Program Information
- ISBN
- 9781663686848
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 468.31 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 174.37 KB)
Measuring Up to the TEKS Mathematics Grade 3 Student/Teacher Package
Supplemental Math (English) Grade 3
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: Perfection Learning Corporation
Copyright: 2027
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 3 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (23 out of 23 points)
Evaluation for 1.1a
The materialsprovide vertical alignment showinghow math concepts build across grade levels. For example, the Lesson 1 Planner lists Texas EssentialKnowledge and Skills (TEKS) 3.2(A)(B) alongside TEKS 2.2(A)(B) from grade 2 and TEKS 4.2(A) from grade 4.The materialsinclude a table of contents. For instance, the grade 3Measuring Upcontents list TEKS by chapter and lesson to illustrate sequencing. In Chapter 2, Fractions, Lesson 3 includes TEKS 3.3(A)(B) and 3.7(A), and Lesson 4 includes TEKS 3.3(E).Chapter Overviews are at the beginning of each chapter. These additions explicitly connect TEKS and ELPS, provide horizontal and vertical alignment rationales, and explain how skills progress across and within grade levels.
Evaluation for 1.1b
The materialsinclude guidance with clear directions for teachers to adapt lessons for diverse learners, including Striving Learners, Emergent Bilingual Learners, and students ready for advanced challenges.The materialsprovide differentiation strategies. For example, in grade 3, Lesson 2, the teacher guidance suggests helping students connect how they read a word to the digit's value in the thousands and hundreds places.The materialsinclude an implementation guide, titledWhat's Inside the Teacher Edition, which offersinstructions for using theStudentEdition, guidance on activating prior knowledge before introducing new concepts, vertical alignment of TEKS to connect past, current, and future grade-level content, and recommendations for whole group, guided practice, and independent practice.Student materials include features outlined inWhat's Inside the Student Edition. The materialsprovidemultiple representations, opportunities for student discourse, critical thinking questions, scaffolded supports, and real-world applications. For example, Lesson 1 uses place value to interpret a whale-watching story.
Evaluation for 1.1c
The materials include two STAAR®-like practice tests that help identify student learning gaps and areas of strength. Assessments can be administered in print or through an online platform that generates reports for individual students, small groups, and the whole class to guide instruction.The materials provide a TEKS correlation guide ("Lesson Correlation") that lists the TEKS and identifies which lessons address each one (e.g., TEKS 4.4H is addressed in Lessons 5, 6, and 7).An online assessment platform is available to help determine which skills students have mastered and which need improvement.Thelive platform includesan initial assessmentthatguides students toward appropriate focus areas.
Evaluation for 1.1d
The materials include processes to support educators in understanding and preparing to teach a concept, including lesson overviews with vocabulary, objectives, mathematical processes, materials, and learning progression (e.g., grade 4, Lesson 23: Draw and Measure Angles).Each lesson begins with a Lesson Planner that outlines TEKS-aligned learning objectives, mathematical processes, key vocabulary ("Words to Know"), materials, and vertical alignment showing how concepts build across grades (e.g., TEKS 3.7DE → 4.8C → 5.7).Chapter Overviews are included in the Teacher Edition. These Chapter Overviews provide clear chapter-level protocols for internalization, outline TEKS and ELPS for the chapter, summarize key concepts, and highlight vertical and horizontal connections, showing how lessons build across the unit.
Evaluation for 1.1e
The materials provide data analysis tools through the online platform to support team meetings and instructional planning when using the two STAAR® practice tests.The materials do provide frameworks or tools for instructional leaders to monitor teacher implementation.
Evaluation for 1.2a
Each lesson includes a LessonPlanner outlining TEKS-aligned learning objectives, Mathematical Processes, "Words to Know" vocabulary, materials lists, and vertical alignment to related grade-level TEKS.Checks for understanding are embedded in lessons, including exit tickets, formative assessments, mathematical discourse prompts, peer discussions, and student self-reflection (e.g., the "How Am I Doing" section).Concrete–Representational–Abstract (CRA) strategies and Universal Design for Learning (UDL) principles are referenced, offering varied learning methods, though time allocations for lesson components are not provided.Chapter Overviews are at the beginning of each chapter which explicitly connect TEKS and ELPS.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
Evaluation for 1.2c
The materials include a beginning-of-year letter for families, available in both English and Spanish,thatintroduces the program and provides general strategies to support student learning (e.g., encouraging regular practice and showing how math is useful in daily life).A tracking chart, available in bothlanguages,can be shared with families to help monitor student progress.Chapter Family Letters in both English and Spanish are at the start of every chapter in the Student Edition.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
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
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
88% (21 out of 24 points)
Evaluation for 2.1a
The Chapter Tests in grade 3 can be used as formative or summative assessments to determine TEKS mastery, check progress, identify reteaching opportunities, and prepare for STAAR-style testing.The materials define diagnostic, formative, and summative assessments and explain their intended purposes. A table listseach assessment type, its purpose, and how it is used in the program.Theimplementationguide includes a list of formative assessments with their purposes and guidance onhow they are used.In grade 3, the formative assessmentPracticeis described as reinforcingskills after instructionthroughscaffolded practice following guided lessons.
Evaluation for 2.1b
The Implementation Guide includes a list of assessment types (formative, summative) with their purposes and usage within the program. For example, in grade 3, the formative assessmentpracticeis intended to reinforce skills after instruction and is used as scaffolded practice following guided lessons.The Chapter Tests in grade 3 are described as formative or summative assessments used to assess TEKS mastery, monitor student progress, identify reteaching opportunities, and prepare students for STAAR-style testing.The materials alsodefinediagnostic, formative, and summative assessments and explain their intended purposes. A table outlines each assessment type,itspurpose, and howit isused in the program.TheTeacher Editionprovides tools such as assessment item analysis to help teachers identify performance patterns and adjust instruction accordingly.
Evaluation for 2.1c
The materials offer both digital and printable versions of assessments, including end-of-chapter assessments andtwofull-length STAAR-style assessments, accessible through the online dashboard.The digital platform includes customizable accessibility tools to support individual student needs, such as line reader, magnifier, font-size adjustment, text-to-speech, and color-contrast settings.Text-to-speech is an accommodation that can be enabled or disabled within the digital assessments. However, the platform does not offer content and language supports or an online calculator tool to accommodate diverse learners.TheTeacher Editionsupports use of both digital and printable formats and emphasizes enabling accessibility tools.
Evaluation for 2.1d
The materials include a Practice Test that can be administered at the beginning of the year as a diagnostic assessment to identify areasofstudent growth. The diagnostic assessments are aligned to the TEKS and include STAAR-style questions across varying levels of complexity.Assessments feature a variety of interactive item types, such as multiple choice, drag and drop, fill in the blank, drop-down menus, multi-select, graphing, number lines, and object selection. Questions assess a range of skills from basic recall to higher-order thinking, such as problemsolving, analysis, and strategic reasoning.For example, in grade 3, the Practice Test includes a drop-down selection (e.g., Question 11) and multiple choice (e.g., Question 12).End-of-chapter assessments are STAAR- and TEKS-aligned, allowing students to demonstrate understanding in multiple ways.
Evaluation for 2.1e
The materials include a variety of TEKS-aligned formative assessments integrated throughout lessons. Assessment types includeactivatedpriorknowledge tasks, guided instruction checks, critical thinking activities, practice questions, exit tickets, differentiation tasks, extensionactivities, and lesson-embedded tasks.Interactive item types include multiple choice, drag and drop, fill in the blank, drop-down menus, graphing, number lines, multi-select, and text entry.Formative assessments are designed with varying levels of complexity, ranging from basic recall to higher-order thinking such as analysis, synthesis, evaluation, and strategic thinking.In grade 3, specific examples includecritical-thinking practice with open-ended questions;practice tasks with multiple choice;assessment items using drop-downmenus, multiple choice, and fill in the blanks; the Lesson 17 end-of-lessonassessment with multi-select, drag and drop, and text entry; and Assessment Questions 1–3 at DOK 2 and Question 4 at DOK 3.
Evaluation for 2.2a
The materials provide guidance for educators on interpreting student data through multiple reports, including: Assignment Completion Status, Assessment Item Analysis, Assessment Score Analysis, Standards Proficiency Reports, Growth Reports, and Class Intervention Group Reports.TheMeasuring Up Liveplatform includes scoring information and rationales for correct and incorrect responses, supporting teachers in analyzing student performance. Tools such as"What Do I Want to Know?" and"Which Live Up Report Will be Helpful?"guide teachers in selecting appropriate reports to inform instruction.The print materials do not include scoring guidance or rationales for student responses. Not all instructional assessments provide rationale for student responses. For example, in grade 4, Lesson 25, the end-of-lesson assessment lacks explanation for correct or incorrect answers.The materials offer brief rationales for common student misconceptions on some practice assessments. For instance, in grade 4, Chapter 1, Problem 1, a common error is identified with a hint to guide student understanding.
Evaluation for 2.2b
The materials provide guidance for using assessment data to identify student trends and inform instruction. Teachers are directed to use the Practice 1 Test and the Prescriptive Answer Guide at the beginning of the year to identify learning gaps and locate corresponding reteach lessons.The digital platform highlights student performance trends, such as TEKS that are consistently missed by individualstudentsor groups.Educators are supported with tools and reports (e.g., Standards Proficiency Reports, "What Do I Want to Know?", and "Which Live Up Report Will be Helpful?") to adjust instruction based on student data.TheMeasuring Up Liveplatform helps spot patterns in student errors and guides instructional adjustments, including reteaching and enrichment.
Evaluation for 2.2c
The online platformMeasuring Up Liveincludes tracking tools and reports for both teachers and students to monitor progress on TEKS and standards.Teachers can access reports that track student masteryandidentify which skills or standards have been mastered, started, or not yet started.These reports update automatically based on assessment and task performance.Students have access to personalized dashboards that allow them to track their own growth and progress on standards.The platform also offers immediate feedback on assessment questionswhenenabled by the teacher, supporting timely learning adjustments. The materials include best practices for implementing digital assessments effectively.
Evaluation for 2.2d
Each lesson includes structured components such as quick reviews, hands-on activities, bridge activities, and transitions to new learning, providing multiple opportunities for checks for understanding, partner talk, and guided discussion.TheTeacher Editionfeatures wraparound support aligned with theStudentEdition, offering embedded guidance for implementation.The materials provide frequent prompts for checking understanding throughout each lesson and activity.Guided Instruction sections include question prompts with expected answers tohelpteachers assess student thinking in real time. Sidebars in theTeacher Editioninclude guiding questions for each problem, supporting the use of mathematical processes and helping teachers scaffold instruction.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 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.
2 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not scored
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 0 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
59% (23 out of 39 points)
Evaluation for 3.1a
The materials provide explicit teacher guidance to support studentswho needscaffolding to reach proficiency in grade-level concepts.Differentiation supports include sentence frames, repetition, simplified academic language, visual models, manipulatives, and graphic organizers.Ingrade 3, Lesson 1, theTeacher Editionprovides a Differentiation activity to scaffold decomposing numbers using color-coded markers on a place value chart or different colored place value disks. Lesson 1's Differentiation section also provides instructions for teachers to guide students using these aids.The Wraparound Student Edition offers specific guidance on supporting English Language Learners (ELLs) and Striving Learners.
Evaluation for 3.1b
Academic vocabulary is reinforced within scaffolded activities and Differentiation supports. Visual models, manipulatives, and graphic organizers are provided to help language learners access academic content.EBL Tips embedded in lessons provide language supports using visuals and structured phrases. For example, ingrade 3, Lessons 2 and 3, the sidebar EBL Tip instructs teachers to use visuals and say:"___ out of ___ parts are shaded. The fraction is ___."The materials also offer sentence frames and structured activities to support language development, promote collaboration, and build academic vocabulary through partner, small-group, or whole-group tasks. The Wraparound Student Edition includes specific guidance for introducing academic vocabulary, such as prompting students to consider thetermsnecessary to understand each lesson.The materials provide explicit teacher guidance for language supports, including pre-teaching academic vocabulary and Spanish cognates, aligned to the ELPS. However, there is some inconsistencyacross lessonsin the explicit pre-teaching of academic vocabulary and unfamiliar references.
Evaluation for 3.1c
The materials include explicit teacher guidance for extension and enrichment activities to support students who have demonstrated proficiency in grade-level content and skills. Extension activities aredesignedto deepen and extend learning through Critical Thinking prompts, application tasks, generalization, or creative problem solving.For example, ingrade 3, Lesson 1, teachers are guided to have students use place value disks to build and decompose numbers as an extension task.Criticalthinking promptsalsoextend learningbyasking students to explain aloud how to round 6,748 to the nearest thousand, describing their steps and reasoning.Extension prompts encourage students to make real-world connections, justify their problem-solving processes, and apply mathematical concepts beyond basic procedures. TheTeacherEditionincludes extension tasks intended for use with all levels of students, including those who have mastered the core content.
Evaluation for 3.1d
TheMeasuring Up Liveonline platform allows teachers to enable or disable specific accommodations to support students, includinglinereader,magnifier,font-size adjustments,text-to-speech, andcolor-contrast options.The digital materials provide adjustable accessibility tools but have inconsistent availability of features:text-to-speech andfont-size adjustments are available according to some sources, but other reports indicate these features may be missing or limited.Linereader,magnifier, andcolor-contrast options are available,butcalculators are not included in the digital materials.The digital materials do not include integrated content and language supports, such as vocabulary assistance, simplified text options, or language comprehension tools.
Evaluation for 3.1e
The materials provide comprehensive educator guidance to support diverse student demonstrations of mathematical understanding through the Perform–Express–Represent (PER) framework. Perform: Students show understanding through actions such as manipulating objects, solving problems, or executing procedures. Express: Students articulate understanding through verbal explanations, written responses, or other forms of communication. Represent: Students demonstrate understanding using visual models, including diagrams, graphs, charts, equations, or other tools.The materials integrate PER opportunities across all lessons through Guided Instruction, Critical Thinking activities, and structured peer-collaboration tasks.Students are encouraged to demonstrate understanding by explaining theirreasoning orally and in writing, using models, diagrams, and charts, and engaging in structured discussions or partner activities.Each lesson includes anexit ticketthat prompts students to use a variety of strategies to demonstrate their mathematical understanding.
Evaluation for 3.2a
The materials include explicit prompts and guidance to activate prior knowledge. For example, ingrade 3, Lesson 1, students write the number 746 in all three forms on whiteboards or sticky notes. Lessons consistently begin with anActivate Prior Knowledgesection that connects to previous learning and bridges gaps to new mathematical concepts.The materials include clear prompts and strategies to help teachers activate prior knowledge before introducing new concepts, focusing on big ideas, patterns, features, and relationships.The materials guide educators toscaffold learning by highlighting and connecting key patterns and features through multiple means of representation, such as number lines, place-value charts, visual models, and standard form.The "Understand the TEKS" section includes bolded, meaningful questions designed to deepen student understanding of key concepts. The "Guided Instruction"section provides specific prompts like, "Use these questions to guide students through each problem using Mathematical Process," and offers structured sentence frames to help students express ideas clearly.The materials guide educators in helping students connect key relationships using multiple representations—for example, using visual models to represent the area of a rectangle through multiplication.The materials provide teachers withspecific prompts tosupportunderstanding of mathematical patterns, such as recognizing that each place value is 10 times greater than the one to its right.
Evaluation for 3.2b
Each lesson includes opportunities for peer discussions, student discourse, and self-discovery, followed by guided instruction, differentiation, and enrichment tasks. The materials emphasize student talk, written explanations to justify thinking, and hands-on learning with math manipulatives to deepen understanding.Teachers receive guidance for facilitating lessons through open-ended questions, discussion prompts, and suggestions for incorporating manipulatives and other hands-on activities. Explicit, step-by-step lesson plans are provided, including scripted explanations, suggested wording, and clear transitions between instructional components.Instructional materials support a balanced approachbyincorporating explicit modeling, mathematical discourse, hands-on exploration, independent practice, and opportunities for students to make meaningful connections.Teachers are guided on when and how to transition between whole-group, small-group, and independent learning to meet students'needs and build their knowledge and experiences.Lessons designate "Learn Together" as group work and "Practice" as independent learning activities.
Evaluation for 3.2c
The materials provide multiple intervention methods for whole-group, small-group, and individual instruction to support struggling learners and Emergent Bilingual (EB) students.A multi-tiered intervention structure offerssupport through teacher-led activities, peer collaboration, mathematical discourse, and small-group intervention tasks designed to assist students needing additional help with specific content.Adaptive materialsincludereports to help educators group students for targeted intervention or enrichment based on mastery of similar learning standards.While the materials recommend small-group instruction and differentiation, they lack clear guidance on how to form groups, select activities, or target specific skills.Educators receive limited direction on when to apply each intervention, how to implement them effectively, or how to monitor student progress.
Evaluation for 3.2d
The materials include enrichment and extension activities that engage students in additional learningbeyondeach unit, incorporating partner work, small-group activities, and independent tasks.Teacher guidance supports effective implementation oftheseactivities and fosters critical thinking through mathematical discourse.Ingrade 3, Chapter 2, Lesson 5, extension activities include small-group and partner-based "Learn Together" tasks onfractions andunitfractions,as well asindependent tasks to deepen understanding.For example, thegrade 3, "Figure Out the Hidden Rule," engages students in critical thinking, pattern recognition, and partner interaction to reinforce understanding of multiplication in a game-like format.
Evaluation for 3.2e
The materials do not provide guidance on the types of feedback teachers should give to students during lessons and activities.Lessons and activities lack suggestions for when to check for understanding or how to lead discussions that explore students'reasoning.The materials also do not include prompts or guidance for providing feedback during lesson delivery.Online tools and platforms do not offer support for giving timely or meaningful feedback to students.
Evaluation for 3.3a
Sentence frames help students explain their thinking (e.g.,"The number rounds to __ because the digit to the right is __,"or"This shape is a __ because it has __").The materialsoffer general tips for supporting Striving Learners and Emergent Bilingual Learners (EBL), including vocabulary-building activitiessuch asflashcards and oral language practice.EBL Tips are included throughout the materials to support language development. Linguistic accommodations are provided for at least one level of language proficiency but are not differentiated across multiple proficiency levels.Linguistic accommodations are present for at least one level of language proficiency but the materials do not differentiate supports across multiple proficiency levels.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The materials do not reference or support state-approved bilingual or ESL program models, such as duallanguage immersion or ESL pull-out programs.Implementation guidance is limited and not clearly connected to the ELPS or designed to support English learners within specific instructional models.The materials lack clear guidance for educators on how to implement them effectively in state-approved bilingual or ESL programs.Built-in supports for differentiation and language learners are present but are not specific or aligned to language proficiency levels or program requirements.
Evaluation for 3.3d
The materialsprovide guidance to support EB students in developing academic vocabulary, including dedicated vocabulary introductions in the"Understand the TEKS"section of each lesson.Supports include sentence stems, key term reviews, and the use of English–Spanish cognates (e.g.,ounce/la onza,gallon/el galón) to reinforce vocabulary.Written language development is supported, but oral language routines are limited or missing.The materialslack embedded guidance for building background knowledge and making cross-linguistic connections through written and oral discourse.Supports are generic, not differentiated by language proficiency level, and do not scaffold over time to promote progressive language development.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
4 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
1 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.
1 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
2 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.
2 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
0 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.
0 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
1 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.
1 out of 4 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
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 0 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 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.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
1 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.
1 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
75% (12 out of 16 points)
Evaluation for 4.1a
The materials provide practice and assessment opportunities that require students to demonstrate depth of understanding aligned to the TEKS.In grade 3, Chapter 1,"Represent and Expand Whole Numbers Using Place Value," studentsuse a place value chart to identify and write the value of each digit,solve problems using base-10 block models,write numbers in expanded form and expanded notation,and complete assessments that include visual and non-visual questionsonvalue, expanded form, and expanded notation.Practice activities and instructional assessments throughout the program emphasize deep understanding, covering factual, conceptual, procedural, and metacognitive skills. Tasksincludesolving real-world problems with pictorial representations and justifying answers (e.g., grade 3exittickets).Assessmentssuch asLesson 1 Exit Ticket and Lesson 1 Assessment support mastery through structured, TEKS-aligned tasks.
Evaluation for 4.1b
The materials include questions, tasks, and enrichment activities that increase in rigor and complexity, supporting students in achieving grade-level and above-grade-level mastery of the TEKS.Instructional sequences progress from guided instruction to critical thinking and then to assessment, ensuring conceptual understanding and skill development.In grade 3, lessons often begin with concrete objects, progress to pictorial models, and culminate in abstract tasks to build conceptual understanding. For example, in a lesson on representing whole numbers, students reflect on place value through questions like,"How does place value give meaning to digits and show relationships between digits?"Teachers are provided with scaffolding questions to deepen student understanding. For example, students solve perimeter problems by drawing diagrams and explaining their thinking.
Evaluation for 4.2a
The materials support conceptual understanding and coherence within and across grade-level math concepts, such as addition and subtraction of whole numbers. Lessons include a "Progression" section to highlight connections to prior learning and build mathematical stamina.In grade 3, students use number lines to explore and represent unit fractions. Tasks help students connect finding whole numbers between two points to identifying fractions between whole numbers.Educators are provided with question prompts to guide fraction discussions, such as:"If you can find numbers, like 5, between 0 and 10, can you also find numbers between 0 and 1?"and"Just like you find numbers between whole numbers, you will learn how to name and understand them in a new way, using fractions."The materials include prompts that support real-world connections and deepen conceptual understanding.For example:"In a polygon, what do a vertex and a corner have in common?","How are a square and a rectangle different?",and"How do parallel sides and right angles help you classify shapes?"
Evaluation for 4.2b
The materials include a "Learning Progression" at the beginning of each lesson and chapter that shows how concepts build over time and connect across grade levels. This feature supports instructional coherence across concepts and grade bands, helping teachers identify potential areas of weakness and tailor support accordingly.The "Learning Progression" highlights previously taught TEKS and those that will be taught in future grades, helping teachers understand what to reinforce and what to prepare students for next.In grade 3, the progression connects prior knowledge of whole numbers and basic fractions (halves, fourths, quarters) to more advanced concepts such as using number lines to represent fractions and eventually decimals ingrade 4.Specific lesson examples (e.g., grade 3, Lesson 1) emphasize connections to prior learning and guide teachers in targeting instruction based on students'mathematical development.
Evaluation for 4.2c
The materials consistently link prior knowledge to current learning, using familiar procedures and tools to support student understanding. Each lesson begins with activating prior knowledge, followed by guided instruction, practice, and critical-thinking tasks to extend learning and challenge advanced students.The "Teacher Lesson Planner" provides explicit instructions on how to activate prior knowledge during lesson introductions. Lessons follow a clear instructional progression: activating prior knowledge → bridging concepts → transitioning to new learning.For example, in grade 3,students begin by telling time to the minute on analog clocks, then progress to solving time intervals using those clocks, and finally apply other strategies to solve elapsed time problems. "Critical Thinking" sections reinforce and extend prior lessons while integrating prerequisite TEKS from earlier grades, supporting learning continuity.The curriculum is limited to grade-level concepts and does not introduce content from subsequent grades. Future grade-level concepts and procedures are not included in the curriculum scope.
Evaluation for 4.3a
In grade 3, students learn placevaluesup to 100,000 and later apply this understanding to compare, order, and round numbers. They are prompted to use concepts such as the value of each digit, place value charts, number lines, and focusing on the largest place value when comparing numbers.The materials and assessments primarily focus on current grade-level content without routine review or reinforcement of previously learned skills or concepts. In grade 4, Lesson 1 highlights connections to prior learning within the Lesson Progression section, supporting instructional coherence.The "Building Stamina" end-of-chapter assessments incorporate spaced-retrieval opportunities, revisiting previously learned skills and concepts to promote long-term retention and deeper understanding.Despite these targeted assessments, the materials do not provide consistent spaced-retrieval or spiraled review opportunities across the entire learning pathway orwithinlessons.
Evaluation for 4.3b
The materials provide interleaved practice opportunities that allow students to apply previously learned skills alongside new content. For example, in grade 3, students practice place value up to 100,000 using grade 2 skills like base-10 blocks, place-value charts, expanded form within 1,200, and concepts such as greater than, less than, and place value.Assessments include a variety of problem types that spiral in prerequisite and previously learned skills alongside new content. For instance, Lesson 2: Critical Thinking reinforces and extends principles taught in earlier lessons while integrating prerequisite TEKS from previous grades.Despite some interleaving in assessments, the materials follow a non-spiraling approach overall, focusing primarily on one concept or skill at a time without consistently revisiting or integrating earlier learning across pathways or units.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
3 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.
3 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
1 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.
1 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 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.
0 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
79% (30 out of 38 points)
Evaluation for 5.1a
Each lesson includes anexit ticketthat prompts students to use a variety of strategies to demonstrate understanding. This structured approach supports diverse learning styles and provides educators with clear strategies to assess and encourage varied student responses.The materials follow the PER framework, providing guidance for students to do the following: Perform: Demonstrate understanding through actions, like solving problems or manipulating objects. Express: Communicate reasoning verbally, in writing, or through other forms of explanation. Represent: Use models, such as diagrams, graphs, equations, or other visual tools to show understanding.The materials provide opportunities for students to interpret, analyze, and evaluate models and representations to develop mathematical understanding. Lessons incorporate structured opportunities to activate prior knowledge, build new skills, apply learning, and reflect on understanding.In grade 3, students use place value charts to interpret number relationships and explain the value of digits in each place. Students analyzemodelsbyidentifying expanded form and expanded notation from visual representations.
Evaluation for 5.1b
The materials include questions and tasks that incorporate concrete models and pictorial representations to support mathematical understanding. Guided Instruction consistently incorporates models to support student learning and understanding of new concepts.Examples of concrete models used in grade 3 include play money, number cards, equation strips, and index cards to compare numbers using symbols such as < and >. Pictorial models, such as blank number lines, are used to represent and solve mathematical situations, as in tasksthatask students toidentify the greatest point that rounds to 50.Students engage in hands-on geometry activities, such as creating composite shapes with at least three different side measurements, exchanging shapes with a partner, and calculating the area of their partner's shape.Each lesson containscritical-thinking opportunities that encourage the use of concrete models, pictorial representations, and other activities to represent both mathematical situations and real-world examples.
Evaluation for 5.1c
The materials provide opportunities for students to apply their conceptual understanding to new problems and contexts through a variety of tasks and questions. Each lesson includes an assessment section and anexitticket that ask students to apply their understanding to new problem situations and real-world contexts.In grade 3, Lesson 1, students analyze the relationship between place values by applying their understanding to different problem scenarios.Students use arrays, skip counting, and number lines to explain and demonstrate their understanding of multiplication concepts.Tasks extend conceptual understanding of elapsed time by having students write a time-travel story that includesfivemoments, calculate and show elapsed time, and use botha.m. andp.m.
Evaluation for 5.2a
The materials do not place a strong emphasis on building fluency or developing students'automaticity with basic computation skills, which are essential for efficient problem-solving and long-term mathematical success.The materials lack tasks specifically designed to build the fluency and automaticity necessary for students to successfully complete grade-level tasks.
Evaluation for 5.2b
The materials focus on studentsarriving atthe correct answer but do not emphasize how students solved the problem or the efficiency of their method.Although multiple strategies are introduced, students are not given opportunities to apply different methods or select the strategy that works best for them.The materials provide practicewithmathematical procedures but lack opportunities for students to revisit learning or connect concepts by choosing between strategies.
Evaluation for 5.2c
The materials provide some opportunities for students to evaluate accuracy. For example, incriticalthinking activities, students work with a partner to solve problems and explain their reasoning.While some activities model accurate mathematical representations, students are not consistently given opportunities to evaluate the efficiency, flexibility, or accuracy of different strategies.In several lessons, the teacher provides both the method and the answer, whichlimitsstudent engagement in critical thinking,comparingapproaches,andmaking decisionsabout strategy selection.Although different representations (e.g., for fractions) are shown, students are not consistently asked to choose between them, justify their reasoning, or explain which method is more efficient.
Evaluation for 5.2d
The materials guide teachers to support students in representing numbers using a variety of methods, such as place value charts, pictures, and objects. In"Practice" and "Assessment" sections,the materials encouragestudents to use any strategy they feel comfortable with, promoting flexibility in problem-solving approaches.Lessons provide a clear progression from foundational to more efficient strategies (e.g., repeated addition → skip counting → multiplication facts), helping students build fluency and strategic flexibility over time.Multiple methods are introduced, including arrays, area models, number lines, and visual representations, with prompts that encourage students to evaluate which method is easiest or most efficient for a given problem.The teacherprompts guide student reasoning and decision-making. For example, ingrade 3, students are asked, "Why do you think it is a good idea to add coins in order from greatest value to least value?" to promote strategic thinking.
Evaluation for 5.3a
In grade 3, materials support conceptual understanding by using hands-on toolssuch asfraction tiles, pictorial models, and real-world problem-solving tasks that involvepartitioning objects or sets.Lessons use visual models, includingpictures, number lines, and place value, to explain mathematical concepts and procedures. The materials include step-by-step instruction for problem-solving, including regrouping, writing equations (e.g., 3 + 8 = 11), and using estimation to check answers.Math properties and reasoning strategies are embedded to strengthen both conceptualand procedural fluency.The "LessonPlanner"guides instruction with activities such as using real or play money and applying mental math to find the value of collections of coins and bills.
Evaluation for 5.3b
The materials include opportunities for students to use concrete, pictorial, and abstract models, as required by the TEKS.In grade 3, Lesson 4 on fractions, instruction progresses from concrete objects and pictorial models to abstract representations to support conceptual understanding.Students use pictorial models such as drawings, number lines, and place value charts to support visual learning. Abstract thinking is supported through the use of expressions and equations (e.g., 3 + 8 = 11), estimation, and checking work using inverse operations.Activities include the use of play money, where students sort real or play coins to calculate total values and represent amounts using the cent symbol, dollar sign, and decimal notation.
Evaluation for 5.3c
The materials support students in creating and using both concrete and representational models (e.g., slicing a sandwich into equal parts to model fractions).Lessons guide students in transitioning from concrete and representational models to abstract concepts (e.g., comparing and reasoning about fractions).Representational models are emphasized through the use of number lines, drawings, diagrams, and place value charts. Concrete modeling is included, particularly in the "Prior Learning" sections, using tools like analog clocks or manipulatives.Students are encouraged to explain their reasoning orally and in writing, using prompts such as"How can drawing a picture help you understand the problem?"The materials use aPERstructure to promote understanding through action, explanation, and visual representation.
Evaluation for 5.4a
Lessons include visual models such as fraction bars, number lines, area models, arrays, strip diagrams, and geometric shapes to support conceptual understanding and vocabulary development (e.g., numerator, denominator, fraction, array, polygon).The "Understand the TEKS" section guides vocabulary-rich discussions to build conceptual understanding and uses visual representations to reinforce mathematical terms.Sentence frames/stems are consistently provided (e.g., through EBL Tips) to support students in explaining their reasoning using academic mathematical language. Lessons promote student collaboration through partner, small-group, and whole-class tasks.Graphic organizers are used alongside visuals to help students organize thinking and support language development. A "Words to Know" chart with bolded definitions is included in the Lesson Planner to reinforce key terms.
Evaluation for 5.4b
The materialsprovideteacherguidance to scaffold and support students'use of academic vocabulary during instruction and peer discussions. Lessons include hands-on activities, like creating and comparing shapes, todevelopvocabulary through exploration and discussion.The "Understand the TEKS" section introduces and explains vocabulary in context to build understanding (e.g., terms like one-step problem, two-step problem, dividend, divisor, quotient, product).Sentence frames and discussion prompts are included to help students communicate using academic language, such as in lessons on representing fractions.Visual supports (e.g., anchor charts and geoboards) reinforce terms related to geometry (e.g., sides, vertices, angle, congruent, polygon, right angles). Scaffolding tips for Striving Learners and Emergent Bilingual Learners are provided in sidebars to further support vocabulary acquisition.
Evaluation for 5.4c
The materialsinclude integrated support to help students apply and use mathematical language and academic vocabulary during class discussions.The "Understand the TEKS" section provides vocabulary review prompts and explains eachtermin context to support understanding.Teacher guidance includes prompts and exemplar responses (e.g., in "Activate Prior Knowledge") to model and encourage the use of appropriate academic vocabulary.Guiding questions in sidebars (e.g., in "Understand the TEKS" and "Guided Instruction" sections) prompt students to justify their thinking using precise mathematical terms.Questions such as"How does a two-step problem differ from a one-step problem?"help students think critically and express reasoning using accurate math vocabulary.
Evaluation for 5.4d
The materialsinclude educator guidance to facilitate meaningful mathematical discourse, allowing students to hear, refine, and use math language with peers. Differentiation activities guide teachers to have students repeat terms and provide their own examples before applying them in lessons.Lessons provide prompts for educators to ask targeted questions (e.g.,:"When two fractions have the same denominator, why is the fraction with the larger numerator the greater fraction?") to deepen student understanding through discussion.Built-in guidance supports mathematical conversations using precise language during hands-on activities (e.g., building and comparing arrays to solve multiplication and division problems). Lessons include partner and group tasks where students collaborate to model problems and discuss strategies using mathematical vocabulary.Embedded questions prompt students to justify reasoning and use academic language (e.g.,"How can you use a visual model to represent an area of a rectangle using multiplication?"). Educator prompts support peer discussions on problem-solving approaches (e.g.,"How could you find the area of a rectangle without counting all the individual squares?").
Evaluation for 5.4e
The minclude embedded guidance to help teachers anticipate a variety of student responses, including exemplar answers to support classroom discussions. Common misconceptions are identified for specific tasks, with hints or strategies provided to help teachers redirect students toward correct understanding.Open-ended questions (e.g.,"How can a number line help you find equivalent fractions?"or"How can an array be used to solve multiplication problems?") promote explanation and reasoning using mathematical models.The materialssupport concept development through tools such as arrays, area models, strip diagrams, and number lines, helping students visualize and explain their thinking.Sentence frames and language supports are included to help Emergent Bilingual and Striving Learners share ideas using academic math vocabulary. Differentiation sections provide additional support strategies.
Evaluation for 5.5a
The materialsintegrate the TEKS mathematical process standards by regularly engaging students in critical thinking, problem solving, reasoning, and mathematical communication.Students use a variety of representations—concrete (e.g., fraction strips, small objects), pictorial (e.g., bars, pictures, arrays, strip diagrams), and abstract (e.g., written equations and fractions)—to solve problems and justify their thinking.Lessons include collaborative discussions where students explain strategies, justify reasoning, and reflect on different problem-solving approaches. Sentence frames are provided to support students in clearly expressing their mathematical thinking (e.g.,"I multiplied 8 by 3 to find the total.").Teachers are prompted to use guiding questions (e.g.,"How does your array help you solve the problem?")to encourage deeper student reasoning. Guidance is also included to help teachers address common misconceptions and errors, supporting students in refining and revising their thinking.
Evaluation for 5.5b
Ingrade 5, materials incorporate TEKS Mathematical Process Standards within individual lessons through tasks that emphasize problem-solving, reasoning, and communication. Each Lesson Planner lists Mathematical Processes using clear "Students will. . ." statements (e.g.,"Students will look for how numbers and ideas go together to better understand and explain math.").The minclude descriptions and tables to show how Mathematical Process Standards are addressed in each lesson, helping educators understand what students should be able to do by the end.Students are encouraged to model thinking, analyze relationships, and explain their reasoning clearly throughout lessons.However, explicit guidance on how process standards are systematically connected across lessons or units islimited, which mayreduce opportunities foreducators to support cohesive skill development over time.
Evaluation for 5.5c
Each lesson begins with a "Lesson Planner" that lists the TEKS content standards and the mathematical process standards addressed in the lesson.The materialsinclude a "Lesson Correlation" or table that outlines which mathematical process standards (e.g., 3.1A, 3.1B, 3.1E,) are incorporated into each lesson.Teacher guidance explicitly references specific process standards (e.g., 3.1A—apply mathematics to real-world situations, and 3.1E—organize and communicate mathematical ideas) to support intentional integration into instruction.The materialsprovide prompts and questions aligned with process standards to help students solve problems, explain their thinking, and engage in meaningful mathematical reasoning and communication. Lessons support students in applying math to real-world contexts, organizing their ideas, and articulating their problem-solving strategies.Teachers are encouraged to introduce the TEKS and set clear learning objectives at the start of each lesson. A "Learning Progression" is provided to show how TEKS build from prior grades, connect to the current grade, and extend into the next grade.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
0 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.
0 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
0 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.
0 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
1 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.
1 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
1 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.
1 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
89% (17 out of 19 points)
Evaluation for 6.1a
The materialsprovide consistent opportunities forgrade 3 students to think mathematically and persevereinproblem solving. Students are guided to make sense of mathematics through real-world problems, such as identifying the greatest or least number from a given digit set for a bike lock code.Lessons include prompts that encourage students to make mathematical connections and sense of quantities and structure (e.g.,"How does place value give meaning to digits and show relationships between digits?").The materialssupport mathematical thinking in multiplication by incorporating real-world contexts, visual models (arrays, equal groups, number lines), and repeated addition. Students use tools such as manipulatives, visual models, skip counting, sentence frames, and partner discussions to solve problems and explain reasoning. Exit tickets and multi-step problems are used to assess critical thinking and student perseverance.
Evaluation for 6.1b
The materialsencourage students to create their own problems and represent solutions using drawings and fraction equations (e.g., dividing objects into equal parts).Grade 3 lessons promote understanding of multiple problem-solving strategies through repeated addition, arrays, number lines, and area models.Students justify and explain their thinking using structured partner talk, sentence frames, visual models, and peer discussion.The materialsemphasize that there are multiple valid strategies to solve a problem and support this understanding through guided questioning and collaborative discussions.Students are supported in checking their partner's understanding during small-group and partner-talk activities. Some lessons follow aPERstructure to deepen student engagement and conceptual understanding.
Evaluation for 6.1c
Grade 3 materials provide multiple opportunities for students to make sense of mathematics through doing, discussing, and writing about math.The materialspromote multiple ways to demonstrate learning through guided discourse questions and"Learn Together"structures.Lessons include prompts that require students to explain their thinking aloud, describe their steps, and write explanations (e.g.,"Explain aloud how to round 6,748 to the nearest thousand. Describe the steps you take and why you round up or down.").Structured activities such as think-pair-share, small-group discussions, collaborative tasks, and peer teaching support mathematical discourse and shared reasoning. Sentence frames and math vocabulary are integrated to guide partner talk and written reflections.Students use manipulatives and visual models to solve problems and demonstrate understanding through verbal explanations, written responses, andpeerdiscussions.
Evaluation for 6.2a
Grade 3 materials include prompts that encourage students to share and reflect on their problem-solving approaches. Students engage in partner tasks where they exchange work (e.g., shapes and area calculations), solve, and explain their reasoning to peers.Students are asked to explain, justify, and argue their reasoning using sentence frames, visual models, and peer discussions (e.g., drawing a number line to represent fractional growth and explaining the solution).Educators are supported with guided instruction prompts and follow-up questions to facilitate critical thinking and student reflection. Lessons include structured opportunities for students to compare multiple solution paths and explain why different strategies are valid.Activities promote mathematical discourse through partner talk, whole-class discussions, and reflection onpeers' approaches.
Evaluation for 6.2b
Grade 3 materials include prompts and supports for educators to provide explanatory feedback based on anticipated student misconceptions. Built-in prompts and visual tools help address misconceptions, such as misinterpreting rows and columns in arrays or counting incorrectly on number lines.Common errors and hints are embedded in practice activities (e.g., confusing the numerator and denominator in unit fractions), helping teachers guide students toward correct reasoning.However, the materials do notincludeembedded prompts or guidance to support teachers in delivering explanatory feedback tailored to student responses.The materialsdo not equip educators with strategies or sample responses to address common student misconceptions or to extend student thinking.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
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