Program Information
- ISBN
- 9781663686862
- 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 5 Student/Teacher Package
Supplemental Math (English) Grade 5
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 5 | 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
Atable ofcontents lists the TEKS by chapter and lesson, showing how math concepts are sequenced to reinforce skills (e.g., Chapter 5: Data Analysis includes TEKS 5.9A in Lessons 26 and 27, 5.9C in Lesson 28, and 5.9B–C in Lesson 29).The materials provide a vertical alignment learning progression, with examples showing increasing complexity from grades 2 through 4 and explanations that justify the emphasis on particular skills.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 materials include clear guidance foradapting lessons for diverse learners, including Striving Learners, Emergent Bilingual Learners (EBL), andadvancedstudents. For example, differentiation strategies are embedded in lessons (e.g., the use of manipulatives to represent decimals in grade 5, Lesson 6).TheImplementationGuidetitled"What's Inside the Teacher Edition"providesguidance for using theTeacher EditionandStudent Edition.The materials include real-world applications to support concept relevance (e.g., using a vet visit scenario to teach writing decimals in Lesson 1).TheImplementationGuideincludes strategies for whole-group instruction, guided practice, and independent practice. Lessons begin by activating prior knowledge and include vertical alignment of TEKS to connect past, present, and future grade-level content.
Evaluation for 1.1c
The materials includetwoSTAAR®-like practice tests that can be administered in print or online to help identify learning gaps and areas of strength. The online platform generates reports for individual students, small groups, and the whole class to guide instruction.The materials include a TEKS correlation guide (Lesson Correlation) that lists the TEKS and specifies which lessons address each one (e.g., TEKS 5.4A is addressed in Lesson 16).The materials include initial online assessments to identify which skills students have mastered and which still need support.While the materials provide TEKS connections within lesson content, they do not include a correlation guide linking diagnostic assessment results to recommended entry points for instruction.
Evaluation for 1.1d
The materials include processes to support educators in preparing to teach a concept, including lesson overviews with vocabulary, objectives, mathematical processes, materials, and learning progressions (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 3.7D–E → 4.8C → 5.7).While the materials support lesson-level internalization, they also include protocols or guidance forchapter-level internalization or show how lessons progress across an entire module orchapter.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 chapter.
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.There are resources or guidance specifically designed for instructional leaders to support educatorsinimplementing the materials as intended.
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, includingExitTickets, 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 in English and Spanish, which introduces the program and provides general strategies to support learning (e.g., encouraging regular practice and showing how mathconnects todaily life).A tracking chart is available in English and Spanish and 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
TheImplementation and Pacing Guideincludes a comprehensive table that lists assessment types—diagnostic, formative, and summative—along with their definitions, intended purposes, and how each is usedinthe program.Formative assessments, such as the"Practice"tasks in grade 5, are designed to reinforce skills after instruction and are intended for scaffolded use following guided lessons. The materials provide detailed descriptions of each assessment type and its functionininstruction, supporting teachers with clear expectations for use.Summative assessments,such asChapter Tests, are described as flexible tools that may be used formatively or summatively to assess TEKS mastery, track student progress, identify reteach opportunities, and prepare students for STAAR-style testing.Both theTeacher Editionand theStudent Editioninclude additional descriptions and guidance to support assessment understanding and implementation.
Evaluation for 2.1b
TheImplementation and Pacing Guideincludes an "Assessment Administration and Teacher Guidance" section that provides detailed instructions for consistent, equitable, and instructionally intentional administration of assessments. Teachers are guided on when and how to administer each assessment, including the use of modeling, hints, and prompts for formative assessmentssuch as"Practice"(e.g., to be administered after the"Critical Thinking"section).For summative assessmentssuch as"Assessment"and"Exit Tickets,"the materials instruct that they should be completed independently, without teacher assistance, ideally in a quiet setting. TheTeacher Editionsupports administration with correct answers, Depth of Knowledge (DOK) levels, and instructional scaffolds.The materials offer accommodation support, timing guidance, and strategies for accurate scoring and data use. Teachers receive reminders about question types students may encounter to prepare for efficient delivery.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 the use of digital and printable formats and emphasizes enabling accessibility tools.
Evaluation for 2.1d
The materials include aPractice Testthat can be administered at the beginning of the year as a diagnostic assessment to help identify areas of student growth.Diagnostic assessments are TEKS-aligned and include STAAR-style questions with varying levels of complexity, ranging from basic recall to higher-order thinking such as problem-solving, analysis, and strategic reasoning.These assessments feature a variety of interactive item types, includingmultiple choice,drag and drop,fill in the blank,drop-down menus,multi-select,select objects,graphing, andnumber lines.End-of-chapter assessments are also STAAR- and TEKS-aligned, allowing students to demonstrate understanding through multiple response formats.
Evaluation for 2.1e
The materials include a variety of TEKS-aligned formative assessments embedded throughout instruction, such asActivatePriorKnowledgetasks,GuidedInstructionchecks,CriticalThinkingactivities,practice questions,lesson assessments,exit tickets,differentiation tasks,extension activities, andlesson-embedded tasks.These assessments use a range of interactive item types, includingmultiple choice,drag-and-drop,drop-down menus,fill-in-the-blank (text entry),multi-select,graphing, andnumber lines.Tasks and questions are designed with varying levels of complexity, aligned to Depth of Knowledge (DOK) levels: DOK 1: Basic recall;DOK 2: Application, skill, andconcept;DOK 3: Reasoning and strategic thinking;and DOK 4: Extended learning. For example, in grade 5, Lesson 23 Assessment includes multiple choice, drag and drop, multi-select, and text entry.Exit tickets are lesson-based and STAAR- and TEKS-aligned, such as Lesson 1 Exit Ticket.
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 (such as thosenoted on p. xviii). 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 tasks and activities to address student performance trends identified through assessments, such as the Practice 1test and answerguide, which help teachers locate learning gaps and corresponding reteach lessons.TheMeasuring Up Liveplatform highlights patterns in student errors and supports instructional adjustments based on real-time data.Educators can access reports identifying trends, such as consistently missed TEKS by individuals or groups of students, to inform reteaching or enrichment opportunities.Tools such as Standards Proficiency Reports, "What Do I Want to Know?" and "Which Live Up Report Will be Helpful?" support data interpretation and instructional planning.
Evaluation for 2.2c
TheMeasuring Up Liveonline platform provides tracking tools and reports for both teachers and students to monitor progress on TEKS and standards.Teachers can access reports thattrack whichskills or standards have been mastered, started, or not yet started, with updates generated automatically from assessment and task performance.Students have access to personalized dashboards to track their own growth and progress on standards.The platform also includes best practices for digital assessment implementation, including an option for immediate feedback after a student's first attempt at an assessment question, if enabled by the teacher.
Evaluation for 2.2d
The materials provide prompts and guidance for conducting frequent checks for understanding throughout each lesson and activity.Guided Instructionsections include sidebar question prompts to help teachers assess student thinking in real time.Examples of prompts include:grade 5, Chapter 1, "Write Decimals Through the Thousandths": How is expanded notation different from expanded form?grade 5, Geometry lesson: What are two reasons why the figure cannot be a regular polygon? It does not have congruent sides, and it does not have congruent angles.Critical Thinkingsections encourage teachers to assign selected problems and offer additional challenges for advanced learners (e.g., Ask students to complete problems 1–3. Provide extra challenges for students who require it.).Each lesson includes structured components such as quick reviews, hands-on activities, bridge activities, and transitions to new learning, providing opportunities for checks for understanding, partner talk, expected answers, and formative assessment. TheTeacher Editionfeatures wraparound support aligned with theStudent Edition, embedding prompts and instructional guidance throughout the lessons.
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 and scaffolds to support students in reaching proficiency with prerequisite or grade-level concepts.Differentiation supports include sentence frames, repetition, simplified academic language, visual models, manipulatives, and graphic organizers.TheDifferentiation section of Lesson 1 provides instructions for teachers to use supports and aides to reinforce student learning.In grade 5, Lesson 1, theTeacher Editionprovides a Differentiation activity to scaffold the concept of decimals and how to read them correctly.TheWraparound Student Editionoffers specific guidance for working with ELLs and Striving Learners across lessons.
Evaluation for 3.1b
The materials provide explicit teacher guidance for language supports, including pre-teaching of academic vocabulary and Spanish cognates, aligned to the ELPS. The materialsincludesentence frames, structured activities, and collaborative tasks (partner, small group,andwhole group) to develop academic vocabulary and support language learners. Visual models, manipulatives, and graphic organizers further support language development and access to academic content.Language supports are embedded withinDifferentiationactivities andEBL Tips. For instance, in grade 5, Lesson 2, anEBL Tipguides teachers to use color coding and sentence stems to help students identify and apply academic language to math concepts.TheWraparound Student Editionprovides specific guidance on introducing academic vocabulary, including prompts for students toreflect on the terms neededto understand each lesson, as seen in theLearn Togetheractivities.However, some reviewers noted inconsistent evidence of explicit pre-teaching supports for unfamiliar references and academic vocabulary across lessons.
Evaluation for 3.1c
Materials include explicit educator guidance for extension and enrichment activities designed for students who have demonstrated proficiency in grade-level content and skills.Extension activities are provided to deepen and extend student learning through application, generalization, or creative problem-solving.Critical Thinkingprompts are embedded throughout to encourage students to analyze problems, justify their reasoning, and make real-world connections.For example, in grade 5, Lesson 1, an extension activity guides teachers to have students create riddles during a Decimal Riddle Challenge. In grade 5, Lesson 2,Critical Thinkingprompts direct students to evaluatethecorrectness of a problem and explain their thinking.TheTeacherEditionincludesextension tasksdesignedfor use with all students, including those who have mastered the content. Sidebar instructions provide additional guidance for enrichment and extension tasks throughout lessons.
Evaluation for 3.1d
TheMeasuring Up Liveonline platform allows teachers to enable or disable specific accommodations to support students, includingthelinereader,magnifier,fontsize adjustments,text-to-speech, andcolorcontrast options.While the digital materials provide adjustable accessibility tools,theavailability of features is inconsistent. Text-to-speech andfontsize adjustments are listed as available,thoughother reports indicate that these features may be missing or limited. Thelinereader,magnifier, andcolorcontrast options are available.Calculators 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 multiple options for students to demonstrate their understanding of mathematical conceptsusingthe PER framework. Perform: Students show understanding through actions such as manipulating objects, solving problems, or executing procedures. Express: Students articulate their comprehension verbally, in writing, or through other forms ofcommunication, explaining their reasoning. Represent: Students demonstrate knowledge by creating models, diagrams, charts, graphs, equations, or other visual representations.Educator guidance supports diverse demonstrations of understanding, encouraging oral and written explanations, the use of diagrams and models, peer collaboration, structured talk, and partner activities.Each lesson includes an Exit Ticket thatpromptsstudents to use a variety of strategies todemonstratetheir learning.This guidance equips educators to accommodate different learning styles andeffectivelyassess a wide range of student responses.
Evaluation for 3.2a
The materials include explicit prompts and guidance to help teachers activate students' prior knowledge before introducing new concepts, consistently embedded in an Activate Prior Knowledge section.Lessons help bridge gaps from previous grade levels to new mathematical ideas through hands-on activities, visual models, and guided instruction. For example, students use base-10 blocks to model multiplying decimals before progressing to algorithms.Materials include prompts to anchor big ideas and connect key patterns, features, and relationships through multiple means of representation, such as visual models, real-world examples, and mathematical tools.The Understand the TEKS section includes bolded, meaningful questions designed to deepen student understanding and promote critical thinking. Educator guidance supports differentiation, including prompts like, "Direct students to highlight all prime numbers," to reinforce understanding.
Evaluation for 3.2b
The materials provide teacher guidance for effective lesson delivery using various instructional approaches, including hands-on activities, pictorial representations, and abstract reasoning to build conceptual understanding.
Evaluation for 3.2c
The materials provide multiple intervention methods for whole-group, small-group, and individual instruction to support struggling learners and EB students.
Evaluation for 3.2d
In grade 5, Lesson 10, aLearn Togetheractivity engages students in solving a real-world problem using long division in small groups, along withthreeadditional extension activitiesfocused ondivision for partner or independent work.
Evaluation for 3.2e
Lessons and activities lack suggestions for when to check for understanding or how to lead discussions that explore students' reasoning.
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 __").Materials offer general tips for supporting Striving Learners and Emergent Bilingual Learners, including vocabulary-building activities, like flashcards, and oral language practice.EBLtips 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 dual language immersion or ESL pull-out programs.Implementation guidance is limited and not clearly connected to the ELPS or designed to support English learners withindesignedinstructional models.The materials lack clear guidance for educators on implementing them effectively in state-approved bilingual or ESL programs.Built-in supports for differentiation and language learners are present but are not specific to language proficiency levels or aligned with program requirements.
Evaluation for 3.3d
Materials provide guidance to support EB students in developing academic vocabulary, including dedicated vocabulary introductions in theUnderstand the TEKSsection 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. Materials lack 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 opportunities aligned to the TEKSthatallow students to demonstrate depth of understanding through guided instruction, scaffolded tasks, and independent work. Instructional tasksincrease inrigor, moving from guided practice to more complex, independent problems that require conceptual understanding.In grade 5, Chapter 1,Write Decimals Through the Thousandths, students use a place-value chart to identify digit values and relate them to real-world contexts, such asrecognizing the value ofdimes and pennies.They thenprogress to writing numbers in expanded notation based on their place-value understanding.Assessment opportunities, includingLesson 1 Exit Ticket, Lesson 1 Assessment,evaluate student mastery of the TEKS. These assessments ask students tojustify their answers, identify correct expressions, and convert between expanded and standard notation.Assessments target multiple cognitive domains, including factual, conceptual, procedural, and metacognitive knowledge, promoting higher-order thinking.
Evaluation for 4.1b
Instructional progression typically begins withGuidedInstruction, moves toCriticalThinking tasks, and concludes with assessments to evaluate conceptual understanding. Scaffolding is embedded throughout lessons, beginning with concrete models, transitioning to pictorial representations, and culminating in abstract problem solving.Teachers are provided with higher-order questioning prompts to deepen student thinking. For example, in a grade 5 lesson on whole numbers, students are asked, "How can you show each place value as a multiplication problem?" to promote conceptual understanding.Enrichment and extension activities are included to challenge advanced learners. In grade 5, Chapter 2,students create and exchange decimal riddles, and an online game challenges students to identify numbers based on value ("splat the number").Tasks are designed to build academic stamina and reinforce previously taught concepts while integrating prerequisite TEKS. Examples of rigorous activities include identifying all terms used to describe geometric figures and using digit cards to create and solve volume problems by matching them to rectangular prism dimensions.
Evaluation for 4.2a
In grade 3, students use number lines to explore and represent unit fractions. Tasks guide students to connectidentifyingand naming whole numbers between two whole numbers to naming fractions between consecutive whole numbers.Educator prompts support these connections, such as:"If you can find numbers, like 5, between 0 and 10, can you also find numbers between 0 and 1??""Just like you find numbers between whole numbers, you will learn how to name and understand them in a new way, using fractions."In grade 5, materials connect understanding of area to finding volume. Tasks guide educators to use prompts such as:"Now that you know how to use the number of rows of unit squares to find the area of a two-dimensional figure, what happens when you use unit cubes to find the volume of a three-dimensional figure?""What are real-world objects that you can measure by their volume?"How can we use the formulal × w × hfor the volume of a rectangular prism with either unit cubes or measurements?"Another exampleincludesmodeling division of whole numbers and unit fractions, which demonstrates coherence across concepts and within the grade level.Materials include question prompts in lesson introductions to deepen student understanding and connect math concepts to real-world applications.Building Staminatasks reinforce previously taught concepts and promote continued skill development.
Evaluation for 4.2b
The materials provide a Learning Progression at the beginning of each chapter and within lesson planners to demonstrate coherence across concepts and gradelevels. The Learning ProgressionoutlinesTEKS taughtin prior,current, andfuturegrade levels, supporting vertical alignment and instructional planning.Ingrade 4, the Learning Progression reminds teachers that students previously learned to compare and order whole numbers up to 100,000 using symbols. In the current lesson, theyexpand that knowledge to compare and order numbers up to 1,000,000,000.The grade 4Learning Progressionconnects to grade 5 concepts, such as extending place-value understanding to comparing and ordering decimals.In grade 5, the Learning Progression highlights connections to prior learning and identifies previously taught TEKS relevant to the current lesson, helping teachers reinforce essential concepts and address potential areas of student difficulty.
Evaluation for 4.2c
The materials consistently link prior knowledge to current learning, using familiar procedures and tools to support student understanding. Each lesson beginsbyactivating prior knowledge, followed by guided instruction, practice, and critical thinking tasks to extend learning and challenge advanced students.The Teacher Lesson Plannerincludesexplicitguidance foractivatingprior knowledge during lesson introductions. Lessons follow a clear instructional progression: activating prior knowledge → bridging concepts → transitioning to new learning.Example (grade 3): Students begin by telling time to the minute on analog clocks, progress to solving time intervals using those clocks, and finally apply other strategies to solve elapsed time problems.Critical Thinkingsections reinforce and extend prior lessons while integrating prerequisite TEKS from earlier gradestosupport 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 scope of the materials.
Evaluation for 4.3a
In grade 3, students learn place value up to 100,000 and later apply this understanding to compare, order, and round numbers. They are prompted todraw onconcepts 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 explicitly 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 or regular lessons.
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, studentsapplygrade 2 skills—such as base-10 blocks, place-value charts, writing numbers in expanded form within 1,200—while practicing place value up to 100,000. Students also revisitconcepts 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 generally follow a non-spiraling approach, focusing 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
The materials provide opportunities for students to interpret, analyze, and evaluate mathematical models and representations. For example, in grade 5, students use place-value charts for whole numbers and decimals to determine digit values.Ingrade 3, students analyze models to write numbers inexpanded form and expanded notation.Lessons are structured to help students activate prior knowledge, build new skills, apply learning, and reflect on their understanding. Each lesson includes an Exit Ticketthatpromptsstudents to use various strategies to demonstrate their understanding.Educator guidance follows thePER framework: Perform: Students show understanding through actionssuch asmanipulating objects, solving problems, or executing procedures. Express: Students articulate comprehension verbally, in writing, or through other communication methods. Represent: Students demonstrate knowledge by creating models, diagrams, graphs, equations, or other visual tools.This comprehensive guidance supports diverse student demonstrations, accommodates various learning styles, and equips educators to assess a wide range of student responses effectively.
Evaluation for 5.1b
The materials include questions and tasks that incorporate both concrete and pictorial models to support student understanding. Concrete models used in lessons include place-value disks, number cubes, highlighters, and index cards. Pictorial models include number lines, coordinate grids, and input–output tables to help visualize mathematical concepts.In grade 5, Lesson 2,Activate Prior Knowledge, teachers guide students to use place-value disks and a decimal place-value chart through hundredths to compare numbers, with prompts such as, "Which number is greatest? Least? How do you know?" In the same lesson, a Differentiation activityincludesa number line to help studentsvisualize decimal comparisons, along with guidance on how to draw and plot numbers.In grade 5, tasks require students to create and reconstruct figures on a coordinate grid by placing vertices at specific points using provided grid tools.Each lesson includesCriticalThinkingopportunities that prompt the use of both concrete and pictorial models to represent mathematical concepts and real-world situations.Guided Instructionconsistently integrates the use of models to support student learning.
Evaluation for 5.1c
The materialsofferconsistent opportunities for students to apply their conceptual understanding to new problems, unfamiliar situations, and real-world contexts through targeted questions and tasks.
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 do notincludetasks designed to build the fluency and automaticityneeded tocomplete grade-level tasks successfully.
Evaluation for 5.2b
The materials focus on studentsarriving atthe correct answer but do not emphasize how the problem was solvedor the efficiency ofthemethod used.Although multiple strategies are introduced, students are not consistently 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 choosingamongstrategies.
Evaluation for 5.2c
The materials provide some opportunities for students to evaluate accuracy. For example, inCritical Thinkingactivities, 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, limiting student engagement in critical thinking, comparison of approaches, or decision-making about 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 support students in progressing from concrete to more efficient strategies for solving mathematical problems, such as moving from using fraction bars and models to finding least common multiples when adding and subtracting fractions with unlike denominators.Students are given opportunities to choose their preferred strategy for finding common denominators or using equivalent fractions to solve problems fluently.Activities guide students in progressing from less efficient to more efficient strategies, such as using rectangular models to identify prime and composite numbers and advancing to divisibility rules for greater efficiency.The program would be strengthened by incorporating reflection prompts or structured comparisons to help students evaluate and refine their strategic choices over time. Teacher prompts encourage connections between concepts, such as applying understanding of finding the area of two-dimensional figures to finding the volume of three-dimensional figures.
Evaluation for 5.3a
Ingrade 5, materials guide students from using hands-on tools (e.g., place-value disks) to pictorial models, and then to abstract applications for comparing and ordering decimals.Lessons balance conceptual understanding (e.g., why rounding decimalsmatters) with procedural skills (e.g., how to round decimals using place-value knowledge).Visual aids, such as number lines and charts, support understanding of rounding and place value.Teacher questions prompt reflection on both concepts and procedures. Materials support analysis of mathematical relationships to help students connect ideas.
Evaluation for 5.3b
Lessons transition from pictorial to abstract representations to solve problems involving decimal addition and comparisons.Some lessons reference concrete models conceptually but lack the use of physical manipulatives (e.g., place-value disks or blocks), limiting alignment with the TEKS requirement for concrete, pictorial, and abstract (CPA) representation.An activity in grade 5usescraft sticks of varying lengths to build and classify polygons, connecting concrete models to pictorial representations and organizing understanding withtools such asVenn diagrams.Students draw and analyze rectangles to calculate area and perimeter, then connect this learning to volume by layering unit cubes, supporting conceptual connections across dimensions.
Evaluation for 5.3c
In grade 5, students are guided to build models—such asarrays or area models—for division and multiplication, then connect them to the standard algorithm through explanation and comparison.Representational models like number lines and place-value charts help students visualize concepts such as rounding and place-value relationships. Abstract models areintroduced asstudents apply formal procedures and mathematical rules (e.g., rounding based on place value).Students use unit cubes to build rectangular prisms (concrete model), draw diagrams (representational model), and write volume equations (abstract model) to explore volume.The materials incorporate the PERstructure, promptingstudents to demonstrate understanding through action, explanation, and modeling. Students are encouraged to explain their reasoning orally and in writing, use diagrams and models to represent thinking, and collaborate with peers in structured discussions.
Evaluation for 5.4a
TheUnderstand the TEKSsection in each lesson supports concept development by embedding guided discussions that incorporate mathematical vocabulary in context.Lessons include examples and visuals (e.g., shapes, perimeter, area, volume) to support understanding and use of termssuch asaddends,sum,difference,perimeter,area,volume, andrectangular prism.Sentence stemsandframes, along with graphic organizers, are consistently included to help students explain their reasoning using precise academic mathematical language. Each lesson features anEBL Tipthat provides additional sentence frames to support emergent bilingual learners in math discussions.AWords to Knowchart with bolded definitions is included in the Lesson Planner to reinforce key vocabulary. Vocabulary review prompts are embedded in theUnderstand the TEKSsection tosupportunderstanding of academic terms.
Evaluation for 5.4b
TheUnderstand the TEKSsection introduces and explains key mathematical vocabulary in context (e.g., dividend, divisor, quotient, remainder, perimeter, area, polygon, attributes) to build student understanding.Lessons include educator guidance to support vocabulary development, such as creating visual anchor charts and webs to categorize shapes by attributes. Students are encouraged to use academic vocabulary in peer discussions and when communicating their reasoning with educators and classmates.Activities like pixel art design (for perimeter and area) and polygon riddles (for classifyingtwo-dimensionalfigures) reinforce vocabulary through hands-on application and require students to explain their thinking using precise mathematicallanguage.Materials provide question prompts to elicit vocabulary-rich explanations from students. Students frequently check their work with partners and engage in collaborative discussions that strengthen their use of vocabulary in context.
Evaluation for 5.4c
TheUnderstand the TEKSsection provides explicit guidance to introduce and explain mathematical vocabulary in context to support student understanding.Lessons include built-in support to help students use mathematical language and vocabulary during discussions. Guiding questions and prompts throughout lessons, especially inUnderstand the TEKSandGuided Instructionsidebars,encourage students to justify their thinking using academic vocabulary.Prompts such as"Why is understanding area important in real-life situations?"guide students to think critically and explain ideas using precise mathematical terms.Exemplar responses model how students can use appropriate academic language in their explanations. Vocabulary review prompts are embedded to reinforce key terms throughout the lessons.
Evaluation for 5.4d
Educator guidance is embedded to facilitate discourse and help students use precise mathematical language with peers. Guided questions prompt students to explain their thinking usingacademicterminology(e.g.,"What is a decimal and why do you use it?""Why is volume measured in cubic units instead of square units?").Lessons include differentiated partner activitiesin whichstudents explain their reasoning using place-value termsandmathematical vocabulary while solving problems (e.g., ordering decimals, calculating area and volume).Hands-on tasks (e.g., using base-10cubes or building prisms) encourage peer discussion and exploration of real-world mathematicalconnections (e.g., identifying objects shaped like rectangular prisms).Teachers are guided to promote collaboration through partner, small-group, and whole-class tasks that support concept development and mathematical reasoning. Discourse questions are provided to build conceptual understanding and align with the Mathematical Process Standards.
Evaluation for 5.4e
Open-ended questions encourage multiple solution paths and real-world connections (e.g., where perimeter or volume calculations are needed). Students are prompted to explain their thinking, create pictorial models, and generate their own word problems, fostering conceptual understanding and creativity.Sentence frames and bilingual tips support students—especially Striving Learners and EBLs—in expressing mathematical reasoning clearly.Materials identify common misconceptions and provide targeted hints or guiding questions to help redirect students and deepen understanding. Examples includeconfusing formulas for perimeter and area,miscounting cubes in volume tasks,forgetting to multiply correct dimensions, andreading decimals with zero.Differentiation sections include specific strategies like"Say What You See"for reading decimals and scaffolded vocabulary support for struggling learners. Guidance helps teachers assess thinking and address misconceptions promptly, promoting accuracy and conceptual growth in lessons on area, perimeter, volume, and decimal operations.
Evaluation for 5.5a
Lessons in grade 5 integrate TEKS process standards by engaging students in reasoning, problem-solving, and mathematical communication through real-world applications.Students analyze and classify two-dimensional shapes by listing attributes and organizing them based on shared properties.Lessons support conceptual understanding and flexible thinking by connecting mathematical content with process standards, fostering confidence, and deeper learning.Mathematicalprocessstandards are embedded in eachLesson Planner, with assessments aligned to TEKS-based objectives.
Evaluation for 5.5b
Ingrade 5, materials incorporate TEKSmathematicalprocessstandards within individual lessons through tasks that emphasize problem-solving, reasoning, and communication. EachLesson Plannerlistsmathematicalprocesses using clear "Students will..." statements (e.g.,"Students will look for how numbers and ideas go together to better understand and explain math").Materials include descriptions and tables to show howmathematicalprocessstandards 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, there is limited explicit guidance on how process standards are systematically connected across lessons or units, which may limit educators'ability to support skill development over time in a cohesive and structured way.
Evaluation for 5.5c
Each lesson begins with aLesson Plannerthat outlines The TEKS content standards addressed, the mathematical process standards incorporated, and a clear overview of process standards.Examplesinclude: 5.1A—applying math to real-world situations, 5.1C—selecting tools and strategies to solve problems;and 5.1F—analyzing relationships.Guided questions are included to help teachers frame instruction around process standards, promoting problem-solving, reasoning, and mathematical communication.The materialssupportteachersinintroducingthe TEKS to students and setting learning objectives at the start of each lesson.This structured alignment supports consistency in instruction, reinforces critical thinking, and fosters deeper mathematical understanding across lessons.
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
Grade 5 materials consistently provide opportunities for students to think mathematically and persevere through multistep problem solving. Lessons include differentiated activities and challenge problems that require students to apply a problem-solving model to real-world and complex scenarios.Students engage in deep mathematical thinking through tasks like creating and analyzing patterns, writing equations, and graphing relationships (e.g., comparing additive and multiplicative patterns).Collaborative learning is emphasized through partner and group discussions, allowing students to explain their thinking and learn from one another. Materials include critical-thinking tasks, multistep word problems, and exit tickets to assess understanding and reinforce problem-solving skills.Lessons use guided questions to promote reasoning during measurement conversions and geometric tasks (e.g.,"How does understanding unit relationships help solve this problem efficiently?").
Evaluation for 6.1b
Grade 5 materials emphasize that there are multiple valid ways to solve problems by offering varied strategies and representations. Guiding prompts support students in reflecting on their problem-solving steps (e.g.,"Could you switch steps 2 and 3 around and still end up with the same final answer?").Lessons include prompts for estimation and strategic thinking (e.g.,"What estimation strategy would work best for subtracting the total number of grabbed pennies from the jar? Why?").Activities like the number cube task and Secret Rule Game encourage students to create, compare, and discuss patterns, reinforcing flexible thinking. Lessons incorporate the PERstructure to encourage multiple modes of reasoning, communication, and learning.Partner and group discussions areembeddedin lessons,promptingstudents to explain their reasoning, justify strategies, and checkone another'sunderstanding. Students rotate roles in group work—writing equations, constructing tables, and graphing—to engage with content frommultipleperspectives and deepen conceptual understanding.
Evaluation for 6.1c
Grade 5 materials support students in making sense of mathematics through hands-on activities, written explanations, and collaborative discussions. Sentence frames and stems are provided to help students explain their reasoning,particularlyduring regrouping, while building mathematical vocabulary.Lessons reinforce connections between concrete models and abstract methods (e.g., writing each step of a problem using the standard algorithm to support place-value understanding).Students engage in interactive tasks such as creating and analyzing input–output tables, writing and graphing equations, and playing games like the Secret Rule Game. Materials include guided discourse questions and structured prompts tosupportmeaningful mathematical conversations and reflective thinking.Students demonstrate understanding by writing about their thinking, explaining patterns, and justifying strategies during group work and exit tickets. Activitiespromptstudents to engage with math in multiple ways—doing, discussing, and writing—which deepens conceptual understanding and supports all learners.
Evaluation for 6.2a
Lessonspromptstudents to explain similarities and differences in mathematical concepts (e.g., rounding decimals vs. whole numbers) and to justify their reasoning with examples (e.g., explainingwhetheradecimal in thethousandthsplace is greater than one in the tenthsplace).Students are prompted to defend their reasoning and critique others'thinking through partner talk, group discussions, and collaborative activities.Taskssuch as the Secret Rule Game and index card equation exchange require students to create, explain, and reflect on rules using tables and graphs.Structured opportunities for written explanations and peer feedback help students refine strategies and improve communication skills.Collaborativetasks, like concept map creation, supportstudents inorganizingandpresentingtheir understanding of geometric concepts such as classifying polygons and quadrilaterals.Materials promote confidence in mathematical reasoning by encouraging students to justify their approaches,engage withpeer strategies, and revise their thinking accordingly.
Evaluation for 6.2b
Grade 3 materials include prompts and supportsto helpeducators provide explanatory feedback based on anticipated student misconceptions. Built-in prompts and visual tools address misconceptions, such as misinterpreting rows and columns in arrays ormiscountingon 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.The materials do notincludeembedded prompts or guidance to support teachers in delivering explanatory feedback tailored to student responses. Materials do not equip educators with strategies or sample responses to address common student misconceptions or 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