across lessons, grade levels, and future courses.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The TEKS Correlation Guide supports retrieval of prior learning by identifying where standards and mathematical process skills recur throughout the grade 7 learning pathways. Algebraic reasoning, equation-solving concepts, and mathematical process standards are revisited across multiple journeys and lessons rather than being addressed in a single instructional setting. This structure provides opportunities for students to reconnect with previously learned content as new concepts are introduced.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The cluster overview for F, “Expressions and Equations,” explains how students transition from arithmetic reasoning to algebraic thinking by applying previously learned skills to new mathematical situations. Lessons connect integer operations, powers, geometric patterns, proportional reasoning, and arithmetic concepts to the study of expressions, equations, inequalities, and functions. Students repeatedly apply prior knowledge across multiple representations and contexts, supporting interleaved practice throughout the learning pathway.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
92% (35 out of 38 points)
Evaluation for 5.1a
Journey F2, station 12, “Equations and Inequations,” engages students in interpreting balance-scale models and inequality representations by determining which values satisfy each mathematical situation. Students analyze how changing an inequality from < to ≤ changes the solution set and compare the corresponding number line representations. Students then evaluate an incorrect solution involving division by a negative number by identifying the transformation that produced the error.
Journey F1, station 14, “Revisiting Proportionality,” students interpret tables representing relationships such as fish bowls and fish mass to determine whether the quantities are proportional. Students analyze multiplicative relationships across each representation and evaluate whether a constant of proportionality exists by explaining why some tables represent proportional relationships while others do not.
Evaluation for 5.1b
In Journey F2, station 9, “Equations with Scales,” students use snap cubes and integer counters on a balance scale to model equations with variables on both sides. As students remove equal quantities from each side of the scale, they record the changes symbolically, connecting the concrete model to the equation-solving process. The lesson builds on earlier experiences with equality while extending students’ understanding of algebraic structure.
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students create a concrete representation of an unknown value by physically covering a number within a combined operation. Students then draw flowcharts showing each inverse operation needed to determine the missing value, producing pictorial representations that document the solution process before recording the symbolic steps.
Evaluation for 5.1c
In Journey F2, station 13, “Equations in Context (I),” students transfer equation-solving strategies developed with cover-up models and balance scales to everyday situations involving shopping and geometry. Students identify unknown quantities, represent the situations with equations, solve for the missing values, and explain how the same equation-solving process applies across multiple contexts.
In Journey F1, station 15, “Ratios, Rates, and Proportionality,” students apply proportional reasoning to compare toy speeds, food costs, and mixture ratios before extending the same reasoning to a distance conversion problem. Each task requires students to recognize proportional relationships and apply unit-rate reasoning in contexts that differ from those used during instruction.
Evaluation for 5.2a
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students repeatedly determine unknown values by applying inverse operations while maintaining the correct order of operations. The sequence of practice moves from familiar combined operations to equations with missing values, strengthening procedural fluency needed for equation solving.
In Journey F2, station 8, “Equations and Inequations with Cover-Up,” students solve a series of equations and inequalities by repeatedly applying cover-up reasoning and inverse operations. Students identify unknown values, complete symbolic solution steps, and apply the same procedures across multiple equation structures, reinforcing automaticity with grade-level algebraic procedures.
Evaluation for 5.2b
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students solve equations and inequalities by repeatedly applying cover-up reasoning and inverse operations. Students practice the same procedures across multiple equation structures, strengthening procedural accuracy while applying familiar strategies to increasingly complex algebraic situations.
In Journey F2, station 9, “Equations with Scales,” students solve equations by maintaining equality on both sides of a balance model and recording each symbolic transformation. Students are encouraged to reduce unnecessary solution steps by applying equivalent transformations. However, the materials provide limited opportunities for students to compare multiple strategies and routinely determine the most efficient procedure throughout the learning pathway.
Evaluation for 5.2c
In Journey F2, station 18, “Equations in Context II,” students analyze frieze patterns by completing tables, developing algebraic expressions, and comparing visual, numerical, and symbolic representations. Students verify whether their expressions correctly model the pattern and determine whether the representations efficiently describe the total area for any stage of the pattern.
In Journey F1, station 15, “Ratios, Rates, and Proportionality,” students compare several strategies for determining toy speeds, including finding a common time, finding a common distance, and calculating the unit rate. Students evaluate the efficiency of each approach, justify the strategy selected for new situations, and verify the accuracy of proportional reasoning across multiple contexts.
Evaluation for 5.2d
In Journey F1, station 15, “Ratios, Rates, and Proportionality,” the Teacher Guide introduces multiple strategies for comparing proportional relationships, including common time, common distance, and unit rate. As students discuss each method, guidance directs the conversation toward unit rate as a more efficient representation and encourages students to select strategies that best match the quantities presented in the problem.
In Journey F2, station 8, “Equations and Inequations with Cover-Up,” students are guided to solve equations by using cover-up reasoning before applying inverse operations symbolically. Educator prompts help students recognize how the cover-up strategy reduces unnecessary steps while maintaining accurate algebraic reasoning, supporting increasingly efficient solution methods.
Evaluation for 5.3a
Within the scope and sequence, the grade 7 TEKS are mapped to the corresponding journeys and stations across the instructional materials. The document provides instructional alignment and pacing information. However, it does not explicitly describe how conceptual understanding is developed to support the procedural emphasis identified within the TEKS.
The TEKS Correlation Guide aligns TEKS 7.11A with multiple instructional topics involving one-variable equations and inequalities. While the guide identifies lessons addressing the standard, it does not explicitly describe the conceptual emphasis, procedural emphasis, or how those emphases are intentionally connected within the instructional design.
Evaluation for 5.3b
In Journey F2, station 9, “Equations with Scales,” students represent equations with snap cubes and integer counters placed on a balance scale to model equality concretely. Students sketch each stage of the balance model before recording equivalent symbolic equations, including expressions such as 3x + 9 = 5x – 3. The progression supports movement from concrete models to pictorial and abstract representations.
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students use a physical cover-up to represent an unknown quantity within a numerical expression. Students then organize the inverse operations in a flowchart before expressing the solution process with symbolic algebraic notation. The sequence provides opportunities to move from concrete experiences to pictorial representations and abstract reasoning.
Evaluation for 5.3c
In Journey F2, station 9, “Equations with Scales,” students create balance-scale models using snap cubes and integer counters before sketching each transformation and recording the corresponding symbolic equation. Educator guidance connects each physical action on the balance to an algebraic operation and prompts students to explain why performing the same operation on both sides preserves equality.
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students organize inverse operations in a flowchart representing the sequence applied to an unknown value before expressing the same reasoning symbolically. The Teacher Guide supports students in connecting each inverse operation to its algebraic equivalent and explaining why the sequence maintains the meaning of the original equation.
Evaluation for 5.4a
In Journey F2, “First Steps into Equations,” station 2, “Incomplete Combined Operations with Cover-Up,” a flowchart helps students associate dividend, divisor, and inverse operation with specific positions in a combined operation. During activity 1 students cover the unknown with a blot and determine which inverse operation undoes each step. Addition squares and multiplication triangles serve as labeled visual references as students describe their reasoning with operation vocabulary.
In lesson F2.12, “Equations in Context (I),” students interpret number line models alongside symbolic inequality statements. By examining endpoints and intervals, students distinguish open and closed solution sets and relate those visual features to inequality symbols and solution language. The representation supports precise explanations and justifications of inequality solutions.
Evaluation for 5.4b
In Journey F1, “Proportional Reasoning,” station 15, “Ratios, Rates, and Proportionality,” the Teacher Guide introduces rate through the context of toy speed and defines it as distance traveled per unit time. Educators first invite students to describe the relationship in everyday language, then formalize expressions with terms such as rate, per, and speed and notation such as cm/s. Extension tasks broaden this vocabulary work by prompting students to explain proportional relationships in new contexts and interpret comparative rates such as price per kilogram and grams per milliliter.
In lesson F2.2, “Incomplete Combined Operations with Cover-Up,” the “Emergent Bilingual Students” section directs educators to use Mathematical Language Routine (MLR) 8, “Discussion Supports,” as students compare expressions with terms such as dividend, divisor, and operand. Comparison frames structure peer exchanges and help students articulate differences among expressions. As the lesson advances to flowchart translations and independent practice, educators prompt students to replace informal references such as blot or hidden number with the variable x and record cover-up steps using increasingly precise algebraic language.
Evaluation for 5.4c
In Journey F2, “First Steps into Equations,” station 9, “Equations with Scales,” the Teacher Guide directs educators to revoice each scale move with transformation language such as balanced and eliminate while recording the corresponding symbolic step. The guidance states, “for each move students suggest, write the corresponding algebraic description,” connecting students’ contributions to terms such as inverse property and equivalent expressions. Students then reuse this language as they explain how each action preserves equality.
In Journey F2, “First Steps into Equations,” station 12, “Equations and Inequations,” activity 1 includes prompts such as, “Can you explain why the inequality sign must change?” to elicit precise mathematical explanations. During number line discussions, educators draw out terms such as solution interval, open, closed, and inequality sign and guide students to restate -2>x as x<-2. The wrap-up then asks students to apply this language while explaining solutions in context.
Evaluation for 5.4d
In Journey F1, “Algebraic Language,” station 15, “Ratios, Rates, and Proportionality,” the warm-up guides a whole-class comparison of three strategies for determining which toy is faster. The Teacher Guide directs educators to delay the unit-rate strategy until students hear and evaluate alternative approaches from classmates. During partner tasks, students discuss which store offers cheaper peaches and which milkshake is more chocolatey. Students must “justify their answers,” and “follow arguments based on alternative strategies,” refining terms such as rate, per, speed, and proportionality through peer exchanges.
In lesson F2.12, “Equations in Context (I),” students compare equivalent inequalities side-by-side and discuss why the solution interval remains unchanged. The share and discuss prompts guide educators to ask when and why the inequality sign reverses, requiring students to listen to peer explanations and refine their own reasoning. As the conversation develops, students apply terms such as solution interval, open, closed, endpoint, and inequality sign to explain number line and symbolic representations.
Evaluation for 5.4e
In Journey F2, “First Steps into Equations,” station 9, “Equations with Scales,” activity 1 provides exemplar symbolic records alongside the balance-scale model, including transformation language such as “remove 2x from both sides.” The guide anticipates varied solution paths and prompts educators to observe whether students solve an equation with the fewest possible transformations. When students struggle to maintain equality or record a transformation symbolically, educators return them to the concrete scale model before reconnecting each move to its algebraic representation.
In Journey F1, “Proportional Reasoning,” station 15, “Ratios, Rates, and Proportionality,” the “As a Teacher, What Can I Observe?” section provides exemplar work that includes correct unit-rate calculations and multiple valid comparison strategies. The section anticipates difficulty interpreting a rate such as 1.5 cm per second and directs educators to complete one row of the table with students as a starting point. A support option offers an additional scaffold when students cannot yet access the full task, helping educators redirect inaccurate or incomplete proportional reasoning.
Evaluation for 5.5a
In Journey F2, “First Steps into Equations,” station 13, “Equations in Context (I),” students apply the TEKS process standards 1.A and 1.B while solving contextual problems. In activity 1 students identify unknown quantities, translate a clothing purchase situation into 2x + 3x + 45 = 220, solve the equation, and interpret the result as actual prices. The four-step process—identify the unknown, translate, solve, and answer—integrates a problem-solving model directly into equation solving, while the wrap-up transfers the process to a geometric triangle context.
In Journey F2, “First Steps into Equations,” station 9, “Equations with Scales,” students solve equations through physical balance-scale models and corresponding symbolic transformations. The TEKS process standard 1.D operates within the task as students connect each concrete move to an algebraic line, including removing equal quantities from both sides. During the wrap-up students simplify expressions and identify the properties that justify their steps, extending the work to mathematical justification aligned with process standard 1.G.
Evaluation for 5.5b
The F2 Journey Instructional Guide describes the role of the TEKS mathematical process standards across the equations pathway by aligning each session with the primary TEKS, mathematical process standards, and the instructional purpose. The progression moves from inverse-operation reasoning and concrete models toward balance-scale transformations, symbolic equation solving, inequalities, and contextual applications. Throughout this sequence, students revisit modeling, strategy comparison, mathematical communication, representation, and justification, showing how the process standards connect increasingly complex equation work across the journey.
The scope and sequence presents sessions in chronological order with the TEKS mathematical process standards associated with each lesson. Repeated attention to analyzing problems, communicating through representations, connecting mathematical relationships, and justifying reasoning shows how these practices continue as students advance through the grade-level pathway. This pathway-level description links recurring process standards across sessions rather than presenting them as isolated lesson tags.
Evaluation for 5.5c
In Journey F2, “First Steps into Equations,” station 9, “Equations with Scales,” the lesson overview identifies TEKS 7.11.A, 7.11.B, and 8.8.C with mathematical process standard 1D. The guidance connects the standard to the session objective as students represent equations with unknowns on both sides through balance-scale models and symbolic notation. Educators can see before instruction how communication through multiple representations supports the lesson’s progression from physical transformations to algebraic steps.
In Journey F2, “First Steps into Equations,” station 13, “Equations in Context (I),” the session overview lists TEKS 7.11.A, 7.11.B, and 7.11.C together with mathematical process standard 1A and 1B. The overview then connects those standards to a four-step modeling cycle: identify the unknown, translate the situation into an equation, solve, and answer in context. This overview clarifies how real-world application and the problem-solving model shape the lesson tasks before students begin the contextual equation work.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Journey F1, station 14, “Revisiting Proportionality,” students interpret tables representing relationships such as fish bowls and fish mass to determine whether the quantities are proportional. Students analyze multiplicative relationships across each representation and evaluate whether a constant of proportionality exists by explaining why some tables represent proportional relationships while others do not.
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
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 representations of mathematical situations.
2 out of 2 points
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students create a concrete representation of an unknown value by physically covering a number within a combined operation. Students then draw flowcharts showing each inverse operation needed to determine the missing value, producing pictorial representations that document the solution process before recording the symbolic steps.
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
In Journey F1, station 15, “Ratios, Rates, and Proportionality,” students apply proportional reasoning to compare toy speeds, food costs, and mixture ratios before extending the same reasoning to a distance conversion problem. Each task requires students to recognize proportional relationships and apply unit-rate reasoning in contexts that differ from those used during instruction.
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
In Journey F2, station 8, “Equations and Inequations with Cover-Up,” students solve a series of equations and inequalities by repeatedly applying cover-up reasoning and inverse operations. Students identify unknown values, complete symbolic solution steps, and apply the same procedures across multiple equation structures, reinforcing automaticity with grade-level algebraic procedures.
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.
2 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.
2 out of 3 points
In Journey F2, station 9, “Equations with Scales,” students solve equations by maintaining equality on both sides of a balance model and recording each symbolic transformation. Students are encouraged to reduce unnecessary solution steps by applying equivalent transformations. However, the materials provide limited opportunities for students to compare multiple strategies and routinely determine the most efficient procedure throughout the learning pathway.
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
In Journey F1, station 15, “Ratios, Rates, and Proportionality,” students compare several strategies for determining toy speeds, including finding a common time, finding a common distance, and calculating the unit rate. Students evaluate the efficiency of each approach, justify the strategy selected for new situations, and verify the accuracy of proportional reasoning across multiple contexts.
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
In Journey F2, station 8, “Equations and Inequations with Cover-Up,” students are guided to solve equations by using cover-up reasoning before applying inverse operations symbolically. Educator prompts help students recognize how the cover-up strategy reduces unnecessary steps while maintaining accurate algebraic reasoning, supporting increasingly efficient solution methods.
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.
0 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.
0 out of 2 points
The TEKS Correlation Guide aligns TEKS 7.11A with multiple instructional topics involving one-variable equations and inequalities. While the guide identifies lessons addressing the standard, it does not explicitly describe the conceptual emphasis, procedural emphasis, or how those emphases are intentionally connected within the instructional design.
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
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students use a physical cover-up to represent an unknown quantity within a numerical expression. Students then organize the inverse operations in a flowchart before expressing the solution process with symbolic algebraic notation. The sequence provides opportunities to move from concrete experiences to pictorial representations and abstract reasoning.
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
In Journey F2, station 2, “Incomplete Combined Operations with Cover-Up,” students organize inverse operations in a flowchart representing the sequence applied to an unknown value before expressing the same reasoning symbolically. The Teacher Guide supports students in connecting each inverse operation to its algebraic equivalent and explaining why the sequence maintains the meaning of the original equation.
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
In lesson F2.12, “Equations in Context (I),” students interpret number line models alongside symbolic inequality statements. By examining endpoints and intervals, students distinguish open and closed solution sets and relate those visual features to inequality symbols and solution language. The representation supports precise explanations and justifications of inequality solutions.
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
In lesson F2.2, “Incomplete Combined Operations with Cover-Up,” the “Emergent Bilingual Students” section directs educators to use Mathematical Language Routine (MLR) 8, “Discussion Supports,” as students compare expressions with terms such as dividend, divisor, and operand. Comparison frames structure peer exchanges and help students articulate differences among expressions. As the lesson advances to flowchart translations and independent practice, educators prompt students to replace informal references such as blot or hidden number with the variable x and record cover-up steps using increasingly precise algebraic language.
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
In Journey F2, “First Steps into Equations,” station 12, “Equations and Inequations,” activity 1 includes prompts such as, “Can you explain why the inequality sign must change?” to elicit precise mathematical explanations. During number line discussions, educators draw out terms such as solution interval, open, closed, and inequality sign and guide students to restate -2>x as x<-2. The wrap-up then asks students to apply this language while explaining solutions in context.
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
In lesson F2.12, “Equations in Context (I),” students compare equivalent inequalities side-by-side and discuss why the solution interval remains unchanged. The share and discuss prompts guide educators to ask when and why the inequality sign reverses, requiring students to listen to peer explanations and refine their own reasoning. As the conversation develops, students apply terms such as solution interval, open, closed, endpoint, and inequality sign to explain number line and symbolic representations.
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
In Journey F1, “Proportional Reasoning,” station 15, “Ratios, Rates, and Proportionality,” the “As a Teacher, What Can I Observe?” section provides exemplar work that includes correct unit-rate calculations and multiple valid comparison strategies. The section anticipates difficulty interpreting a rate such as 1.5 cm per second and directs educators to complete one row of the table with students as a starting point. A support option offers an additional scaffold when students cannot yet access the full task, helping educators redirect inaccurate or incomplete proportional reasoning.
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
In Journey F2, “First Steps into Equations,” station 9, “Equations with Scales,” students solve equations through physical balance-scale models and corresponding symbolic transformations. The TEKS process standard 1.D operates within the task as students connect each concrete move to an algebraic line, including removing equal quantities from both sides. During the wrap-up students simplify expressions and identify the properties that justify their steps, extending the work to mathematical justification aligned with process standard 1.G.
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
The scope and sequence presents sessions in chronological order with the TEKS mathematical process standards associated with each lesson. Repeated attention to analyzing problems, communicating through representations, connecting mathematical relationships, and justifying reasoning shows how these practices continue as students advance through the grade-level pathway. This pathway-level description links recurring process standards across sessions rather than presenting them as isolated lesson tags.
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
In Journey F2, “First Steps into Equations,” station 13, “Equations in Context (I),” the session overview lists TEKS 7.11.A, 7.11.B, and 7.11.C together with mathematical process standard 1A and 1B. The overview then connects those standards to a four-step modeling cycle: identify the unknown, translate the situation into an equation, solve, and answer in context. This overview clarifies how real-world application and the problem-solving model shape the lesson tasks before students begin the contextual equation work.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
90% (19 out of 21 points)
Evaluation for 6.1a
Math Journeys, grade 7 provides opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics in Journey F2, “First Steps into Equations,” station 13, “Equations in Context (I).” Activity 1 requires students to identify unknown quantities, translate a clothing purchase situation into an equation, solve the equation, and verify that the solution satisfies the original context. The Teacher Guide asks students to attempt the problem before introducing formal algebraic methods, encouraging productive struggle while helping students connect the mathematical model to the real-world situation.
Math Journeys, grade 7, continues to promote mathematical reasoning in Journey F2, “First Steps into Equations,” station 9, “Equations with Scales.” Students first attempt to solve a castle-box equation using the cover-up strategy, only to discover that a different approach is needed. The Teacher Guide directs educators to “give students a chance to have a go” before introducing the balance-scale model. Students then connect the physical movements of the balance to symbolic transformations of equations, helping them understand why performing the same operation on both sides preserves equality.
Evaluation for 6.1b
Math Journeys grade 7 supports multiple solution strategies in Journey F2, “First Steps into Equations,” station 9, “Equations with Scales.” Students solve the equation 6x = 3x + 9 by applying valid transformations in different orders, while the Teacher Guide notes that “the order of the transformations is not unique.” Students explain each sequence of transformations, compare alternative approaches during class discussion, and justify why every sequence preserves equality and leads to the same solution.
Math Journeys grade 7 provides another opportunity for students to compare solution strategies in Journey F2, “Incomplete Combined Operations with Cover-Up.” Students use both the flowchart and cover-up strategies to determine hidden values in combined operations. Throughout whole-class discussions, partner work, and independent practice, students compare when each method is appropriate and explain how inverse operations support each strategy. Students justify why different approaches lead to correct solutions, how different methods produce the same result, and which approach best fits the situation.
Evaluation for 6.1c
Math Journeys grade 7 requires students to engage in mathematical sense-making in Journey F1, “Revisiting Proportionality.” Students work collaboratively to compare peach prices, milkshake ratios, and proportional relationships while completing tables and recording their reasoning with proportionality notation. The Wrap-Up Notebook requires students to write complete solution processes for comparison tasks. In addition, the “As a Teacher, What Can I Observe?” section prompts educators to monitor whether students justify their reasoning and respond to alternative strategies during classroom discussions.
Math Journeys grade 7 continues this expectation in Journey F1, “Revisiting Proportionality.” Students solve proportional reasoning tasks with partners, document scaling strategies using tables and symbolic representations, and collaborate to create predictions through MLR5, “Co-Craft Questions.” Whole-class discussions require students to evaluate peer reasoning, explain proportional relationships, and communicate mathematical conclusions using multiple representations.
Evaluation for 6.2a
Math Journeys grade 7 supports educators in guiding students to share and reflect on their problem-solving approaches in Journey F2, “First Steps into Equations,” station 13, “Equations in Context (I).” Students solve contextual problems using trial-and-improvement, deduction, or algebraic methods before sharing their strategies during the share and discuss routine. Educator prompts encourage students to distinguish between solving the equation and solving the situation, justify whether the solution satisfies the original context, and reflect on the effectiveness of different approaches.
Math Journeys grade 7 also develops mathematical reflection in Journey F1, “Ratios, Rates, and Proportionality.” Educators use structured discussion routines and MLR2, “Collect and Display,” to help students compare unit-rate strategies, defend proportional reasoning, and analyze peer solutions. Students choose among proportionality tables, fractional notation, verbal reasoning, and graphical representations, providing multiple points of entry while reflecting on the strengths of different solution methods.
Evaluation for 6.2b
Math Journeys grade 7 includes prompts and guidance that support explanatory feedback based on student responses in Journey F1, “Ratios, Rates, and Proportionality.” “Teacher Moves,” share and discuss, MLR 2, “Collect and Display,” and “As a Teacher, What Can I Observe?” help educators respond to students’ proportional reasoning, compare solution strategies, and highlight efficient methods. However, the lesson does not provide prompts or guidance for anticipated misconceptions, such as confusing proportional relationships with additive relationships or misinterpreting compound units.
Math Journeys grade 7 also supports explanatory feedback in Journey F2, “Incomplete Combined Operations with Cover-Up.” Observation prompts guide educators as students explain flowcharts, cover-up strategies, and inverse operations, allowing educators to respond directly to student work. The lesson does not include educator guidance that anticipates misconceptions or recommends feedback for predictable errors, such as applying inverse operations incorrectly or ignoring the order of operations after removing brackets.
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
Math Journeys, grade 7, continues to promote mathematical reasoning in Journey F2, “First Steps into Equations,” station 9, “Equations with Scales.” Students first attempt to solve a castle-box equation using the cover-up strategy, only to discover that a different approach is needed. The Teacher Guide directs educators to “give students a chance to have a go” before introducing the balance-scale model. Students then connect the physical movements of the balance to symbolic transformations of equations, helping them understand why performing the same operation on both sides preserves equality.
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
Math Journeys grade 7 provides another opportunity for students to compare solution strategies in Journey F2, “Incomplete Combined Operations with Cover-Up.” Students use both the flowchart and cover-up strategies to determine hidden values in combined operations. Throughout whole-class discussions, partner work, and independent practice, students compare when each method is appropriate and explain how inverse operations support each strategy. Students justify why different approaches lead to correct solutions, how different methods produce the same result, and which approach best fits the situation.
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
Math Journeys grade 7 continues this expectation in Journey F1, “Revisiting Proportionality.” Students solve proportional reasoning tasks with partners, document scaling strategies using tables and symbolic representations, and collaborate to create predictions through MLR5, “Co-Craft Questions.” Whole-class discussions require students to evaluate peer reasoning, explain proportional relationships, and communicate mathematical conclusions using multiple representations.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
Math Journeys grade 7 also develops mathematical reflection in Journey F1, “Ratios, Rates, and Proportionality.” Educators use structured discussion routines and MLR2, “Collect and Display,” to help students compare unit-rate strategies, defend proportional reasoning, and analyze peer solutions. Students choose among proportionality tables, fractional notation, verbal reasoning, and graphical representations, providing multiple points of entry while reflecting on the strengths of different solution methods.
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.
2 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.
2 out of 4 points
Math Journeys grade 7 also supports explanatory feedback in Journey F2, “Incomplete Combined Operations with Cover-Up.” Observation prompts guide educators as students explain flowcharts, cover-up strategies, and inverse operations, allowing educators to respond directly to student work. The lesson does not include educator guidance that anticipates misconceptions or recommends feedback for predictable errors, such as applying inverse operations incorrectly or ignoring the order of operations after removing brackets.