My Math Academy, Grade 1

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.

The materials include an alignment guide that outlines the TEKS and key concepts addressed within the grade level, supporting alignment between standards and instruction. The TEKS Guide for My Math Academy presents grade-level TEKS in an organized table by domain, TEKS number, and standard description. This structure allows educators to identify standards addressed throughout the materials and connect instructional content to grade-level expectations. The alignment guidance also supports educators in locating TEKS-aligned concepts and instructional skills within the adaptive learning pathways. However, the materials do not include the ELPS within the alignment guidance and do not provide connections between language proficiency standards and instructional content. Additionally, the materials do not identify ELPS-aligned supports, language objectives, or language-development guidance within the alignment documentation.

The rationale for horizontal alignment demonstrates how the materials connect and sequence mathematical concepts to support student understanding within the grade level. Visual learning pathways and accompanying explanations describe how students move through differentiated instructional paths according to performance and instructional needs. Guidance also explains how adaptive pathways vary in focus and complexity to support targeted instruction. For example, student performance data determines progression through TEKS-aligned learning paths and identifies instructional entry points for differentiated support. However, the materials do not include a rationale for vertical alignment across grade levels and do not demonstrate how concepts and skills build from one grade level to the next within the adaptive progression model.

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.

The materials include an implementation guide with recommendations and strategies for effective educator use across a variety of instructional settings. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy includes models that recommend that students use the program for at least 45 minutes per week over the course of a semester. Educators are guided on implementation in whole-group, small-group, intervention, blended learning, and independent practice environments, as well as home and extended learning opportunities. The materials also provide recommendations for adapting instruction to support diverse student needs through differentiated instructional models and flexible implementation structures. The guide describes a blended learning rotation model in which students rotate between educator-led instruction, collaborative activities, and independent digital practice. Additionally, the digital platform provides educators with student progress data and recommends grouping strategies and targeted instructional activities to support instructional decision-making and differentiated support across instructional contexts.

Educators are guided on using the resources as a comprehensive course as well as for assigning targeted lessons and learning pathways that support intervention, enrichment, and extension. The materials provide flexible implementation options that support one-to-one, small-group, whole-group, and independent instructional settings. Educators are also supported in adapting instruction based on student performance and instructional needs. For example, the Guide to Differentiated Instruction explains how the digital platform tracks student progress and provides recommendations for grouping students and assigning targeted instructional activities. The materials also include ready-to-use activities that extend instruction beyond digital use and support implementation across instructional contexts. Additionally, educators are provided with recommendations for minimum program usage, including suggested minutes per week and duration of use, to support consistent and effective implementation.

Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

The materials include a TEKS correlation guide through the “Progress by Standards” dashboard, which allows educators to view TEKS-aligned lessons, activities, and student progress data within the platform. The dashboard presents instructional content in a TEKS-aligned format that connects standards to corresponding lessons and activities. Educators can also monitor student mastery of specific skills and identify areas where additional instructional support may be needed. The materials also include recommended skill entry points based on diagnostic assessment results. Adaptive placement assessments evaluate student understanding and generate domain-specific learner profiles that identify appropriate starting points within the TEKS-aligned learning progression. For example, a student may demonstrate proficiency in number sense while requiring additional support in operations, resulting in targeted instructional recommendations and differentiated learning pathways. Additionally, educators can access data-informed student groupings and TEKS-aligned instructional recommendations to support individual, small-group, and whole-group instruction based on diagnostic performance.

The materials include placement and assessment reports that recommend skill entry points based on diagnostic assessment results. The Assessment and Reporting Guide explains how diagnostic tools evaluate student understanding and determine appropriate starting points within a TEKS-aligned progression of skills and learning pathways. These reports provide educators with detailed information about student performance and support instructional planning based on identified strengths and areas of need. The adaptive materials also allow educators to review and adjust recommended skill entry points based on individual student needs. Comprehensive placement reports provide insights into students’ initial skill levels and recommend targeted starting points to support differentiated instruction. The diagnostic process described in the materials directs students to appropriate entry points within personalized, standards-aligned learning pathways, enabling educators to design targeted instructional experiences for individual students and groups.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The materials do not include protocols with corresponding guidance for unit or lesson internalization. While the materials provide online adaptive lessons and instructional content, they do not include clear steps, routines, or expectations to support educators in internalizing units or lessons prior to instruction. Additionally, the materials do not provide protocols for educators to analyze lesson components, anticipate student responses, identify instructional priorities, or prepare for implementation of adaptive lessons. As a result, the materials lack guidance to support educator internalization of both unit-level and lesson-level instruction.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.

The professional learning course called “Leadership Strategies for Effective Program Launch,” located within the Educator Center, provides instructional leaders with information about program structure, pacing recommendations, and effective instructional strategies to support implementation across instructional settings. Additionally, the materials include tools and resources that support leaders in monitoring educator implementation and student progress. Instructional leaders have access to implementation roadmaps, checklists, model lessons, data analysis resources, and training modules designed to support educator implementation. The materials also include a structured implementation roadmap with defined milestones across the first 30, 60, and 90 days of implementation to support ongoing monitoring and sustained educator progress. Together, these resources provide instructional leaders with guidance and tools to support effective implementation of the materials.

The “Leadership Strategies for Effective Program Launch,” course also provides instructional leaders with guidance for implementing the materials as designed. Guidance within the course includes information about program structure, pacing recommendations, and instructional strategies to support effective implementation and educator support across instructional settings. Additionally, the materials include implementation resources that support instructional leaders in monitoring educator use and student progress. For example, the implementation roadmap outlines key milestones across the first 30, 60, and 90 days to support a structured process and ongoing educator development. The materials also provide data analysis resources, including “Placement Reports,” that help instructional leaders and educators identify student skill needs and target instruction based on performance data.

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.

This guidance is not applicable because the program is not designed to be static.

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.

The adaptive materials include lesson overviews with learning objectives aligned to the TEKS that provide flexibility for educators to adjust instruction based on student performance and instructional needs. However, while the materials consistently align lesson objectives and assessment resources to the TEKS, they do not include learning objectives or assessment resources aligned to the ELPS.

Lesson overviews present multiple instructional pathways that support differentiated instruction and allow educators to respond to student progress within the adaptive platform. Additionally, the materials include lesson components with suggested implementation structures and integrated assessment resources that provide real-time performance data to support instructional decision-making. For example, assessment resources within the materials allow educators to analyze student performance across individuals, small groups, and the entire class to identify learning gaps and determine targeted instructional support. These TEKS-aligned assessment tools support differentiated instruction, reteaching opportunities, and ongoing progress monitoring.

The materials include detailed lesson overviews with TEKS-aligned learning objectives, lesson components, and suggested pacing guidance to support educator implementation. For example, the overview for the lesson “Word Problems: Adding Three Whole Numbers” lesson identifies the learning objective, prerequisite skills, suggested timeframe, lesson structure, instructional materials, and key vocabulary. These components support instructional planning and provide educators with guidance for organizing lesson implementation within the adaptive program structure. The materials also include instructional components that support coherence and preparation for differentiated instruction within the adaptive learning environment. Educators are guided on connecting instructional activities to TEKS-aligned objectives and are provided with recommendations on how to pace lessons. However, while the lesson overview includes TEKS-aligned learning objectives and instructional guidance, the materials do not include ELPS-aligned objectives, language-development supports, or explicit connections to the ELPS within the lesson overview documentation.

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).

The materials include support resources in English and Spanish that guide families in supporting student learning at home. The “Creating Connections: Bringing Math to Life at Home” professional development materials introduce caregivers to strategies for supporting mathematical learning beyond the classroom, including opportunities for mathematical discussions, home-based explorations, and effective use of My Math Academy.

The materials guide caregivers in accessing the “Caregiver Center” to support ongoing engagement with their student’s learning. The center’s resources support families in viewing student progress by skill, interpreting progress information, and accessing recommendations and home-based activities to support continued learning. The Spanish “Caregiver Center 101” materials provide equivalent guidance for accessing the center, monitoring student progress, and supporting learning through activities completed at home, ensuring that families can engage with student learning in their preferred language.

Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.

The Assessment and Reporting Guide explains how embedded, real-time, and developmentally appropriate assessments are designed to guide learning, monitor student progress, and support individualized instruction. The materials describe how assessments are integrated into the learning experience and used to inform instructional decision-making throughout the program. The guide also defines placement assessments as adaptive activities administered at the beginning of a student’s learning journey to determine current proficiency levels and establish personalized learning pathways.

The materials also describe formative assessments embedded within learning activities that generate measurable data on student understanding and dynamically adjust scaffolds, feedback, and learning pathways based on student performance. Additionally, the reporting guidance explains how assessment data supports curricular planning, targeted instruction, progress monitoring, and differentiated instructional support for individual students and groups.

Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.

The materials include guidance to support the consistent and accurate administration of instructional assessments within the adaptive learning program. The program automatically administers placement assessments to all students. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains the different proficiency levels and how the placement test establishes individualized learning pathways for students. The materials also specify that students should complete placement activities independently to ensure accurate identification of student strengths and instructional needs.

The materials explain how the adaptive system continuously evaluates student performance through embedded, real-time assessments that inform instructional decisions and learning progression. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy describes how educators use assessment data to determine whether students demonstrate mastery, require additional practice, or need reinforcement of prerequisite skills. Additionally, the materials explain how the adaptive engine consistently refines student learning pathways based on ongoing performance data, supporting reliable instructional recommendations and differentiated support.

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.

The materials describe general instructional supports within the adaptive learning program, including audio instructions, visual cues, vocabulary supports, and multilingual learner scaffolds designed to support access to instructional content. The materials also explain that students may receive scaffolded support, modeling, and simplified representations during learning activities to support differentiated instruction and accessibility within the adaptive platform.


However, the materials do not include sufficient evidence demonstrating that digital assessments provide printable versions or accommodations that educators can enable or disable for individual students during assessment administration. Additionally, the materials do not explicitly identify assessment-specific text-to-speech tools, content and language supports with educator-controlled settings, or calculator accommodations within the digital assessment system. As a result, the materials do not provide evidence that the identified assessment accommodations are available or configurable for individual student assessment needs.

Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The materials include diagnostic assessments with TEKS-aligned interactive tasks and item types embedded within the adaptive placement activities. The sample placement activities demonstrate multiple interactive formats that require students to engage directly with digital tasks as part of the diagnostic process. These interactive item types support student engagement and allow the adaptive system to collect performance data used to determine instructional placement and personalized learning pathways.

The materials do not demonstrate diagnostic assessment tasks with varying levels of complexity. While the placement activities include interactive item formats, the evidence provided reflects a single level of task demand within each activity and does not show progression across multiple complexity levels. As a result, the materials provide evidence of multiple interactive item types but do not provide sufficient evidence demonstrating diagnostic assessment tasks with varying levels of complexity aligned to the indicator criteria.

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.

The materials include formative assessments with TEKS-aligned interactive tasks embedded within the adaptive learning activities. The sample formative assessment activities demonstrate multiple interactive item types that require students to engage directly with digital tasks as part of ongoing progress monitoring and instructional adjustment. These interactive formats support the collection of real-time performance data used to personalize learning pathways and guide instructional decisions within the adaptive program.

The materials do not demonstrate formative assessment tasks with varying levels of complexity. While the formative activities include multiple interactive item types, the evidence provided reflects a single level of task demand within each activity and does not clearly demonstrate progression across multiple levels of complexity. As a result, the materials provide evidence of multiple interactive item types within formative assessments but do not provide sufficient evidence demonstrating varying levels of complexity aligned to the indicator criteria.

Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.

Educators are guided on scoring and interpreting student performance through a variety of reporting tools and assessment dashboards within the adaptive platform. The Assessment and Reporting Guide describes assessment overviews, placement reports, growth reports, and progress dashboards that provide educators with information about student proficiency, growth, and skill development. The materials also explain how assessment data can be used to monitor progress, identify instructional needs, and support differentiated instruction for individuals and groups. Additionally, the materials provide visual reports and data summaries aligned to student progress within the adaptive learning pathways. Educators can access information related to student placement, standards progress, and performance trends to inform instructional decision-making.

The materials do not include rationales explaining why individual assessment responses are correct or incorrect. The materials do not provide item-specific explanations or instructional rationales tied to student responses within the assessment system.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Educators are guided on using included tasks and activities to respond to student trends in performance on assessments. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how educators can use student performance data, progress monitoring tools, and reporting features to identify learning trends and make instructional decisions within the adaptive learning environment. The materials describe how educators can analyze student progress and use assessment information to determine appropriate instructional supports, grouping strategies, and targeted activities.

Educators are also guided on extending differentiated instruction beyond the digital platform through educator-led instructional responses to student performance trends. The materials explain how educators can use visibility tools and assessment reports to identify areas of need and assign targeted lessons, prerequisite skill practice, intervention activities, or enrichment opportunities based on student performance data. Educators are supported in instructional decision-making for individual students, small groups, and whole-class instruction in response to ongoing assessment results.

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.

Educators are provided with tools to track student progress and growth through dashboards and automated reporting features within the adaptive platform. For example, professional learning videos explain how educators can access whole-class and individual student data to monitor student performance, identify instructional needs, and analyze growth over time. The materials also include real-time assessment reports and visual data displays that support instructional decision-making and progress monitoring. Additionally, the educator dashboard compiles student assessment data into graphs and reports that highlight strengths, areas of need, mastered skills, class trends, and individual student growth. These reporting tools support educators in monitoring ongoing progress and adjusting instruction based on student performance data.

The materials do not include tools that allow students to independently track or monitor their own progress and growth. For example, the materials do not include student-facing growth trackers, reflection tools, goal-setting features, or progress-monitoring resources designed for student use.

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.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.

Educators are provided with frequent checks for understanding throughout lessons and activities through embedded formative assessment opportunities and real-time instructional adjustments. Guidance within the professional learning video and student experience activity demonstrates how the adaptive system continuously evaluates student performance during instruction to determine appropriate pacing, sequencing, and instructional supports. These embedded checks for understanding allow the program to respond dynamically to student needs as they progress through learning activities.

The materials provide immediate feedback and differentiated support during instructional tasks that reinforce student understanding and support mastery of skills. For example, students receive prompts, highlighted digits, corrective feedback, and helpful tips during activities to guide task completion and address misconceptions in real time. The platform also adjusts lesson complexity and provides targeted practice opportunities based on student responses, ensuring that checks for understanding occur at key points throughout lessons and activities.

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.

Educators are explicitly guided and provided with scaffolded supports for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the program provides layered scaffolds, targeted instruction, corrective feedback, and foundational practice opportunities to support students as they work toward mastery. The materials also describe how instructional supports are adjusted based on student performance to ensure that students receive appropriate intervention and reinforcement when learning gaps are identified.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy also includes the “Instructional Design That Supports Diverse Learners” resource that describes how educators provide students who struggle with step-by-step guidance, scaffolded support, simplified representations, and immediate corrective feedback during instructional activities. The materials explain how the program guides students to prerequisite skills for reinforcement and supplies educators with detailed reports and recommendations for targeted interventions in one-on-one or small-group instructional settings. Additionally, the adaptive learning pathways enable students to revisit foundational concepts and receive differentiated support tailored to individual learning needs.

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.

Educators are provided with pre-teaching language supports that develop academic vocabulary and support students with unfamiliar references in text. For example, in the “Equation Sort: Addition Word Problems to 20 Using Number Sentences” lesson, educators are directed to introduce or review key vocabulary before beginning the lesson. Educators post and orally introduce the terms number, sentence, addend, and sum. They provide student-friendly definitions, connect the terms to previous learning, and preview a sentence frame that students read chorally before applying the vocabulary during instruction. The lesson also activates familiarity with the context of joining two groups by connecting addition to everyday examples, such as counting apples and oranges in a bowl or pennies and nickels in a jar, before connecting that familiar action to its symbolic representation as a number sentence.

The materials provide embedded language supports for developing academic vocabulary and understanding unfamiliar language and references throughout instruction. Educators model the relationship among the word problem, the equation, and the mathematical vocabulary. They also provide annotated examples and pictorial models and use structured sentence frames to help students explain how an equation represents a story. Multilingual learner (MLL) adaptations further differentiate these supports through equation frames, oral rehearsal, partner explanations, and increasingly precise use of terms such as addend, sum, represents, and equals. The lesson also identifies English-Spanish cognates and corresponding mathematical terminology to strengthen students’ access to unfamiliar language across English and Spanish.

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.

Educators are explicitly guided on enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the program continuously analyzes student performance and adjusts learning pathways to provide appropriately challenging instruction. The materials describe how students demonstrating readiness may accelerate through content, engage in advanced learning activities, and progress beyond grade-level expectations through individualized adaptive pathways.

Educators are guided on offering advanced learners enrichment opportunities that promote higher-order thinking and continued academic growth. When students demonstrate mastery, educators encourage them to engage with advanced activities, progress through the program at an accelerated pace, and tackle more complex learning experiences without unnecessary repetition. The program also provides advanced students with appropriately challenging instruction while helping them maintain conceptual understanding and skill mastery.

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.

Educators cannot enable or disable accommodations for individual students in the digital materials. Although the materials mention audio and language supports, they do not provide clear evidence that educators can control accommodation settings or individually activate and deactivate these supports. Furthermore, the materials do not include a calculator on the digital platform. The digital materials do offer instructional supports that increase accessibility for diverse learners in the adaptive learning environment. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy, especially the topic “Instructional Design That Supports Diverse Learners,” highlights features such as audio instructions, visual cues, vocabulary supports, modeled language, sentence frames, and interactive scaffolds. These features help students comprehend and engage with instruction. The materials also outline supports for MLLs at various levels of English language proficiency.

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.

The materials guide educators on offering students multiple options for demonstrating their understanding of mathematical concepts. The “Universal Design Reference Sheet” provides a lesson planning template and encourages educators to incorporate multiple means of action and expression, allowing students to respond, show understanding, and engage in flexible problem-solving in various ways. The materials focus on content mastery rather than a single response format and support student choice and autonomy in demonstrating learning. This guidance enables students to perform, express, and represent their understanding through diverse instructional approaches and response methods. The reference sheet further encourages educators to model different approaches, use multimedia resources, integrate hands-on and interactive models, connect to prior knowledge, offer clear language supports, provide planning and organization tools, and employ flexible problem-solving strategies. These supports increase access to learning and give students varied opportunities to communicate their mathematical understanding while building independence and engagement.

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.

Educators are provided with prompts and guidance for building knowledge by activating prior knowledge and anchoring big ideas. For example, in the “Equation Sort: Addition Word Problems to 20 Using Number Sentences” lesson, educators connect students’ prior experiences representing addition stories with concrete objects and pictorial models to representing the same joining action with a number sentence. The materials identify the “big idea” that a number sentence is a mathematical representation. Educators are prompted to explain that, just as a pictorial model shows two parts joined into a whole, a number sentence uses numbers and symbols to represent the same relationship of addend + addend = sum. Educators reinforce this connection by presenting correct and incorrect equations and prompting students to determine which equation accurately represents the addition story and explain errors in the other representations.

Educators are guided on highlighting and connecting key patterns, features, and relationships through multiple means of representation. Students move among contextual word problems, pictorial models, oral explanations, and symbolic number sentences as they identify how each component of an equation corresponds to the mathematical situation. The lesson explicitly identifies the key relationship that the equation “mirrors the story”: the first addend represents the first group, the second addend represents the second group, and the sum represents the total. Educators guide students to compare representations; explain how the equation matches the story; analyze the roles of the addends, sum, and equal sign; and recognize that pictorial and symbolic representations can communicate the same mathematical relationship.

Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

The materials offer multi-tiered intervention methods across a variety of instructional practices and structures. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy shows how educators use student performance data to identify instructional needs and provide targeted support through individualized digital practice, educator-led instruction, collaborative learning experiences, discussion-based activities, and hands-on learning opportunities. The materials recommend “Extend the Learning” activities based on student performance, reinforcing targeted skills through multiple instructional approaches. These resources help educators provide intervention and reinforcement through varied practice formats while maintaining alignment with student learning needs.

Educators are guided on supporting the effective implementation of multi-tiered intervention methods across individual, small-group, and whole-class instructional settings. Through the Educator Center, educators can access real-time student data, recommended student groupings, align instructional resources, and view performance-based recommendations to inform intervention decisions. Additionally, the “Mastery AI Assistant” provides targeted instructional suggestions, scaffolding strategies, and activity recommendations aligned to student needs. The materials explicitly support implementation within Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) frameworks by guiding educators in providing differentiated levels of support as students continue to progress through personalized learning pathways.

Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.

Educators are provided with enrichment and extension methods that promote multiple forms of student engagement through performance-based “Take Action” activities recommended within the Educator Center. The TEKS Guide for My Math Academy guides educators in using these offline activities to reinforce or extend learning beyond the digital platform and align them to specific student needs identified through assessment and performance data. The activities foster varied forms of engagement, including hands-on learning, collaborative discussions, educator-guided instruction, and independent application of skills, allowing students to deepen understanding through multiple instructional approaches.

Educators are guided on effectively implementing enrichment and extension opportunities. The Educator Center recommends targeted activities based on student performance and provides instructional recommendations to help educators determine appropriate next steps for learning. Additionally, the materials explain how enrichment and extension activities may be implemented in one-on-one, small-group, or whole-class settings, enabling educators to provide differentiated opportunities that extend student learning while addressing individual strengths and needs.

Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.

The materials include prompts and guidance to support educators in providing timely feedback during lesson delivery. For example, in the “Rhombus or Not? Creating and Identifying Two-Dimensional Figures Including Rhombuses” lesson, educators monitor student understanding as students classify figures as rhombuses or non-rhombuses. During guided practice, students indicate their classification decisions, and educators ask students to explain what would need to change for a non-rhombus to become a rhombus. The lesson prompts educators to ask students how they made each classification and what attributes they checked, providing opportunities to elicit student reasoning throughout instruction.

In the “Quick Check — Timely Feedback,” educators ask students to provide evidence for a classification decision and describe what they found through measurement. If a student relies on a figure’s appearance rather than measuring its sides, the materials direct the educator to provide a ruler and guide the student in measuring and comparing side lengths, reinforcing that measurement rather than appearance determines whether the figure meets the defining attributes of a rhombus. Additionally, during the check for understanding, students who demonstrate difficulty creating a closed figure with four equal sides are provided with a toothpick or ruler and measure the figure with the educator.

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.

This guidance is not applicable because the program is not designed to be static.

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.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy provides adaptive materials with embedded linguistic accommodations for students with three English proficiency levels: emerging/beginning, developing/intermediate, and expanding/advanced levels. For emerging/beginning students, the materials use visuals, gestures, modeled language, and explicit vocabulary instruction. For developing/intermediate learners, the materials provide sentence frames, structured partner talk, and targeted questioning. Expanding/advanced students receive support to produce independent and extended academic language.

The “Instructional Design That Supports Diverse Learners” section shows how instruction incorporates linguistic accommodations, including audio supports, visual cues, vocabulary supports, interactive experiences, and educator-guided instruction. These supports help students access grade-level content and develop academic language. The materials aim to align with ELPS expectations by moving students from supported comprehension to linguistically accommodated academic discourse. However, the evidence references only three proficiency levels, not all four defined by the ELPS.

Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.

Educators are supported in effectively using the materials in bilingual and ESL programs. For example, in the “Write My Own: Addition Word Problems to 20 Using Number Sentences” lesson, the materials provide differentiated supports for MLLs across language proficiency levels, including familiar contexts and illustrations, oral sentence frames, partner explanations using academic vocabulary, and increasingly independent mathematical explanations. The lesson also identifies English-Spanish cognates such as addition/adición, equation/ecuación, represent/representar, total/total, and sum/suma to support students in making connections between languages.

The lesson provides a specific section titled “Bilingual and ESL Program Guidance” that explains how educators can implement the mathematical content across languages. The materials identify translating between a word problem and a number sentence as a transferable skill and guide educators in dual-language settings to present story problems in the partner language and have students write the corresponding equation, demonstrating that the underlying mathematical relationship remains consistent across languages. The materials also provide key terminology in both languages, including word problem/problema verbal, number sentence/enunciado numérico, and addend/sumando.

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.

The materials include embedded guidance to support emergent bilingual (EB) students in developing academic vocabulary, increasing comprehension, and building background knowledge through oral and written discourse. For example, in the “Equation Detective: Subtraction Word Problems to 20 Using Number Sentences” lesson, educators introduce and review academic vocabulary including minuend, subtrahend, difference, structural error, and computational error. They also provide a sentence frame for students to explain errors in subtraction equations. Students engage in partner mathematical discourse as they read word problems aloud, match equations to problem situations, explain how equations represent subtraction stories, and identify and discuss structural and computational errors. The lesson activates background knowledge by connecting mathematical error analysis to familiar experiences of identifying mistakes and comparing information to what is expected.

The materials provide differentiated guidance that increases students’ use of academic language through oral and written discourse. Students at the entering/emerging level use a visual reference card and gestures to identify the structure of an equation. At the developing/intermediate level, students use an academic sentence frame orally before writing their explanation. Students at the expanding/advanced level explain the error type, correction, and mathematical reasoning in complete sentences. At the bridging/reaching level, students write an evidence statement that identifies the error type and incorrect value, provides the correct value, and explains its implication for the representation of the story. These supports scaffold comprehension and the use of increasingly precise academic language as students progress from supported oral language to more independent written mathematical explanations.

The materials also include explicit guidance for making cross-linguistic connections through oral and written discourse. Educators point out English-Spanish cognates such as structural/estructural, computational/computacional, equation/ecuación, and evaluate/evaluar. They explicitly discuss similarities between words across the two languages. In bilingual and ESL settings, educators are guided to present key vocabulary in both languages and allow students to explain error-analysis reasoning in either language. Together with the lesson’s oral discussions, sentence frames, recording activities, and math-writing tasks, these supports provide opportunities for emergent bilingual students to build and communicate mathematical understanding across languages through both oral and written discourse.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Students have opportunities throughout the learning pathways, including embedded instructional assessments, that require them to demonstrate a deep understanding aligned to the TEKS. For example, in the “Word Problems: Adding Three Whole Numbers” lesson, students apply the “Three Reads” strategy to analyze a word problem, identify key information, and determine what needs to be solved.

Educators are guided on using check-for-understanding questions to monitor student comprehension of concepts and skills throughout the lesson. The lesson concludes with students explaining their problem-solving strategies and submitting a response sheet as an exit ticket, providing evidence of their understanding.

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.

The materials include questions and tasks, including enrichment and extension opportunities, that increase in rigor and complexity and lead to grade-level and above-grade-level proficiency in the mathematics TEKS. The My Math Academy Scope of Big Ideas identifies mathematical concepts that recur and deepen across learning pathways from kindergarten through grade 2 and provides representative activities aligned to the TEKS at each grade level.

The “Quantity and Counting” pathway directs students to extend the counting sequence to 120, compose and decompose two-digit numbers using place-value models, and reason about number position and ordering. The corresponding grade 2 pathways increase the complexity of these concepts as students determine 10 or 100 more or less than three-digit numbers, compose and decompose numbers to 1,200, and extend counting structures through skip counting that previews multiplication. Similarly, the “Part-Part-Whole” pathway progresses from grade 1 addition and subtraction equations, make 10 strategies, and fact families to grade 2 repeated addition and arrays, base 10 addition and subtraction with regrouping, multi-addend addition, and fact fluency. These documented progressions demonstrate increasing rigor and complexity from grade 1 TEKS-aligned tasks to advanced applications that extend the same mathematical concepts beyond grade 1 expectations.

Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.

The materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and mathematical relationships. In grade 1, students apply basic fact strategies to add within 20, including the making 10 strategy, and extend this understanding to solving word problems involving the addition of three whole numbers with sums of 20 or less. For example, in the “Word Problems: Adding Three Whole Numbers” lesson, students use the “Three Reads” strategy to analyze the context of the problem, generate questions that can be asked about the situation, and then solve the problems using objects, drawings, equations, and other appropriate strategies. This sequence connects fact fluency, problem solving, and mathematical reasoning, helping students see relationships among addition strategies, representations, and real-world contexts.

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.

The materials demonstrate coherence vertically across concepts and grade bands, including connections from grades K–6, by building on patterns, big ideas, and mathematical relationships. In grade 1, students represent the comparison of two numbers up to 100 using the symbols >, <, and =. In the “Shapey Factory GT-LT-EQ Assess” lesson, students are given a set of objects and must create a new set that is greater than, less than, or equal to the original set. In the “Shapey Factory OS Assess” lesson, students compare two sets of objects and their corresponding numerals by placing the appropriate comparison symbol between the numbers. The learning progression continues in the “Shapey Warehouse Compare 2D Assess” lesson, where students compare quantities represented only by numerals and click the correct comparison symbol to make the statement true. These tasks build upon students’ kindergarten understanding of comparing quantities and extend that learning to the formal use of comparison symbols in grade 1, demonstrating vertical alignment and a coherent progression of mathematical concepts across grade levels.

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.

The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of mathematical concepts and procedures to concepts learned in grade 1. The My Math Academy TEKS Guide explains that the “Knowledge Map” sequences mathematical concepts and skills while ensuring that foundational learning is secure before students advance to more complex content. The “Six Big Ideas” further demonstrate these connections across grade levels. For example, “Quantity and Counting Are Foundational” progresses from early counting and cardinality in kindergarten to work in grade 1 with the structure of the counting system, place value, and composing and decomposing numbers. Similarly, “Part-Part-Whole Structures Underlie All Operations” connects earlier experiences of composing, decomposing, joining, and separating quantities with grade 1 procedures for solving addition and subtraction problems, using properties of operations, and reasoning about the relationship between addition and subtraction.

The materials demonstrate how grade 1 concepts and procedures prepare students for mathematical learning in future grade levels. For example, the guide describes part-part-whole reasoning as progressing from composing small numbers to grade 1 addition and subtraction and then extending in grade 2 to equal groups as a foundation for multiplication. The grade 1 standards coverage further identifies students’ work with procedures such as composing 10, applying addition and subtraction fact strategies, solving word problems, using representations, and explaining solution strategies. These grade 1 concepts and procedures are connected in the guide to increasingly complex future learning, demonstrating a coherent progression in which prior knowledge supports current grade-level learning and current learning provides a foundation for subsequent mathematical concepts.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.

The Guide to Differentiated Instruction in My Math Academy and My Reading Academy explains that the “Knowledge Map” is a non-linear network of skills that allows students to move forward, revisit prerequisite skills, or follow different pathways according to demonstrated learning needs. As students progress, the adaptive system evaluates performance after each activity and determines whether students should advance, receive additional practice, or return to prerequisite content for reinforcement.

The materials identify spaced retrieval as an intentional practice structure embedded across the learning pathways. The adaptive system provides intermittent mastery checks that revisit previously learned content at intervals even after students have demonstrated mastery. These checks occur systematically as students progress rather than only in response to incorrect performance, providing repeated opportunities to retrieve previously learned skills and concepts after time has elapsed. The materials explain that this structure supports retention and allows the program to identify and address gaps in previously learned content as new learning accumulates.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.

The materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways. The Guide to Differentiated Instruction in My Math Academy and My Reading Academy identifies interleaved practice as an intentional practice structure designed to support long-term learning. Through the Student Activity Center, students are presented with activities from three different mathematical domains simultaneously rather than engaging exclusively in blocked practice focused on a single skill or concept.

As students move among the different mathematical domains within a session, they encounter varied problem types and mathematical contexts that require them to draw upon previously learned skills and strategies. This structure provides repeated opportunities for students to select and apply prior learning across different content areas rather than practicing one type of mathematics in isolation. The materials explain that this variety promotes flexible thinking and integration of mathematical knowledge, demonstrating interleaved practice with previously learned skills and concepts across learning pathways.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

Students have opportunities to interpret, analyze, and evaluate mathematical models and representations. For example, in the “Dizzy with Digits” group activity, students write a two-digit number on a place-value mat and create a matching base 10 block model to represent the value of each digit. As students determine the number of tens and ones needed and respond to guiding questions about digit values, they interpret and analyze the relationship between the numeral and its representation.

The activity also engages students in evaluating mathematical representations. After completing their models, students exchange papers with a partner and determine whether the base 10 block representation accurately matches the two-digit number. Students discuss their reasoning, identify errors, and suggest corrections when needed. These tasks require students to evaluate the accuracy of representations while reinforcing their understanding of place value through concrete and pictorial models.

Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.

Students have opportunities to create concrete models and pictorial representations of mathematical situations. For example, in the “Word Problems: Adding Three Whole Numbers” lesson, students solve addition word problems using a variety of representations, including connecting cubes, 10 frames, counter chips, and number lines. Students model addition situations with manipulatives and record their mathematical thinking on response sheets using drawings and equations. This lesson encourages students to select and use different tools to represent quantities and solution strategies.

The lesson includes opportunities for students to create pictorial representations that correspond to mathematical situations and solutions. Sample responses demonstrate the use of drawings, object models, and bar models to represent addition scenarios. Students also complete extension activities in which they solve additional word problems and represent their thinking through drawings or equations. Through the use of concrete materials and pictorial models, students create multiple representations of mathematical situations while solving grade-level addition tasks.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

Students have opportunities to apply conceptual understanding to new problem situations and contexts. For example, in the “A Fair Game” lesson, students apply their understanding of equal partitions while designing a game for younger students. Students are challenged to fold rectangular and circular shapes into equal parts so that each player has the same amount of space, creating a fair playing area. Through this task, students apply their understanding of halves and fourths within a meaningful context rather than simply identifying fractional parts of shapes. The lesson extends conceptual understanding by requiring students to use knowledge of equal shares to solve a design problem involving fairness. Students explore multiple ways to partition shapes, analyze whether the resulting sections contain equal amounts of space, and discuss strategies for creating fair game boards. These activities require students to apply grade-level fraction concepts to a novel situation and support the transfer of mathematical understanding to a real-world context.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.

The materials provide tasks designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, in the “Rafting Add Doubles Medium” digital lesson, students repeatedly solve doubles addition facts, such as 2 + 2, 5 + 5, and 10 + 10, to navigate a character through a rafting scenario. Students select the correct sum from multiple answer choices in order to advance through the activity. The repeated practice with doubles facts supports the development of automatic recall of addition combinations and strengthens foundational number relationships.

The materials provide tasks designed to build fluency necessary to complete grade-level mathematical tasks. For example, throughout the lesson, students apply doubles facts across a sequence of addition problems with increasing values, requiring accurate and efficient computation to progress through the game. By repeatedly identifying sums and distinguishing correct responses from distractors, students build fluency with addition facts while reinforcing computational accuracy and speed. These tasks support the development of fluency aligned to grade-level mathematical expectations.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.

Students have opportunities to practice applying efficient and accurate mathematical procedures throughout the learning pathways. For example, in the “Model the Make Ten Addition Strategy” activity, students examine a sequence of addition expressions that compose 10, including 0 + 10, 1 + 9, 2 + 8, 6 + 4, and 8 + 2. Students identify patterns within the addends and use virtual manipulatives to complete additional “Making Tens” puzzles by determining the missing quantity needed to make 10. This activity supports procedural efficiency by encouraging students to recognize and apply patterns in number combinations rather than relying solely on counting strategies.

The lesson provides opportunities for students to apply accurate mathematical procedures as they model missing addends using virtual objects and represent corresponding number sentences. Students use the visual models to verify quantities and confirm that the addends compose 10. Through repeated practice with number combinations and mathematical representations, students apply addition procedures while using models to support accurate solutions and reinforce relationships among numbers that make 10.

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.

Students have opportunities to evaluate mathematical representations, models, strategies, and solutions throughout the learning pathways. For example, in the “Smoothie Shop” lesson, students analyze information displayed in bar graphs and picture graphs and use the data to answer questions, identify trends, compare quantities, and make decisions within a real-world context. Students interpret data from multiple graph representations and discuss how information shown in each graph can be used to answer questions about smoothie sales and customer preferences.

The lesson includes opportunities for students to compare representations, justify conclusions, and support responses with evidence from the data. Students create picture graphs from data tables, use graph representations to answer questions, and explain how the data supports their recommendations and decisions. Through the use of multiple representations and data-analysis tasks, students examine the effectiveness of different models, verify conclusions using information presented in the graphs, and communicate mathematical reasoning based on the evidence provided.

Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.

Educators are guided on supporting students as they select increasingly efficient approaches to solve mathematics problems. For example, in the “Doubles Trains” activity, students model doubles facts using connecting cubes and determine sums by combining two equal trains. Students initially count the total number of cubes and discuss how the trains represent doubles expressions. As they solve multiple doubles facts, they compare strategies for determining totals and consider more efficient methods for finding sums. The lesson explicitly guides students toward increasingly efficient approaches by prompting discussion around faster counting methods and asking, “What is a faster way to count the total of a doubles fact?” and “Why is it helpful to know ways to count faster?” Students are encouraged to use skip-counting by twos to determine sums, and educators are directed to model this strategy when needed. Through repeated opportunities to build doubles facts, compare counting methods, and apply counting by twos, students are supported in selecting more efficient approaches for solving addition problems.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed. For example, in the “Adding on the Number Line” activity, students develop conceptual understanding of addition by using a number line to model adding a one-digit number to a two-digit number within 50. Students choose a starting number, place a counter on the number line, select an addend, and make forward jumps to determine the sum. Throughout the activity, educator questions such as “Where do we start?,” “Which direction are we moving on the number line?,” “Are the numbers getting bigger or smaller in that direction?,” and “How did you know when to stop?” help students connect the procedure of adding with the underlying concept of quantity increasing on a number line.

The materials support procedural fluency by guiding students to record their work using equations and mathematical language. Students describe their process using sentence stems such as “We started at _____. We added on _____. We stopped at _____. Our sum is _____.” They then write the corresponding addition equation. Explicit instruction is provided for the vocabulary term sum, and the educator models how a number line can be used to find an answer. Through repeated opportunities to represent addition, explain their reasoning, and solve multiple problems using different starting numbers and addends, students build both conceptual understanding and procedural skill in addition.

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.

The materials include questions and tasks which provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS. For example, in the “Find the Missing Part (Subtraction)” group activity, students use concrete models, pictorial representations, and abstract models to represent subtraction situations. Students work with a partner to explore part-part-whole relationships using counters, a part-part-whole mat, and missing-part triangle cards. Students also model a whole and its parts, determine a missing part, and discuss strategies for finding the unknown quantity.

The materials provide opportunities for students to use concrete models through the manipulation of counters to represent parts and wholes. Students use pictorial representations when working with the part-part-whole mat and missing part triangle cards to model relationships among quantities. Additionally, students use abstract models by writing subtraction number sentences, such as 5 – 2 = 3, to represent the modeled situation. Through these activities, students connect concrete models, pictorial representations, and abstract mathematical representations while solving subtraction problems involving missing parts.

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.

The materials include supports for students in connecting concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts as required by the TEKS. For example, in the “Ice Castles Count Two-Digit Numbers” digital lesson, students connect groups of tens and ones represented by base-ten blocks to two-digit numbers. Students count collections of ones and tens and relate those quantities to the corresponding values shown within a place value chart. For example, students count groups of 10 to determine values such as 40 and connect the representation to the digit recorded in the tens place.

The materials provide opportunities for students to create concrete and representational models that correspond to abstract numerical representations. Students use base 10 blocks to represent quantities and record the associated number of tens and ones within a place value structure. Collections such as 24 and 55 are modeled by counting tens first and ones second before identifying and recording the corresponding values in the place value chart. Through repeated opportunities to represent numbers using tens and ones, students create models that correspond to two-digit numbers.

The lesson supports the use of concrete and representational models as students connect place-value representations to abstract numerical concepts. Students use the models to identify quantities, determine the value of digits, and represent two-digit numbers within a place value chart. However, while opportunities are provided for students to connect and create concrete and representational models, the lesson does not include opportunities for students to define or explain the relationship between the models and the abstract numerical representations.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.

Students have opportunities to develop academic mathematical language through the use of visuals, manipulatives, and explicit language development strategies. For example, in the “Model an Addition Equation with Objects (Sum <10)” lesson, students develop and use the mathematical vocabulary addition number sentence, equal sign, in all, plus sign, and sum while modeling addition with counters. The educator explicitly introduces and defines each term, explaining that the plus sign indicates addition and the equal sign shows that the quantities on both sides of the equation are the same. Students use counters to model the addition equation 4 + 5 = ___, determine the total, and complete the equation by identifying the sum. Throughout the lesson, students work on pairs to read the completed equation aloud, discuss what the sum represents, and continue modeling additional equations with manipulatives while using the academic vocabulary introduced during instruction.

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.

The materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators. For example, in the “Doubles Trains” group activity, students use connecting cubes to model doubles expressions, determine sums, and discuss mathematical relationships while working with partners. Educators are directed to facilitate discussions about doubles facts and prompt students to describe how cube trains represent mathematical expressions. English Language Supports provide sentence frames such as “I have ___ connecting cubes and you have ___ cubes. Together we have ___ cubes. We made the doubles fact ___ plus ___ equals ___.” These sentence frames support students’ use of mathematical vocabulary in context.

The materials provide guidance that extends students’ use of academic mathematical vocabulary through partner discussions and educator questioning. Students explain how cube trains demonstrate doubles facts, count quantities aloud, and share solution strategies with peers. Additional prompts encourage students to discuss more efficient counting methods and explain why counting by twos may be helpful when finding sums. Revoicing supports and educator-guided discussions provide opportunities for students to refine and extend their mathematical language while communicating their thinking with peers and educators.

Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.

The materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse. For example, the “Save or Spend?” whole-class activity explicitly introduces and reinforces the vocabulary terms income, spend, and save as students discuss different ways individuals obtain and use money. Students participate in educator-facilitated discussions in which they compare examples, categorize sources of money, and determine whether situations represent income. Educators are directed to prompt students to explain similarities and differences among examples and to apply the lesson vocabulary while discussing real-world scenarios. The materials provide guidance that supports students’ use of academic vocabulary during mathematical discourse by engaging students in conversations about earning, saving, and spending money. Students discuss examples, justify their classifications, and apply vocabulary in context as they determine whether money was earned or received as a gift. The English Learner Support guidance further encourages students to practice listening to and using the lesson vocabulary when explaining how money was obtained and when participating in whole-class discussions.

Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.

The materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use mathematical language with peers. For example, in the “Smoothie Shop” lesson, students interpret and discuss bar graphs and picture graphs in a real-world context of a smoothie shop, supporting the use of academic vocabulary such as data, graph, bar graph, and picture graph. Students first engage in guided whole-group discussion where the educator models how to interpret graph components and explicitly uses mathematical language while asking structured questions about the data represented. Students then hear mathematical language from peers during partner and whole-group questioning, as they respond to prompts such as identifying which items sell most or least and comparing quantities across categories.

Opportunities to refine and use mathematical language are embedded in the lesson as students generate their own questions, justify answers using data from graphs, and explain comparisons using terms such as most, least, and more than. The lesson further extends discourse through discussion of real-world decision-making, prompting students to connect data interpretation to conclusions and business decisions while using academic vocabulary in context. Sentence-level scaffolds are implied through structured questioning and guided discourse routines that support student participation in mathematical conversations.

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.

The materials include embedded guidance to anticipate a variety of student responses, including exemplar responses to questions and tasks, as well as guidance to support and/or redirect inaccurate student thinking. For example, in the “Model the Doubles Addition Strategy” lesson, students model doubles expressions using cube trains and match them to sum cards while engaging in partner discussions. The materials anticipate correct student responses, such as identifying that both cube trains contain the same number of cubes, accurately counting the total, and recognizing that doubles facts can be efficiently solved by counting on or counting by twos. Exemplar responses are provided for key questions, including explanations such as “Start at one number and count on the other number” and “This helps me because it makes counting faster and reduces mistakes.”

The materials anticipate misconceptions, such as students believing that changing the counting strategy changes the total, and provide explicit guidance to address this by having students reorganize and recount the same set of objects in different ways to reinforce conservation of quantity. Educators are guided on redirecting inaccurate thinking by prompting students to re-model with connecting cubes, restate totals using mathematical vocabulary, and use sentence frames such as “When I count, I ______. This helps me because ______.”

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

The TEKS process standards are integrated within grade-level mathematical content through structured problem-solving experiences. For example, in the “Word Problems: Addition and Subtraction Within 20” lesson, students engage in the “Three Reads” instructional routine to make sense of mathematical situations, identify quantities and relationships, generate mathematical questions, and solve problems using drawings, equations, and other representations. Students work collaboratively with partners to select and solve problems, communicate their thinking, explain solution strategies, and compare approaches during whole-group discussions. The lesson includes opportunities for students to justify reasoning, evaluate the ideas of others, and represent mathematical thinking in multiple ways while solving addition and subtraction word problems. These activities embed mathematical problem solving, communication, reasoning, and representation throughout instruction, demonstrating appropriate integration of the TEKS process standards within the content.

Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.

The materials describe how the TEKS process standards are incorporated throughout the learning pathways. The updated My Math Academy TEKS Guide explains that every learning pathway connects to one or more of six core mathematical “big ideas” and that each “big idea” is anchored in grade-level TEKS content standards and connected to applicable TEKS process standards. The guide identifies the process standards associated with each “big idea” and describes how students engage with those standards as they develop mathematical understanding. For example, within “Quantity and Counting Are Foundational,” students apply process standards by selecting tools such as base 10 blocks, hundreds charts, and number lines and by analyzing relationships between the counting sequence and place value.

The materials describe how the process standards connect mathematical ideas throughout the learning pathways. For example, “Part-Part-Whole Structures Underlie All Operations” connects problem solving, analysis of mathematical relationships, and mathematical justification to the development of addition and subtraction concepts from early composition and decomposition through grade 1 problem solving and into later operational understanding. Additionally, “Mathematical Representations Are Equivalent” explains that the process standards for communicating, creating, and using multiple representations apply across grade levels and content strands, allowing students to connect concrete, pictorial, and symbolic representations as mathematical content develops. Together, these descriptions demonstrate how the TEKS process standards are intentionally incorporated and connected throughout the learning pathways.

Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.

The My Math Academy TEKS Guide organizes instructional content through six core mathematical “big ideas” and identifies the TEKS process standards incorporated within each area of learning. For example, the guide connects “Quantity and Counting Are Foundational” to selecting appropriate mathematical tools and analyzing mathematical relationships; “Numbers Have Relationships” to the problem-solving model, analysis of relationships, and mathematical justification; and “Mathematical Representations Are Equivalent” to communicating, creating, and using multiple mathematical representations.

The My Math Academy TEKS Guide describes how students engage with the process standards within the corresponding instructional content. For example, students select base 10 blocks, hundreds charts, and number lines to explore counting and place-value structures and analyze relationships between the counting sequence and place value. Students also explain addition and subtraction strategies using spoken words, objects, pictorial models, and number sentences, reflecting the integration of mathematical communication and representation within instructional experiences. Together, these resources provide educators with an overview of the TEKS process standards incorporated into grade 1 instructional content and learning experiences.

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

Students have opportunities to think mathematically, persevere through solving problems, and make sense of mathematics. For example, in the “Word Problems: Addition and Subtraction Within 20” lesson, students practice the “Three Reads” instructional routine, where they visualize the context, analyze the quantities and their relationships, and generate multiple mathematical questions from a real-world scenario. Students think mathematically as they compare quantities, identify relationships among numbers, and determine which mathematical operations are appropriate for answering different questions. The materials also provide students with the opportunity to persevere through problem solving by selecting one of the generated questions, working collaboratively with a partner to develop a solution, and representing their thinking using equations, drawings, and written solutions while using manipulatives such as number lines, connecting cubes, or 10 frames as needed.

The lesson provides opportunities for students to make sense of mathematics by examining the relationships between quantities, interpreting the problem context, and using those relationships to develop and justify solution strategies. During whole-group discussions, students compare multiple solution strategies, justify their reasoning, and respond to discourse prompts such as “Do you agree or disagree? Why?” and “Did anyone solve it differently?”

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

The materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. For example, in the “Word Problems: Addition and Subtraction Within 20” lesson, students engage in the “Three Reads” instructional routine to generate mathematical questions from a single problem situation before selecting a question to solve. Students choose solution strategies, represent their thinking using equations, drawings, manipulatives, and other mathematical representations, and work collaboratively to solve problems. The lesson encourages students to recognize that different mathematical questions, representations, and strategies can be used to solve the same problem.

The lesson provides opportunities for students to explain and justify multiple solution approaches through mathematical discourse. During partner and whole-group discussions, students share their strategies, explain their mathematical reasoning, compare representations, and respond to prompts such as “Did anyone else choose this question but solve it differently?” and “Do you agree or disagree? Why?” Students are encouraged to evaluate different approaches, ask questions about classmates’ representations, and justify their own solutions, reinforcing that mathematical problems can be solved using multiple valid strategies and representations.

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.

The materials are designed to require students to make sense of mathematics through multiple opportunities to do, write about, and discuss mathematics with peers and the educator. For example, in the “Word Problems: Addition and Subtraction Within 20” lesson, students use the “Three Read” instructional routine to analyze a word problem by visualizing the context, identifying quantities and units, examining relationships among the numbers, and generating mathematical questions. Students do mathematics by collaboratively selecting and solving addition or subtraction word problems using concrete models, drawings, equations, and number sentences.

Additionally, the lesson provides students with the opportunity to write about mathematics by completing the “Word Problem Response Sheet.” Students record the question they choose to solve, represent their thinking with equations and drawings, and write a solution with the appropriate unit. Students discuss mathematics throughout the lesson by working with partners, explaining the relationships among quantities, generating and answering questions, and presenting and defending their solution strategies during whole-group discourse.

Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

Educators are supported in guiding students to share their problem-solving approaches through explanations, arguments, and justifications. For example, in the “Word Problems: Adding Three Whole Numbers” lesson, students engage in the “Three Reads” instructional routine before working collaboratively to solve a word problem using equations, drawings, and written solutions. During whole-group discussion, educators prompt students to share their mathematical thinking with questions such as “Will you please share your strategy with the class?,” “Can you prove that these three amounts add up to 14?,” and “Did anyone else find this solution, but in a different way?” These prompts encourage students to explain their reasoning, justify their solutions, and compare multiple mathematical approaches.

The materials support educators in guiding students as they reflect on their problem-solving approaches throughout the lesson. During the “Three Reads” routine, students describe the problem context, identify relationships among quantities, and consider possible solution strategies before solving. Following partner work, educators facilitate reflection through prompts such as “What do others think about what [name] said? Do you agree or disagree? Why?,” “Can anyone retell what [name] explained to us?,” and “Would anyone like to add to what [name] shared with us?” These discussions encourage students to reflect on explanations, evaluate mathematical arguments, and consider alternative solution methods.

The lesson further strengthens mathematical discourse through embedded MLL supports. Students are encouraged to describe their equations and representations, ask questions about classmates’ mathematical thinking, and justify their own solutions using appropriate mathematical language. These supports provide educators with additional guidance for facilitating opportunities for students to share and reflect on explanations, arguments, and justifications throughout the lesson.

Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.

The materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. For example, in the “Dizzy with Digits” lesson, students create and draw models of two-digit numbers using place value representations while educators monitor student thinking through targeted questioning. Educators prompts such as “What does a ten (or one) look like in base-ten blocks?,” “How many tens (or ones) should you draw to model the digit?,” and “What value does each digit represent?” help educators elicit student reasoning and provide explanatory feedback based on student responses.

The materials provide embedded guidance for addressing anticipated misconceptions related to place value. Educators are directed to monitor for misunderstandings about how the position of a digit determines its value and to use additional modeling when misconceptions are observed. Students model numbers containing the same digit in different place-value positions, such as 22, to demonstrate that each digit represents a different value based on its position within the number. This guidance supports educators in addressing misconceptions through conceptual explanations rather than procedural correction.

The lesson further supports educators in providing explanatory feedback by engaging students in creating, drawing, and discussing place value models to communicate mathematical thinking. As students explain their representations and respond to educator questioning, educators use students’ models and explanations to reinforce place value concepts, clarify misunderstandings, and strengthen conceptual understanding through targeted feedback grounded in student responses and anticipated misconceptions.