Program Information
- ISBN
- 9791370378042
- 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 8
Supplemental Math (English) Grade 8
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 8 | 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 range 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
The materials in the Math Journeys Program Guide, “Lesson Internalization and Planning” section, include protocols and guidance for both unit and lesson internalization. The “Preparing for a Journey” section supports unit internalization by guiding 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 that are 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.
Cluster- and journey-level family letters 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 also 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
Cluster- and journey-level family letters 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 also 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. Additionally, examples within the materials 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 for 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 in a consistent and accurate manner 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 materials further describe 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
The placement test report sample demonstrates that the diagnostic assessments include TEKS-aligned tasks and questions, identify student performance across multiple mathematical strands and processes, and connect 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. These levels provide students with opportunities to demonstrate 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 the 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 8 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. It 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 Classroom Manager platform includes tools that help educators track student progress and growth. 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 across customizable date ranges and export reports in Excel or PDF format to support progress monitoring and instructional planning. Although 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 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, encouraging them to explain their reasoning and justify their responses. Additionally, partner discussions, educator 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 8, 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 the 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 through 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, while the materials provide frequent checks for understanding, they 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. Additionally, examples within the materials 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 materials further describe 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. It 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 Classroom Manager platform includes tools that help educators track student progress and growth. 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 across customizable date ranges and export reports in Excel or PDF format to support progress monitoring and instructional planning. Although 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 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 8, 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 the 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, while the materials provide frequent checks for understanding, they 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 support within lessons for students who have not yet reached proficiency in prerequisite or grade-level concepts. In lesson plan F1.18, “Gradient and Y-Intercept,” the “Wrap-Up” section includes an expandable support tip that guides educators in helping students access concepts related to gradient and y-intercept. The support is embedded within instruction and assists students as they consolidate their understanding of linear relationships.
The materials provide scaffolded activities for students who require additional support with grade-level algebraic concepts. In lesson plan F1.19, “Points of Intersection,” the “Resources” section includes XYZ activities with varying levels of scaffolding and complexity. These activities provide differentiated support while strengthening conceptual understanding of linear relationships.
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 that educators can use to establish the necessary context.
These 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 do not meet the criteria for above grade-level proficiency.
Evaluation for 3.1d
The materials include digital support features. However, verified platform use indicates that educators cannot enable or disable content and language supports for individual students. The Program Guide describes text-to-speech as a feature that students independently activate via a speaker icon, rather than as an educator-controlled accommodation.
The materials do not provide an integrated digital calculator accommodation that educators can enable or disable for individual students. Calculators are managed outside the platform, and the evidence does not verify that educator-controlled accommodation settings are in place for individual students.
Evaluation for 3.1e
The materials include educator guidance on offering students options to demonstrate understanding through performing, expressing, and representing mathematical concepts. In lesson F1.17, “Welcome Back, Linear Functions,” students participate in discussion, movement-based activities, and graphical and algebraic representations to demonstrate understanding of linear relationships.
The materials provide additional support for students to demonstrate understanding through interpretation, calculation, representation, and mathematical communication. In lesson F1.19, “Points of Intersection,” students estimate, calculate, represent, and explain relationships using graphs, tables, and symbolic representations.
Evaluation for 3.2a
The materials include explicit prompts and guidance to help educators activate prior knowledge and connect it to new learning. In lesson F1.17, “Welcome Back, Linear Functions,” students revisit prior experiences with tables, graphs, and coordinate pairs before extending their understanding to linear relationships. Educator-facing prompts guide educators in helping students connect prior learning to new concepts and identify patterns across representations.
The materials include explicit guidance for educators to anchor instruction in key mathematical ideas through multiple representations. In lesson F1.18, “Gradient and Y-Intercept,” students analyze linear relationships using graphs, tables, verbal descriptions, and symbolic equations. Educator-facing guidance supports students in identifying patterns and relationships among representations while connecting slope and y-intercept to graphical and algebraic models.
Evaluation for 3.2b
The materials include educator guidance for effective lesson delivery using multiple instructional approaches. Lesson F1.17, “Welcome Back, Linear Functions,” 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 instruction.
The materials provide guidance for transitioning among instructional approaches during lesson implementation. In lesson F1.18, “Gradient and Y-Intercept,” students engage in guided exploration of graphs, collaborative discussion, educator-facilitated questioning, and independent problem-solving. The lesson structure provides guidance for educators to facilitate each phase of instruction while supporting student engagement.
Evaluation for 3.2c
The materials include multitiered intervention methods through multiple instructional structures and practice opportunities. In lesson F1.18, “Gradient and Y-Intercept,” students participate in educator-led instruction, guided practice, collaborative learning, and independent application. Embedded supports and differentiated practice opportunities allow educators to address varying student needs throughout the lesson.
The materials include guidance for educators to support the effective implementation of multitiered intervention methods. The Program Guide describes the “build, consolidate, and additional practice” structure. The “Build” sessions support educator-guided instruction and mathematical discussion. The “Consolidate” sessions provide independent practice and differentiated resources. The “Additional Practice” sessions use Atlas Math to provide adaptive learning pathways and individualized practice 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 F1.19, “Points of Intersection,” extension opportunities encourage students to analyze multiple solution strategies, interpret graphical relationships, and justify mathematical reasoning. These activities provide opportunities for deeper engagement with the lesson concepts.
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. These opportunities allow students to engage with content beyond the core lesson expectations while continuing to develop conceptual understanding.
Evaluation for 3.2e
The materials include educator-facing prompts to help educators monitor student understanding and provide timely feedback. In lesson F1.18, “Gradient and Y-Intercept,” educators are prompted to ask questions that require students to explain patterns, justify reasoning, and connect graphical representations to algebraic relationships. These prompts provide opportunities for immediate feedback during instruction.
The materials include guidance on observing student thinking and addressing misconceptions throughout the lesson. In lesson F1.19, “Points of Intersection,” educator-facing questions and observation opportunities help educators monitor how students interpret graphs, identify points of intersection, and explain relationships among representations. The guidance allows educators to provide feedback as students engage in discussion, modeling, and independent practice.
Evaluation for 3.3a
The materials provide differentiated linguistic accommodations designed to support students’ progression toward increasingly academic mathematical language. The revised 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 level.
The materials provide educator-facing supports for emergent bilingual (EB) students, including vocabulary development, visual models, sentence frames, and discussion supports within grade 8, Journey F1 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 F1 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 assists 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 F1.18, “Gradient and Y-Intercept,” the “Key Vocabulary” section identifies academic vocabulary related to linear relationships, slope, and y-intercept. 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 F1 Lesson-Level ELPS Companion directs students to explain mathematical reasoning, justify conclusions, and connect mathematical vocabulary to graphical and algebraic representations 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 require additional support with grade-level algebraic concepts. In lesson plan F1.19, “Points of Intersection,” the “Resources” section includes XYZ activities with varying levels of scaffolding and complexity. These activities provide differentiated support while strengthening conceptual understanding of linear relationships.
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
These 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 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. Calculators are managed outside the platform, and the evidence does not verify that educator-controlled accommodation settings are in place for individual students.
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 additional support for students to demonstrate understanding through interpretation, calculation, representation, and mathematical communication. In lesson F1.19, “Points of Intersection,” students estimate, calculate, represent, and explain relationships using graphs, tables, and symbolic representations.
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 F1.18, “Gradient and Y-Intercept,” students analyze linear relationships using graphs, tables, verbal descriptions, and symbolic equations. Educator-facing guidance supports students in identifying patterns and relationships among representations while connecting slope and y-intercept to graphical and algebraic models.
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 F1.18, “Gradient and Y-Intercept,” students engage in guided exploration of graphs, collaborative discussion, educator-facilitated questioning, and independent problem-solving. The lesson structure provides guidance for educators to facilitate each phase of instruction while supporting student engagement.
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 guidance for educators to support the effective implementation of multitiered intervention methods. The Program Guide describes the “build, consolidate, and additional practice” structure. The “Build” sessions support educator-guided instruction and mathematical discussion. The “Consolidate” sessions provide independent practice and differentiated resources. The “Additional Practice” sessions use Atlas Math to provide adaptive learning pathways and individualized practice 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 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. These opportunities allow students to engage with content beyond the core lesson expectations while continuing to develop conceptual understanding.
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 guidance on observing student thinking and addressing misconceptions throughout the lesson. In lesson F1.19, “Points of Intersection,” educator-facing questions and observation opportunities help educators monitor how students interpret graphs, identify points of intersection, and explain relationships among representations. The guidance allows educators to provide feedback as students engage in discussion, modeling, and independent practice.
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 8, Journey F1 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 F1 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 assists 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 F1 Lesson-Level ELPS Companion directs students to explain mathematical reasoning, justify conclusions, and connect mathematical vocabulary to graphical and algebraic representations 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
Connections among tables, graphs, equations, and function representations are emphasized throughout F1, “Algebraic Language,” session 18, “Gradient and Y-Intercept.” Students evaluate functions, complete tables, graph linear relationships, identify gradients and y-intercepts, and write algebraic representations in the form f(x) = ax + b. The lesson requires students to analyze relationships across multiple representations and interpret the characteristics of functions, supporting the depth of understanding expected by the grade 8 TEKS.
Assessment tasks within the gradient and y-intercept XYZ activities require students to coordinate multiple representations of linear functions while demonstrating mathematical reasoning. Students complete tables, graph functions, identify gradients and y-intercepts, determine whether gradients are positive, negative, or zero, and classify functions using multiple attributes. These activities provide opportunities for students to analyze, interpret, and justify relationships among function representations as part of the formative assessment process.
Evaluation for 4.1b
Students progress through increasingly complex work with proportional relationships and linear functions. The F1 pathway begins by revisiting proportional relationships and direct proportion, then advances to linear functions, gradient, y-intercept, and points of intersection. As students move through the pathway, they connect tables, graphs, algebraic representations, slope or gradient, and y-intercept. This progression increases in rigor and complexity and leads to grade-level proficiency in the grade 8 mathematics TEKS, but not above grade-level proficiency.
The gradient and y-intercept XYZ activities further increase rigor through tasks that require students to connect multiple representations and analyze function properties. Students evaluate functions, complete tables, graph linear relationships, identify y-intercepts and gradients, classify gradients as positive, negative, or zero, write functions in the form f(x) = ax + b, determine whether functions pass through specified points, and classify functions using a Venn diagram. These tasks deepen grade-level function proficiency, but the enrichment and extension work does not lead students to above grade-level mathematics TEKS.
Evaluation for 4.2a
Grade 8 concepts are connected through the F1, “Algebraic Language,” pathway as students revisit proportional relationships and extend their understanding to linear functions and function analysis. The sequence moves from direct proportion and proportional reasoning to function notation, gradient, y-intercept, and points of intersection. Throughout the pathway, students make connections among tables, graphs, equations, and function representations, reinforcing key ideas related to linear relationships.
Relationships among multiple representations of linear functions are emphasized in the gradient and y-intercept activities. Students evaluate functions, complete tables, graph linear relationships, identify gradients and y-intercepts, determine function characteristics, and write algebraic representations in the form f(x) = ax + b. These experiences connect graphical, numerical, and algebraic representations while reinforcing the relationships among the properties of functions within the grade 8 linear functions 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 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
Spaced retrieval is incorporated throughout F1, “Algebraic Language,” session 17, “Welcome Back, Linear Functions.” The warm-up revisits dependent relationships and variable concepts from earlier lessons before students begin work with linear functions. Activity 2 returns to direct proportion concepts developed in previous sessions as students graph and analyze an apple bag function. The wrap-up then reconnects students to geometric pattern generalization by requiring them to write a function rule for a visual growth pattern. These experiences intentionally revisit prior learning while developing new understanding of linear functions.
Program planning resources provide additional support for spaced retrieval across grade 8 learning pathways. The TEKS Correlation Guide identifies where standards and process skills appear throughout journeys and sessions, showing how related concepts are revisited over time. Function concepts, representations, proportional relationships, and algebraic reasoning are encountered in multiple instructional settings, creating opportunities for students to retrieve and apply previously learned knowledge.
Evaluation for 4.3b
Interleaved practice is incorporated within F1, “Algebraic Language,” station 17, “Welcome Back, Linear Functions.” Students apply previously learned concepts involving functions, independent and dependent variables, value tables, graphs, and function rules as they develop an understanding of linear functions. Students move among algebraic, numerical, and graphical representations as they integrate multiple concepts and procedures within the same lesson sequence. This approach encourages students to apply prior learning while developing new mathematical understanding.
The cluster overview for F, “Expressions and Equations,” describes how students connect arithmetic reasoning, variable relationships, tables, graphs, and algebraic rules throughout the study of functions and linear relationships. Learning experiences require students to apply previously learned concepts while working with new representations and problem contexts. These ongoing connections support interleaved practice by integrating multiple mathematical ideas across the pathway rather than addressing them separately.
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
Assessment tasks within the gradient and y-intercept XYZ activities require students to coordinate multiple representations of linear functions while demonstrating mathematical reasoning. Students complete tables, graph functions, identify gradients and y-intercepts, determine whether gradients are positive, negative, or zero, and classify functions using multiple attributes. These activities provide opportunities for students to analyze, interpret, and justify relationships among function representations as part of the formative assessment process.
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
The gradient and y-intercept XYZ activities further increase rigor through tasks that require students to connect multiple representations and analyze function properties. Students evaluate functions, complete tables, graph linear relationships, identify y-intercepts and gradients, classify gradients as positive, negative, or zero, write functions in the form f(x) = ax + b, determine whether functions pass through specified points, and classify functions using a Venn diagram. These tasks deepen grade-level function proficiency, but the enrichment and extension work does not lead students 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
Relationships among multiple representations of linear functions are emphasized in the gradient and y-intercept activities. Students evaluate functions, complete tables, graph linear relationships, identify gradients and y-intercepts, determine function characteristics, and write algebraic representations in the form f(x) = ax + b. These experiences connect graphical, numerical, and algebraic representations while reinforcing the relationships among the properties of functions within the grade 8 linear functions 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
Program planning resources provide additional support for spaced retrieval across grade 8 learning pathways. The TEKS Correlation Guide identifies where standards and process skills appear throughout journeys and sessions, showing how related concepts are revisited over time. Function concepts, representations, proportional relationships, and algebraic reasoning are encountered in multiple instructional settings, creating opportunities for students to retrieve and apply previously learned knowledge.
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,” describes how students connect arithmetic reasoning, variable relationships, tables, graphs, and algebraic rules throughout the study of functions and linear relationships. Learning experiences require students to apply previously learned concepts while working with new representations and problem contexts. These ongoing connections support interleaved practice by integrating multiple mathematical ideas across the pathway rather than addressing them separately.
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
In the Journey Instructional Guide, Journey F2, station 14, “Plane Geometry: Triangle Problems,” students interpret geometric diagrams by identifying angle relationships within each construction. Students analyze how vertical, corresponding, and alternate interior angles can be used to determine unknown angle measures and verify their reasoning by writing equations that justify each solution.
The Journey Instructional Guide, Journey F1, station 17, “Welcome Back, Linear Functions,” asks students to interpret tables, graphs, and contextual situations representing linear relationships. Students analyze patterns in the graphical representation to determine the meaning of the y-intercept within the context and evaluate whether the graph accurately represents the situation by connecting its features to the linear model.
Evaluation for 5.1b
In Journey F1, station 17, “Welcome Back, Linear Functions,” students complete value tables and graph the resulting ordered pairs on the coordinate plane to represent a linear relationship. During the wrap-up students examine a geometric pattern and construct additional representations of the sequence, connecting numerical information with graphical representations of the same mathematical situation.
In Journey F2, station 12, “Equations and Inequations,” students represent equations with balance scales using snap cubes and integer counters before drawing the balanced relationships in their logbooks. The lesson extends these representations by having students display solution sets on number lines and by requiring them to represent equations and inequalities in multiple ways within the same mathematical context.
Evaluation for 5.1c
In Journey F1, station 17, “Welcome Back, Linear Functions,” students apply prior understanding of proportional relationships by representing a pricing situation with tables, graphs, and linear equations. Students extend the same reasoning to represent a new function numerically and graphically before applying linear-function concepts to a geometric growth pattern during the wrap-up.
In Journey F2, station 14, “Plane Geometry: Triangle Problems,” students apply angle relationships developed in previous lessons to unfamiliar geometric configurations involving parallel lines and transversals. Students write and solve equations to determine missing angle measures and use multiple geometric strategies to justify solutions across new problem situations.
Evaluation for 5.2a
In Journey F1, station 18, “Gradient and Y-Intercept,” students repeatedly connect graphs with their corresponding slope and y-intercept values across graphical, numerical, and algebraic representations. This repeated identification of linear characteristics strengthens fluency with interpreting linear functions and supports efficient work with grade-level equations.
In Journey F2, station 12, “Equations and Inequations,” students repeatedly solve equations and inequalities while interpreting solution sets on number lines. Practice with equivalent equations, inequality symbols, and interval notation reinforces accurate and fluent application of algebraic procedures required for grade-level mathematical tasks.
Evaluation for 5.2b
In Journey F1, station 18, “Gradient and Y-Intercept,” students determine slope and y-intercept values from graphs, tables, and equations while working across multiple representations of linear relationships. Repeated practice with identifying these characteristics supports accurate application of grade-level procedures in a variety of linear function tasks.
In Journey F2, station 12, “Equations and Inequations,” students solve equations and inequalities with positive and negative coefficients while interpreting solution sets on number lines. Students apply equivalent transformations across related problems and represent solutions symbolically. However, the lesson provides limited opportunities for students to routinely compare alternative procedures or determine which strategy is most efficient across multiple contexts.
Evaluation for 5.2c
In Journey F2, station 12, “Equations and Inequations,” students evaluate proposed solutions to equations and inequalities by testing candidate values and verifying solution intervals on number lines. During the share and discuss segment, students identify errors that occur when an inequality is divided by a negative number without reversing the inequality symbol and explain why the resulting solution is inaccurate.
In Journey F1, station 18, “Gradient and Y-Intercept,” students compare graphs, tables, and equations representing the same linear relationship to determine whether the slope and y-intercept accurately match each representation. Students move among representations to verify solutions and use the parameters to evaluate efficient methods for identifying characteristics of linear functions.
Evaluation for 5.2d
In Journey F2, station 12, “Equations and Inequations,” the Teacher Guide prompts students to examine solution transformations and identify errors that occur when dividing an inequality by a negative number without reversing the inequality symbol. The guidance helps students select accurate algebraic transformations while reinforcing more efficient procedures than relying on trial-and-error verification.
In Journey F1, station 18, “Gradient and Y-Intercept,” the educator guidance directs students to use the slope and y-intercept parameters to interpret linear relationships represented in graphs, tables, and equations. Students learn to identify key characteristics directly from the structure of the representation rather than recalculating each ordered pair, supporting increasingly efficient approaches to analyzing linear functions.
Evaluation for 5.3a
Within the scope and sequence, the grade 8 TEKS are organized by instructional clusters, journeys, and lesson stations to identify where standards are addressed throughout the program. Although the document functions as an instructional planning tool, it does not explicitly explain how conceptual understanding supports the procedural emphasis identified within the TEKS.
The TEKS Correlation Guide aligns TEKS 8.5I with instructional topics focused on modeling linear relationships using verbal, numerical, tabular, graphical, and algebraic representations. The guide identifies where instruction occurs. However, it does not explicitly state how the conceptual and procedural emphases of the TEKS are addressed or connected throughout the learning pathway.
Evaluation for 5.3b
In Journey F2, station 12, “Equations and Inequations,” students model equations with balance scales using snap cubes and integer counters before drawing the balanced relationships in their logbooks. Students extend these representations by graphing solution sets on number lines and recording symbolic equations and inequalities. The lesson connects concrete models, pictorial representations, and abstract algebraic notation as required by the grade-level TEKS.
In Journey F1, station 16, “Practicing Direct Proportion,” students complete proportionality tables, match each relationship to its graph, and represent the same relationship with an algebraic rule. The sequence moves students from numerical and visual representations to graphical and symbolic models, providing opportunities to connect multiple representations of proportional and linear relationships.
Evaluation for 5.3c
In Journey F2, station 12, “Equations and Inequations,” students use snap cubes and integer counters to create balance-scale models before recording scale diagrams, number line representations, and symbolic equations and inequalities. Educator guidance prompts students to explain how each representation communicates the same mathematical relationship and how strict and non-strict inequalities are represented across the different models.
In Journey F1, station 16, “Practicing Direct Proportion,” students complete proportionality tables, match each relationship to a graph, and write algebraic rules describing the same situation. Educator prompts ask students to compare numerical, graphical, verbal, and symbolic representations while explaining how each model represents the proportional relationship.
Evaluation for 5.4a
In Journey F2, “Equations and Inequalities,” station 12, “Equations and Inequations,” students interpret a flowchart that makes the structure of combined operations visible. Students cover the unknown with a blot, determine how inverse operations undo successive steps, and consult addition squares and multiplication triangles as reference tools. These visual strategies support precise descriptions of the operation sequence and corresponding algebraic reasoning.
In lesson F1.16, “Practicing Direct Proportion,” tables, sequences, and algebraic rules provide multiple representations for comparing direct proportionality and nonproportional linear relationships. Students identify structural features across the representations and describe how each pattern or rule characterizes the relationship. This comparison develops academic language for interpreting and communicating linear relationships.
Evaluation for 5.4b
In Journey F1, “Linear Functions,” station 16, “Practicing Direct Variation,” the Teacher Guide directs educators to distinguish multiplicative relationship, additive relationship, direct proportionality, and linear nonproportional relationship during whole-class comparisons of sequences across representations. A similarities/differences table gives educators precise language for guiding the comparison, while the extension asks students to express a sequence algebraically and explain the distinction between y = kx and y = mx + b. This progression moves students from supported comparison to algebraic justification with academic vocabulary.
In lesson F2.7, “Unknown Value in the Cafeteria,” the “Emergent Bilingual Students” section guides educators to use Mathematical Language Routine (MLR) 7, “Compare and Connect,” to structure peer discussion of item combinations with terms such as row, column, unknown, and difference. Conversational supports help students compare solution approaches before later pricing matrix and independent tasks require them to justify chained deductions, explain upper and lower bounds, and negotiate mathematical requirements while exchanging custom tables with classmates. These educator-directed moves extend vocabulary use from supported peer comparison to complex contextual reasoning.
Evaluation for 5.4c
In Journey F1, “Linear Functions,” station 18, “Gradient and Y-Intercept,” activity 2 asks “What information can we get from a graph to find any point of a function?” The Teacher Guide directs educators to replace informal descriptions such as “goes up” with precise terms such as increases and rate of change. As students analyze graphs and explain how parameters affect a line, they apply vocabulary related to gradient, y-intercept, increasing, decreasing, and constant functions during classroom discourse.
In lesson F1.16, “Practicing Direct Proportion,” educator prompts guide students to distinguish multiplicative and additive relationships across tables, sequences, and algebraic forms. Students explain why a relationship represents direct proportionality or a linear nonproportional relationship and justify their conclusions by referencing structural features across representations. This guided discussion requires students to apply academic vocabulary while comparing and defending mathematical interpretations.
Evaluation for 5.4d
In Journey F1, “Algebraic Thinking,” station 17, “Welcome Back, Linear Functions,” activity 2 asks students to generate additional functions and represent them algebraically and graphically before participating in the share and discuss segment. The Teacher Guide directs educators to surface student-generated examples and facilitate comparisons, allowing peers to hear different descriptions of function rules, slope, and y-intercept. During the wrap-up, partners describe geometric growth patterns and refine function language through collaborative explanation.
In lesson F1.13, “Study of Functions,” the “Emergent Bilingual Students” section guides educators to use MLR6, “Three Reads,” alongside paired graph-matching and graph-design tasks. Students hear classmates interpret contextual situations, compare verbal descriptions with graph features, and refine explanations as they debate whether a graph passes through the origin or describe intervals where values increase, decrease, or remain constant. These exchanges require peers to apply terms such as independent variable, dependent variable, rate of change, domain, and range while revising their interpretations together.
Evaluation for 5.4e
In Journey F1, “Algebraic Language,” station 18, “Gradient and Y-Intercept,” activity 2 prepares educators for varied responses as students recover slope and y-intercept from a hidden formula. Exemplar language identifies the y-intercept as “the y-coordinate when x = 0” and the gradient as “how much y varies each time x increases by 1 unit.” The prompt, “On completing the table, do you notice any patterns?” helps educators surface student approaches, while guidance redirects students who rely on approximate graph values by emphasizing that they cannot choose approximate values without verifying them.
In Journey F2, “Equations and Inequalities,” station 18, “Equations in Context (II),” the “Extension” section anticipates different responses to a task that asks when each frieze reaches a specified area and provides exact exemplars: no such step for frieze 1, step 27 for frieze 2, and step 8 for frieze 3. In “As a Teacher, What Can I Observe?” educators check whether students “suggest a strategy, even if not efficient,” which helps them identify incomplete or inefficient reasoning. Complete model solutions in the wrap-up give educators additional reference points for supporting and redirecting student work.
Evaluation for 5.5a
In Journey F1, “Algebraic Language,” station 17, “Welcome Back, Linear Functions,” students model a contextual relationship with a value table, graph, and algebraic rule, f(x) = 2.4x + 0.5. By identifying independent and dependent variables and explaining how each representation communicates the same relationship, students integrate the TEKS process standard 1.D within linear function content. The wrap-up extends the analysis to geometric growth patterns, where students determine which relationship is linear and justify their conclusions across representations.
In lesson F1.10, “Sequences,” students analyze numerical data tables to identify relationships among sequences rather than treating each pattern as an isolated list. The tasks integrate the TEKS process standard 1.F as students establish connections across rows, apply prime factorization and divisibility reasoning to determine whether values such as 1,000 belong to a sequence, and examine how changing an initial index affects an algebraic rule. Partner discussions require students to explain and defend the relationships they identify.
Evaluation for 5.5b
The F1 Journey Instructional Guide describes how the TEKS mathematical process standards connect across the algebraic-language pathway. Session alignments identify the standards associated with each lesson and explain their instructional purpose as students move from patterns and relationships toward tables, graphs, equations, and linear-function analysis. Representation, communication, analysis, and justification recur across the sequence, connecting early relational reasoning to later work with multiple representations of functions.
The scope and sequence organizes grade-level sessions in order and identifies the TEKS mathematical process standards for each entry. Across the pathway, students repeatedly communicate with graphs, tables, equations, and mathematical language; analyze relationships; connect ideas; and justify conclusions. The sequence documents how these practices recur as mathematical content becomes more complex, describing a connected progression of process standards throughout instruction.
Evaluation for 5.5c
In Journey F1, “Algebraic Language,” station 17, “Welcome Back, Linear Functions,” the lesson overview identifies mathematical process standard 1D and connects it to work with multiple representations. The accompanying guidance explains how students represent a contextual relationship through a verbal situation, value table, algebraic rule, and coordinate graph. This overview shows educators how communication across representations supports the linear-function content throughout the session.
In Journey F2, “Equations and Inequalities,” station 14, “Plane Geometry: Triangle Problems,” the mathematical process standard overview highlights process standard 1B and describes how students apply a problem-solving model to determine an unknown angle. Students analyze relationships created by parallel lines, consider auxiliary-line placements, determine a solution, and evaluate whether the result makes sense. The overview links the identified process standard to the geometric reasoning required in the lesson.
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
The Journey Instructional Guide, Journey F1, station 17, “Welcome Back, Linear Functions,” asks students to interpret tables, graphs, and contextual situations representing linear relationships. Students analyze patterns in the graphical representation to determine the meaning of the y-intercept within the context and evaluate whether the graph accurately represents the situation by connecting its features to the linear model.
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 12, “Equations and Inequations,” students represent equations with balance scales using snap cubes and integer counters before drawing the balanced relationships in their logbooks. The lesson extends these representations by having students display solution sets on number lines and by requiring them to represent equations and inequalities in multiple ways within the same mathematical context.
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 F2, station 14, “Plane Geometry: Triangle Problems,” students apply angle relationships developed in previous lessons to unfamiliar geometric configurations involving parallel lines and transversals. Students write and solve equations to determine missing angle measures and use multiple geometric strategies to justify solutions across new problem situations.
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 12, “Equations and Inequations,” students repeatedly solve equations and inequalities while interpreting solution sets on number lines. Practice with equivalent equations, inequality symbols, and interval notation reinforces accurate and fluent application of algebraic procedures required for grade-level mathematical tasks.
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 12, “Equations and Inequations,” students solve equations and inequalities with positive and negative coefficients while interpreting solution sets on number lines. Students apply equivalent transformations across related problems and represent solutions symbolically. However, the lesson provides limited opportunities for students to routinely compare alternative procedures or determine which strategy is most efficient across multiple contexts.
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 18, “Gradient and Y-Intercept,” students compare graphs, tables, and equations representing the same linear relationship to determine whether the slope and y-intercept accurately match each representation. Students move among representations to verify solutions and use the parameters to evaluate efficient methods for identifying characteristics of linear functions.
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 F1, station 18, “Gradient and Y-Intercept,” the educator guidance directs students to use the slope and y-intercept parameters to interpret linear relationships represented in graphs, tables, and equations. Students learn to identify key characteristics directly from the structure of the representation rather than recalculating each ordered pair, supporting increasingly efficient approaches to analyzing linear functions.
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 8.5I with instructional topics focused on modeling linear relationships using verbal, numerical, tabular, graphical, and algebraic representations. The guide identifies where instruction occurs. However, it does not explicitly state how the conceptual and procedural emphases of the TEKS are addressed or connected throughout the learning pathway.
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 F1, station 16, “Practicing Direct Proportion,” students complete proportionality tables, match each relationship to its graph, and represent the same relationship with an algebraic rule. The sequence moves students from numerical and visual representations to graphical and symbolic models, providing opportunities to connect multiple representations of proportional and linear relationships.
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 F1, station 16, “Practicing Direct Proportion,” students complete proportionality tables, match each relationship to a graph, and write algebraic rules describing the same situation. Educator prompts ask students to compare numerical, graphical, verbal, and symbolic representations while explaining how each model represents the proportional relationship.
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 F1.16, “Practicing Direct Proportion,” tables, sequences, and algebraic rules provide multiple representations for comparing direct proportionality and nonproportional linear relationships. Students identify structural features across the representations and describe how each pattern or rule characterizes the relationship. This comparison develops academic language for interpreting and communicating linear relationships.
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 F2.7, “Unknown Value in the Cafeteria,” the “Emergent Bilingual Students” section guides educators to use Mathematical Language Routine (MLR) 7, “Compare and Connect,” to structure peer discussion of item combinations with terms such as row, column, unknown, and difference. Conversational supports help students compare solution approaches before later pricing matrix and independent tasks require them to justify chained deductions, explain upper and lower bounds, and negotiate mathematical requirements while exchanging custom tables with classmates. These educator-directed moves extend vocabulary use from supported peer comparison to complex contextual reasoning.
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 lesson F1.16, “Practicing Direct Proportion,” educator prompts guide students to distinguish multiplicative and additive relationships across tables, sequences, and algebraic forms. Students explain why a relationship represents direct proportionality or a linear nonproportional relationship and justify their conclusions by referencing structural features across representations. This guided discussion requires students to apply academic vocabulary while comparing and defending mathematical interpretations.
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 F1.13, “Study of Functions,” the “Emergent Bilingual Students” section guides educators to use MLR6, “Three Reads,” alongside paired graph-matching and graph-design tasks. Students hear classmates interpret contextual situations, compare verbal descriptions with graph features, and refine explanations as they debate whether a graph passes through the origin or describe intervals where values increase, decrease, or remain constant. These exchanges require peers to apply terms such as independent variable, dependent variable, rate of change, domain, and range while revising their interpretations together.
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 F2, “Equations and Inequalities,” station 18, “Equations in Context (II),” the “Extension” section anticipates different responses to a task that asks when each frieze reaches a specified area and provides exact exemplars: no such step for frieze 1, step 27 for frieze 2, and step 8 for frieze 3. In “As a Teacher, What Can I Observe?” educators check whether students “suggest a strategy, even if not efficient,” which helps them identify incomplete or inefficient reasoning. Complete model solutions in the wrap-up give educators additional reference points for supporting and redirecting student work.
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 lesson F1.10, “Sequences,” students analyze numerical data tables to identify relationships among sequences rather than treating each pattern as an isolated list. The tasks integrate the TEKS process standard 1.F as students establish connections across rows, apply prime factorization and divisibility reasoning to determine whether values such as 1,000 belong to a sequence, and examine how changing an initial index affects an algebraic rule. Partner discussions require students to explain and defend the relationships they identify.
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 organizes grade-level sessions in order and identifies the TEKS mathematical process standards for each entry. Across the pathway, students repeatedly communicate with graphs, tables, equations, and mathematical language; analyze relationships; connect ideas; and justify conclusions. The sequence documents how these practices recur as mathematical content becomes more complex, describing a connected progression of process standards throughout instruction.
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, “Equations and Inequalities,” station 14, “Plane Geometry: Triangle Problems,” the mathematical process standard overview highlights process standard 1B and describes how students apply a problem-solving model to determine an unknown angle. Students analyze relationships created by parallel lines, consider auxiliary-line placements, determine a solution, and evaluate whether the result makes sense. The overview links the identified process standard to the geometric reasoning required in the lesson.
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
In Journey F2, “Equations and Inequalities,” station 14, “Plane Geometry: Triangle Problems,” activity 1 presents angle α without scaffolded solution steps. The activity requires students to construct auxiliary lines and apply angle relationships to determine the unknown measure. The Teacher Guide identifies multiple solution strategies, allowing students to select and justify their own approach before the wrap-up asks them to write and solve equations that represent the geometric relationships.
Math Journeys, grade 8, promotes mathematical reasoning in Journey F1, “Algebraic Language,” station 17, “Welcome Back, Linear Functions.” Activity 2 asks students to identify additional linear functions and represent them algebraically and graphically without prescribing a single strategy. The Teacher Guide anticipates productive struggle by prompting educators to introduce a negative linear coefficient if students do not generate one independently. During the wrap-up students connect a geometric growth pattern to an algebraic rule, strengthening their understanding of linear functions across multiple representations.
Evaluation for 6.1b
Math Journeys grade 8 supports students in understanding, explaining, and justifying multiple solution methods in Journey F2, “Plane Geometry: Triangle Problems.” One activity presents five different strategies for determining angle α, including auxiliary perpendicular lines, auxiliary parallel lines, and quadrilateral angle sums. During the share and discuss segment students explain which strategy worked best, compare approaches, and justify their choice by referring to geometric relationships such as alternate interior angles and straight-angle properties.
Math Journeys grade 8 embeds additional opportunities throughout the curriculum by incorporating “Teacher Moves” and share and discuss routines that encourage students to compare different mathematical models and strategies. Individual think time, partner discussions, and whole-class conversations require students to explain their reasoning, evaluate alternative approaches, and justify why different solution methods produce valid results.
Evaluation for 6.1c
Math Journeys grade 8 requires students to do, write about, and discuss mathematics in Journey F1, “Linear Functions,” station 17. Working in pairs, students construct value tables, graph functions, and record conclusions about characteristics shared by linear functions. The share and discuss routine provides opportunities to compare examples, explain reasoning, and refine mathematical ideas through peer conversations before recording final conclusions.
Math Journeys grade 8 also supports mathematical sense making in Journey F2, “Equations and Inequalities,” station 12. Students analyze equivalent inequalities, verify solutions through substitution, and record solution intervals using multiple representations. During the share and discuss segment students explain why an inequality sign reverses, compare solution methods with classmates, and justify their conclusions through mathematical discussion.
Evaluation for 6.2a
Math Journeys grade 8 supports educators in guiding students to share and reflect on their mathematical thinking in Journey F2, “First Steps into Equations,” station 12, “Equations and Inequalities.” During activity 1 educators ask, “Can you explain why the inequality sign must change?” after students encounter contradictory solutions. The share and discuss routine prompts students to justify the inequality-sign reversal, explain why equivalent inequalities produce the same solution set, and reflect by evaluating whether their written explanations remain valid when the inequality is rewritten.
Math Journeys grade 8 provides another opportunity in Journey F2, “Equations in Context (I).” “Teacher Moves” and share and discuss routines guide students to defend lower price bounds, evaluate trial-and-improvement strategies, and justify algebraic reasoning within geometric contexts. Throughout the lesson, students compare solution methods, verify that solutions satisfy the original constraints, and reflect on different mathematical pathways supported by visual models, symbolic equations, and contextual reasoning.
Evaluation for 6.2b
Math Journeys grade 8 includes prompts and guidance that support explanatory feedback based on student responses in Journey F1, “Revisiting Proportionality.” “As a Teacher, What Can I Observe?” and MLR 5, “Co-Craft Questions,” help educators respond to students’ explanations as they identify proportional relationships and constants of proportionality. However, the lesson does not anticipate misconceptions or provide guidance for addressing common errors, such as using additive rather than multiplicative reasoning when comparing proportional situations.
Math Journeys grade 8 also provides response-based feedback guidance in Journey F2, “Equations and Inequalities,” station 12. Discussion prompts direct educators to question students about substituted values and solution intervals so they can respond to student explanations during instruction. Although these prompts support explanatory feedback based on student responses, the materials do not include anticipated misconceptions or educator guidance for addressing predictable misunderstandings, such as when to reverse the inequality symbol after multiplying or dividing by a negative number.
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 8, promotes mathematical reasoning in Journey F1, “Algebraic Language,” station 17, “Welcome Back, Linear Functions.” Activity 2 asks students to identify additional linear functions and represent them algebraically and graphically without prescribing a single strategy. The Teacher Guide anticipates productive struggle by prompting educators to introduce a negative linear coefficient if students do not generate one independently. During the wrap-up students connect a geometric growth pattern to an algebraic rule, strengthening their understanding of linear functions across multiple representations.
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 8 embeds additional opportunities throughout the curriculum by incorporating “Teacher Moves” and share and discuss routines that encourage students to compare different mathematical models and strategies. Individual think time, partner discussions, and whole-class conversations require students to explain their reasoning, evaluate alternative approaches, and justify why different solution methods produce valid results.
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 8 also supports mathematical sense making in Journey F2, “Equations and Inequalities,” station 12. Students analyze equivalent inequalities, verify solutions through substitution, and record solution intervals using multiple representations. During the share and discuss segment students explain why an inequality sign reverses, compare solution methods with classmates, and justify their conclusions through mathematical discussion.
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 8 provides another opportunity in Journey F2, “Equations in Context (I).” “Teacher Moves” and share and discuss routines guide students to defend lower price bounds, evaluate trial-and-improvement strategies, and justify algebraic reasoning within geometric contexts. Throughout the lesson, students compare solution methods, verify that solutions satisfy the original constraints, and reflect on different mathematical pathways supported by visual models, symbolic equations, and contextual reasoning.
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 8 also provides response-based feedback guidance in Journey F2, “Equations and Inequalities,” station 12. Discussion prompts direct educators to question students about substituted values and solution intervals so they can respond to student explanations during instruction. Although these prompts support explanatory feedback based on student responses, the materials do not include anticipated misconceptions or educator guidance for addressing predictable misunderstandings, such as when to reverse the inequality symbol after multiplying or dividing by a negative number.