Program Information
- ISBN
- 9798998577208
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 1.06 MB)
Nearpod Instructional Suite, 2
Supplemental Math (English) Grade 2
SBOE No Action Taken | IMRA 2025
Commissioner No Action
Publisher: Renaissance Learning, Inc.
Copyright: 2025
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 2 | 78.29% | 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
35% (8 out of 23 points)
Evaluation for 1.1a
The "Implementation Guide" includes a scope for each grade level, outlining the key topics and essential learning objectives. Within the online platform, users can search by a specific topic, filter bystandards usingthe blue link in the upper right, "Filter by Standards." By choosing "Texas" within that filter, the user can filter for a specificTexas Essential Knowledge and Skills (TEKS).The instructional materials are organized intounits. Eachunit includes a set of "Topic Bundles," and each "Topic Bundle" includes a sequence of lessons. The lessons provide 8 to 11 "Aligned Resources," includingactivities,quickchecks, andcenters for that specific lesson's objective and TEKS. The lessons reflect horizontal alignment; however, horizontal alignment is not evident across the "Topic Bundles."WhileEnglish Language Proficiency Standards(ELPS)are not explicitly stated, there is evidence of some vocabulary-rich lessons to supportemergent bilingual (EB) students.
Evaluation for 1.1b
The materials include an "Implementation Guide" that contains usage recommendations for different learning settings, including general education, special education, intervention, learning centers, flipped classrooms, and independent study. It recommends delivering lessons as full direct instruction, reteaching with practice, mini-lessons, or student-paced learning. The guide includes usage recommendations for just-in-time support or advanced learners. The "Implementation Guide" does not provide specific strategies for effective educator use.
Evaluation for 1.1c
The materials do not contain a TEKS correlation guide or recommended skill entry points. Skill entry points are based on grade level, not on individual student performance or diagnostic results. For example, students can begin lessons within any of the eight topics for that grade level.
Evaluation for 1.1d
The materials provide a "Teacher Resource" for each lesson. For example,in thegrade2lesson "Skip Count by 5's, 10's & 100's," the following is provided within the"Teacher Resource":"The Skills—Skip count within 1,000 by fives, tens, and hundreds.Count on by ones from a number within 1,000.Objective—Students will be able to skip count by 5s, 10s, and 100s within 1,000.Connection to Prior Learning—Previously, students have learned to count forward and backward within 120, as well as skip count by 2s, 5s, and 10s.Skill Summary—Describes the skill in paragraphs, with how the lesson should progress.Connection to Future Learning—Later, students will be able to extend their work on this skill to thinking about equal groups, which is a precursor to multiplication."Teacher guidance states that "[i]nstruction should include skip counting forward and backward from any number within 1,000 using a sequence of numbers or numbers plotted on a number line. For example, skip count by 5 starting from 675, skip count by 10 starting from 534, and skip count by 100 starting from 240."The"Teacher Resource"also outlines guiding questions, common misconceptions, skill limitations, and vocabulary, but there are no unit internalization protocols on how to internalize the unit topics or the lessons.
Evaluation for 1.1e
The materials include a link located on the hamburgertoggle menuunder "Help and Support," where teachers can review support documents with videos on how to teach with Nearpod, including creating a lesson or video, managing the administrator dashboard and subscription, integrating other platforms, and understanding technical specifications. There is also an administrator feature under the hamburger toggle menu, where post-session reports can be located along with managing users and viewing licenses.The materialsdo not contain accompanying guidance or resources on how instructional leaders can use this data to guide teaching with the implementation of the materials.
Evaluation for 1.2a
The materials generally include the TEKS aligned to the skill and objective for each lesson, listed on the bottom right of each lesson's slide presentation. TEKS alignment is inconsistent, with some lessons and assessments not aligned to the grade-level standard, sometimes involving skills beyond or below grade-level expectations.The materials include suggested times for lesson components throughout each lesson. For example, the "Compose Values with Coins" lesson is broken down with the following time stamps:Pre-Assessment:5 minutes;Authentic Connection:5 minutes;Explicit Instruction:30 minutes;Post-Assessment:5 minutes.Theunit,"Topic Bundle,""Aligned Resources," and"Teacher Resources"provide detailed lesson plans that include theskill,objective, "Connection to Prior Learning," "Skill Summary," and "Connection to Future Learning." There is a pre- and post-assessment for each lesson. For example,thegrade 2 unit "Time and Money, Solve Problems Involving Money," includes one lesson with"Teacher Resources"and eight additional "AlignedResources" in the form ofactivities,quickchecks, andcenters. Another example of this within the materials is from the lesson "Fluently Add & Subtract Within 20," which includes"Teacher Resources"and12"Aligned Resources,"such asactivities, quick checks, and centers.Nearpod"Teacher Resources"materials do not include assessment resources aligned with the 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 do not include communication with families in either English or Spanish.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
2 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.
2 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.
2 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.
2 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.
1 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.
1 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.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 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.
0 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.
0 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.
3 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.
3 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).
0 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).
0 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
50% (12 out of 24 points)
Evaluation for 2.1a
Thematerials areorganized into"Topic Bundles"aligned to the TEKS, each containing multiple lessons with a consistent assessment structure. Every lesson includes a pre-assessment (typically a four-question quiz to gauge prior knowledge), a"Check for Understanding"activity during instruction, and a gamified post-assessment to measure student growth. The pre- and post-assessments mirror each other in style but use different questions."Teacher Resources"provide answer rationales and guidance, and post-session reports help educators analyze student performance, identify misconceptions, and make data-informed instructional decisions. However, thematerialslack a clear explanation of the specific purpose and role of each type of assessment.
Evaluation for 2.1b
The materials supporttheaccurate administration of instructional assessments by aligning clearly to the intended learning goals and assessing the concepts and skills they are designed to measure. However, the materials do not provide guidance to ensure consistent administration across classrooms or educators, such as standardized protocols, routines, or timing recommendations.The materials are organized intounits and then "Topic Bundles" that are TEKS-based, each containing lessons with a consistent assessment structure:a four-question pre-assessment to gauge prior knowledge, a"Check for Understanding"during instruction, and a four-question post-assessment. These assessments are embedded within every lessonand havea suggestedtime frameof five minutes for each assessment, ensuring consistent administration. For example, once the lesson "Add Up to 4 Numbers with up to 2 Digits" is assigned, students will be required to answer four pre-assessment questions to assess prior knowledge. Once the lesson has been completed, students complete "Time to Climb," the post assessment. Additionally,"Teacher Resources"provide answer keys, explanations, and rationales to support instructional decisions.
Evaluation for 2.1c
The materials allow teachers to print pre-assessments and provide accommodations. The user can print assessments by adding a lesson to "My Library," clicking the three dots in the upper-right corner of the lesson tile, and selecting "Export PDF" to download and print. This feature supports flexible use in classrooms needing paper-based assessments.The platform includes accessibility tools, such as text-to-speech and content and language supports, which can be enabled in the lesson settings under the teacher's avatar. Once activated,these accessibility features—indicated by a book and speaker icon—support students during lessons and pre-assessments, butthey arenot available during post-assessments. While these accommodations are broadly accessible, they cannot be enabled or disabled for individual students.The platform does not offer access to a calculator.
Evaluation for 2.1d
The materials include pre-assessments at the beginning of each lesson called "Show What You Know,"whichinclude four multiple-choice questions that could serve as diagnostic assessments. However, the assessments do not include two or more interactive item types or two or more varying levels of complexity. For example, at the start of the lesson "Compose Values with Coins," students answer four multiple-choice questions:"Look at the attached image. Which coin is a penny?" "How much is a dime worth?" "Look at the attached group of coins. How much are they worth?" "Look at the attached image. Which group of coins is worth 75 cents?" The questions do not include varying levels of complexity or interactive item types.
Evaluation for 2.1e
The materials provide TEKS-aligned formative assessments embedded within each lesson that support student understanding with different interactive item types and tasks. Each lesson incorporates activities, such as drag-and-drop tasks, matching games, real-world scenarios, number bonds, and manipulatives like base ten blocks or tenframes.Center activities allow for differentiated instruction by offering varying levels of task complexity.For example, in the lesson "Measure Objects Using Nonstandard Units," the"Measurements with Non Standard Length Units"center provides three mats that the teacher can use to differentiate and change the level of complexity. With the first mat, the student measures objects with nonstandard-length units; with the second mat, the student measures twice with different nonstandard-length units; and with the third mat, the student measures and orders objects using nonstandard-length units.These embedded activities ensure ongoing checks for understanding and provide flexible and varied complexity levels.In "Add & Subtract Within 20," students demonstrate their knowledge through a real-world scenario question, writing equations, dragging and dropping tasks, using ten frames, completing equation practice questions, and playing a matching game with balanced equations.
Evaluation for 2.2a
The materials provide scoring information, including rationales for incorrect responses. The"Teacher Resources"for each lesson include detailed pre- and post-assessment analyses, which include an answer key with rationales for correct and incorrect student responses. For example, in the grade 2unit "Add & Subtract Within 1000," thelesson "Add & Subtract With 100 Using Number Lines"provides answer analyses that outline why students selected an incorrect answer. Additionally, in "Understand Arrays and Add & Subtract With 100," the rationale for the answer is provided.Post-session reports provide summaries, activity insights, and individual student data. For example, the "Activity Report" identifies patterns when multiple students choose the same incorrect response. These resources collectively support accurate scoring, data interpretation, and instructional planning, ultimately enhancing the teacher's ability to respond to student learning needs.
Evaluation for 2.2b
The materials includepost-sessionreports that allow teachers to analyze student understanding, identify misconceptions, and see real-time performance data; however, there is no guidance on how to use this data with the included tasks and activities in the platform.Teachers can review data for a chosen lesson, activity, or post-assessment, including class average, participation percentage, and class and individual responses. For example, in the demo lesson "Divide Whole Numbers by 2- & 3-Digit Divisors," data shows a 50/50 split on a question, flagging it as commonly missed, which allows the teacher to make informed instructional decisions based on trends in the data; however,there is no guidance on which lessons, tasks, or activities tousewith the data provided. Additionally, the materials provide individual student reports, but there is no guidance on the use of the included tasks and activities based on this data.
Evaluation for 2.2c
The materials include automated reports from online platforms that show student participation, scores, and activity performance, which help guide instruction and intervention, align assessments to monitor growth, and give studentstheability to self-monitor.Teacher reports include lesson, activity, and post-assessment data, including individual student scores and class participation rates. Teachers can select specific lessons in the "Post-Assessment" tab to view detailed reports by class and student, including how each student answered individual questions.Pre- and post-assessments have aligned questions that allow teachers to measure growth. For example, in the lesson "Tell & Write Time to the Nearest 5 Minutes," the pre-assessment mirrors the post-assessment.The online platform provides student accounts to be enabled,offeringreports for both live and self-paced lessons where students view and track their progress data, including post-session reports, their responses along with the correct answers, activity grades, participation status, and scores.
Evaluation for 2.2d
The materials provide multiple prompts in every lesson to check for understanding, including a pre-assessment,"Check for Understanding,""Think," "Collaborate," "Write," "Poll," and a post-assessment. These checks for understanding at key points within each lesson provide real-time monitoring of student learning.Pre- and post-assessments provide data before and after the lesson. In "Determine Whether Numbers to 20 are Even or Odd," students complete the following:A pre-assessment with four multiple-choice questions.Organize socks into pairs.Count three sets of objects by making pairs to identify if the amounts are even or odd.Count four sets of objects using any strategy to identify if the amount is odd or even.Count bytwosto create a numerical pattern and determine the ending of numerical numbers.Two multiple-choice questions.Identify even and odd numbers by sorting them into two columns.A post-assessment with four multiple-choice questions.The materials include built-in icons in the lesson slides to help pace educators and provide opportunities to check for understanding. The materials do not offer guidance on how to respond to student answers.
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.
1 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.
1 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.
1 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 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.
1 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.
1 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.
0 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.
0 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.
0 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.
0 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.
1 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.
1 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
38% (15 out of 39 points)
Evaluation for 3.1a
The materials do not provide explicit educator guidance for TEKS-aligned, grade-level activities that support differentiated instruction for below-level learners. There are no step-by-step supports or adaptations within lessons or activities to assist students who require additional help.
Evaluation for 3.1b
Materials include pre-teaching of developing academic vocabulary with embedded supports throughout the lessons. In theunit "Equal Groups," lesson "Understand Arrays," students review horizontal and vertical lines, along with visual representations,with these vocabulary words highlighted within the prompts. Students then learn what an array is with a definition and reference to a real-world connection of a window with plants. Additionally, in the lesson, students receive embedded support for what repeated addition is with visuals and a drag-and-drop task.The materialsdo not includeexplicit educator guidance forembedded supports or pre-teaching of unfamiliar references like the wordnaturewhen students are asked to identify which collection of nature items is the greatest.The materialsdo not include explicit educator guidance for pre-teaching unfamiliar references in the text.
Evaluation for 3.1c
The materials provide aligned extension activities and centers that teachers assign for continued on-grade-level practice, but there is no explicit educator guidance to help the teacher identify students who have demonstrated proficiency in grade-level and above-grade-level content and skills. For example, in "Fluently Add & Subtract Within 20," the teacher can assign the following extension activities that incorporate different learning strategies that align with the lesson's TEKS:"Fluently Add & Subtract Within 20—Warm Up,""Complete Addition & Subtraction Equations to 20—Drag & Drop,""Match Sums & Differences Within 20—Matching Pairs,""Add 3 Numbers to Make 20—Lesson," and"Mental Addition & Subtraction Within 20—Center."
Evaluation for 3.1d
The materials provide accommodations, including text-to-speech and content and language supports, butcalculators cannot be provided to students. Instruction is differentiated by grouping students with specific needs and by turning on the Immersive Reader. For example, the teacher can launch multiple codes for any lesson, allowing certain groups of students toturn onthe Immersive Reader;allowingstudentsto click on a book icon that then reads independent work slides, open-ended questions, quizzes, and polls;andallowing students to click on a word for content and language support.
Evaluation for 3.1e
The materials provide lessons that guide students through questions and tasks that allow demonstration and understanding in multiple ways—through virtual manipulatives, drawing, and interactive tasks—but lack specific guidance for supporting students in completing these tasks.For example, the materials provide the use of multiple formats to demonstrate understanding, including number lines, ten frames, manipulatives, and written equations, but the materials do not always clarify when or how to differentiate these options. In "Fluently Add & Subtract Within 20," students demonstrate understanding by using number sentences on number lines and ten frames, performing addition and subtraction by counting on fingers, and expressing thinking with number sentences. Additionally,in the grade 2 lesson "Solve 2-Step Real-World Problems,"students use drawings, diagrams, and models to represent each step of a problem and write equations to solve it.
Evaluation for 3.2a
The materials provide a "Teacher Resource" for each lesson, which includes guidance in the "Skill Summary" section and additional prompts and questions within lesson slides, guiding students to discuss, model, and write about mathematical concepts, including the use of visual models with real-world connections.For example, in "Understand the Composition of 3-Digit Numbers," students are asked, "Can you think of a combination of $10 bills and $1 bills that could be in Jordan's piggy bank ($32)?" Students recognize repeated patterns, such as $10 +$10, reinforcing place-value understanding.In "Add &Subtract 2-Digit Numbers Within 100," the"Teacher Resource"includes a skills breakdown, explanations of how to use activities to support the standards for mathematical practice, and a complete lesson answer key. The"Teacher Resource"provides guiding questions that teachers can utilize during the lesson. Additionally, students use base ten blocks when decomposing to add and answer the following questions: "What do you notice about the value of the one in each number? How does the value change?""How can we tell if we need to regroup?" "Why cannot we take seven ones from four ones?"In "Compare & Order 3-Digit Numbers," students use base ten blocks to represent and compare numbers, anchoring big ideas about place value.Students represent numbers in word and expanded form using base ten blocks and dragging and dropping tasks in "Write Expanded & Word Form of 3-Digit Numbers."
Evaluation for 3.2b
The materials incorporate and guide various instructional approaches with suggested time stamps, including explicit instruction on vocabulary development, guided practice with real-world connections, collaborative learning, and concept application using virtual manipulatives.In "Identify 2D Shapes by Name & Attribute," 45 minutes is allocated for the lesson, with the following times allocated:Pre-Assessment:5 minutes;Authentic Connection:5 minutes;Explicit Instruction with Check for Understanding and Collaboration:30 minutes;Post-Assessment:5 minutes.In "Solve 2-Step Real-World Problems," students think, write, collaborate, and practice within the lesson. Students review a pictorial model and answer the following questions: "How would you solve this problem?What equations could you write to help you?What strategies would you use?"Then, they collaborateto identify if a change has occurred within three examples of the pictorial model. Then, students draw a model and answerthe following question:"How does adding steps and notes to our diagram help us understand and solve the problem?"
Evaluation for 3.2c
The materials provide a variety of practice models within the lessons, but there is no explicit educator guidance to support effective implementation.Lessons support students through a variety of practice models.For example,students make real-world connections,collaborate with peers to solve problems on the "Write" slides,complete"Check for Understanding"tasks independently, andcomplete additional practice with real-world application through activities and centers without guidance from the teacher.For example, in "Compare & Order 3-Digit Numbers," students make a real-world connection, look at a visual of three bikes with prices on them, and answerthe following question:"What do you notice about the prices of the bikes? What do you wonder?" Then, students review place values with baseten blocks and practice comparing numbers with symbols, followed by a collaboration opportunitythat involvesansweringthe following question:"What are some reasons we may want to put numbers in order?" At the end of the lesson, students order numbers from least to greatest and use comparing symbols to make equations true. Through additional activities and centers assigned by the teacher, students complete additional independent practice.
Evaluation for 3.2d
The materials provide students with additional extension methods, including centers and activities, but there are no enrichment methods for advancing student learning beyond grade-level skills.In "Tell & Write Time to the Nearest 5 Minutes," materials provide six extension activities, a center, and a video lesson.In grade 2 "Equal Groups, Understand Arrays," students apply array concepts in an extension activitytitled"Representation of Repeated Addition with Arrays."Thefollowing guidance is provided:"Recommended Setup—Have two devices logged into the same center and display the mat on one device for students to work on in pairs, and display the spinner on the other device.Differentiation Options—Create arrays to represent repeated addition expressions, write repeated addition expressions to represent arrays, assign a specific mat to use based on the skill they need to practice most, or allow students to self-assess and choose a mat on their own."
Evaluation for 3.2e
Materials include embedded"Check for Understanding"tasks, pre- and post-assessments, and prompts within lessons. The platformallows teachers to give live feedback for all drawable activities—including "Draw It," "Drag & Drop," and all four "Math Manipulatives"—during live participation lessons, but there is no explicit guidance on how to deliver that feedback.For example, in "Add & Subtract 1- and 2-Digit Numbers," the lesson includes a pre-assessment,"Check for Understanding,"and a post-assessment, which allow the teacher to view live student performance on the teacher dashboard and respond as needed.
Evaluation for 3.3a
The materials support language learners with tools like the Immersive Reader, which includes text-to-speech, content and language supports, and translation; however, they do not align with state-approved bilingual/English as a second language (ESL) program models or provide guidance on linguistic accommodations for all levels of language proficiency.The "Help Center" explains how to create interactive slides, add sentence stems, access visual dictionaries, and highlight key vocabulary, but it does not offer guidance on using these tools for language development across proficiency levels.The "Implementation Guide" recommends scaffolds, small-group reviews, and providing repetition but does not specify guidance on aligning linguistic accommodations to students' language proficiency levels.Lessons include centers and opportunities for paired work, but the materials do not include guidance on how to embed linguistic support during these activities.
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 include activities for student collaboration, general suggestions for supportingEnglish learners (ELs), and tools that can be used to support ELs; however, they do not address state-approved bilingual/ESL program models or provide implementation guidance for educators.Lessons include paired activities for student collaborationbutdo not offer guidance on implementing bilingual or ESL support within these activities.The"ImplementationGuide" offers general ideas for supporting diverse learners in co-edit lessons and pull-out scenarios but lacks specific implementation guidance.The "Help Center" provides instructions on using the Microsoft Immersive Reader for text-to-speech and translation, butit does not guide educatorsin supporting ELs within state-approved bilingual/ESL program models.
Evaluation for 3.3d
The materials provide opportunities for vocabulary-building through oral and written discourse, but no embedded guidance is included to supportEBstudents in developing academic language or crosslinguistic connections.For example, in "Identify & Sort Shapes," students participate in a class discussion naming categories of shapes as they sortthe shapesand use academic vocabulary to describethemwith a partner, but the lesson includes no guidance on how to supportEB students.Each"Teacher Resource"includes a lesson objective, vocabulary, and connections to prior knowledge and future learningbutdoes not offer guidance for supportingEBstudents in building background knowledge or academic vocabulary.
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.
0 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.
0 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.
2 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.
2 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.
0 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.
0 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.
2 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.
2 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.
1 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.
1 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.
0 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.
0 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.
1 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.
1 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.
0 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.
0 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.
0 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.
0 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
63% (10 out of 16 points)
Evaluation for 4.1a
The materials provide TEKS-aligned lessons that offer students multiple opportunities to practice and demonstrate understanding through various interactive activities, assessments, and centers. Each bundle is organized by topic and includes warm-ups, instructional activities, pre- and post-assessments, and hands-on tasks to reinforce the lesson objective. For example, thegrade 2"Make Hundreds" lesson includes building a number using drag-and-drop tools, basetenblocks, open-ended questions with a text box, and multiple-choice questions. Similarly, the "Geometry"unit includes a center activity that provides practice through identifying and drawing two-dimensional shapes based on attributes through the use of a spinner that is embedded in the center slides. Throughout thematerials, students have multiple opportunities to engage in meaningful practice supported by formative assessments that requirestudents to demonstrate their depth of understanding aligned to the TEKS.
Evaluation for 4.1b
The lessons, activities, and centers provide questions and tasks that align with the TEKS and increase in rigor within that grade level. For example, thegrade 2 unit "Measurement and Data with Estimating Lengths" includes estimating lengths and increasing complexity by measuring using appropriate tools, followed by comparing lengths. Similarly, the "Add Within 50" lesson begins with open-ended questions asking students to explain how they solve an addition problem using mental math with numbers less than 20 and then builds to larger double-digit numbers. Students then representtwo-digit addition using basetenblocks.Enrichment and extension materials increase in rigor and complexity within that grade level's TEKS. For example, the "Add & Subtract Within 20 Using Place Value" lesson within the "Strategies to Add & Subtract Within 20" bundle begins with a real-world problem and builds understanding through base ten blocks and interactive practice.The materials offer questions and tasks at grade-level proficiency aligned to the TEKS but do not provide enrichment and tasks requiring students to work above grade-level proficiency. The TEKS that require students to go up to 1,200 only go up to 1,000. For instance, in the lesson "Compare and Order 3-Digit Numbers," students work within 1,000, but the TEKS require students to demonstrate using numbers up to 1,200.However, the materials do not provide questions, tasks, enrichment, and extension materials that lead to above-grade-level proficiency in the mathematics TEKS.
Evaluation for 4.2a
The materials are organized into grade-level units that are aligned with grade-level TEKS. Each unit includes"Topic Bundles"aligned with the knowledge and skills required for the process standards of the TEKS. Each"Topic Bundle"contains lessons withquickchecks (pre- and post-assessments),activities, andcenters. Each unit presents a cohesive structure around a big idea, while each"Topic Bundle"dives into the supporting concepts and skills. Ingrade2, the lesson "Interpret Picture & Bar Graphs" connects to prior skills of organizing and interpreting data and extends to solving one- and two-step word problems using graphs.The materials include an "Implementation Guide" that lists the"Topic Bundles"and lessons. The "Implementation Guide,"scope, andsequence provide a horizontal progression within "Interpret Picture & Bar Graphs." It begins with connecting prior skills of organizing and interpreting data and extends to solving one- and two-step word problems using graphs, which helps students build on conceptual relationships. Additionally, in the "Solve Real-World Addition & Subtraction Problems" unit, four"Topic Bundles"progress in the following order:"Solve Add To Problems Within 100,""Solve Take From Problems Within 100,""Solve Put Together/Take Apart Problems Within 100,""Solve Compare Problems Within 100,""Write Equations to Solve 1-Step Real-World Problems," and"Solve 2-Step Real-World Problems."The materials provide detailed guidance on prior learning, skill focus, and future learning. For example, in the "Place Value" unit,the lessonstates that students will connect prior learning of skip counting byfives,tens, andhundreds within 1,000. After this lesson, students will extend their work from this lesson's TEKS to thinking about equal groups, which is a precursor to multiplication.This structure allows teachers to flexibly plan instruction while ensuring that students experience a coherent, standards-aligned progression of mathematical understanding.
Evaluation for 4.2b
The materials presentunits with"Topic Bundles"aligned to grade-level TEKS and include how the lesson connects to prior and future grade-level learning, which provides vertical coherence of big ideas and relationships. For example, the "Tell & Write Time to the Nearest 5 Minutes" lesson connects to prior learning of telling time to the hour and half-hour, introduces a.m. and p.m., and describes the connection to future learning by noting that students will extend their work of this skill to tell and write time to the nearest minute, including using a.m. and p.m. appropriately, with both analog and digital clocks.In theunit "Equal Groups," the lesson "Determine Whether Numbers to 20 Are Even or Odd" references prior knowledge, such as identifying numerical patterns when skip counting and recognizing whether equations are true. The future connection prepares students to identify and explain arithmetic patterns using properties of operations.While the materials aim to support instructional progression, not all content is logically sequenced to align across grade levels. In the "Time" unit, the "Tell & Write Time to the Nearest Minute" lesson in grade 3 is aligned to TEKS 2.9.G, which belongs to grade 2, showing a misalignment in instructional expectations.
Evaluation for 4.2c
The materials are organized intounits with"Topic Bundles"that includelessons,activities, andcenters aligned to specific TEKS. Each"Topic Bundle"includes a"Teacher Resource"that outlines the "Skill Summary," "Connection to Prior Learning," and "Connection to Future Learning." While the "Implementation Guide" lists the topics and lessons within each grade level, the materials lack clear guidance around how they connect to future grade-level concepts and procedures.Materials include connecting students' prior learning through concepts and procedures within the grade2TEKS. In "Measuring Length," the seven"Topic Bundles"progress from understanding standard units to estimating and measuring, showing concept development.Additionally,units have grade-level-aligned"Topic Bundles"that allow students to connect prior knowledge of concepts and procedures within the grade 2 TEKS. For example, the "Geometry"unit has the following"Topic Bundles"listed, with additional"Aligned Resources":"Identify 2D Shapes by Name & Attribute"(11"Aligned Resources")"Identify 3D Shapes by Name & Attribute"(nine"Aligned Resources")"Partition Circles & Rectangles into Equal Parts"(12"Aligned Resources")
Evaluation for 4.3a
The materials do not provide spaced retrieval opportunities with previously learned skills or concepts. For example, an activity from "Solve Put Together/Take Apart Problems Within 100" can be assignedwhilestudents also are assigned "Place Value, Compare & Order Whole Numbers," allowing students to practice a previously learned concept.The materials are organized intounits with"Topic Bundles"grouped by the TEKS. Teachers assign lessons and components to teach inlive-participation orstudent-paced mode, which can allow for spaced retrieval by going back to previous skills and concepts; however, it is not embedded within the lessons.
Evaluation for 4.3b
The materials provide interleaved practice by integrating multiple strategies, concepts, and virtual manipulatives within individual lessons and reinforcing them through varied activities. For example, in "Add & Subtract Within 1000," lesson "Fluently Add & Subtract Within 20," students usefive distinct strategies—number lines, finger counting, ten frames, doubles, and number bonds—to practice the same concept:adding and subtracting. Additionally, students progress from counting objects to arranging them in vertical and horizontal lines and finally to forming arrays to approach the same concept in "Understand Arrays within the Unit, Equal Groups."In theunit "Time and Money," lesson "Compose Value with Coins," the materials move from introducing a penny to counting pennies and then to applying symbols in context.In "Tell & Write Time to the Nearest 5 Minutes," the lesson provides scaffolded time-telling strategies, including skip counting and drag-and-drop matching, to support mastery.
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.
2 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
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.
2 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.
2 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.
0 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.
0 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.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
74% (28 out of 38 points)
Evaluation for 5.1a
The materials provide lessons that prompt students to interpret, analyze, and evaluate mathematical models and representations. The lessons have embedded interactive tasks to support students in developing a conceptual understanding of math through visual tools, structured questioning, and collaborative problem-solving. Lessons use base ten blocks, arrays, graphs, and open-ended prompts to deepen conceptual understanding and mathematical reasoning.For example, in "Compare & Order 3-Digit Numbers," students interpret base ten models and answerthe following question:"What number is represented below by the base 10 blocks?"Then,students compare numbers using models and respond tothe following question:"How can we use the models below to help us determine which value is bigger?" Additionally, in "Add & Subtract 2-Digit Numbers Within 100," students analyze base ten blocks and respond tothe following question:"What do you notice about the value of the one in each number?"Then, they evaluate the need for regrouping using models and answer thequestion"Where do we see regrouping in this strategy?" as they explain a place-value strategy using decomposition.Students collaboratively solveaddition problemsin "Add Within 100," explaining strategies and reflecting on collaborative learning by answering the following questions:"What addition strategy did you find most helpful?Which clue words in the story problem helped you?"These examples demonstrate how the materials actively engage students in mathematical thinking by encouraging them to explore, explain, and evaluate representations in various meaningful contexts.
Evaluation for 5.1b
The materials provide TEKS-aligned lessons and activities that support students in creating concrete and pictorial models to build and apply their understanding of math concepts. Students represent mathematical situations using visual tools, including base ten blocks, coins, clocks, and drawings.For example, in the unit "Place Value, Compare, and Order Whole Numbers," lesson "Understand the Composition of 3-Digit Numbers," students drag and drop $10 and $1 bills to model $32 in a piggy bank and then represent $43 using two different combinations of $10 and $1 bills.In "Partition Rectangles into Squares," students examine pictures of fabric to identify which is cut into equal-sized squares. Additionally, in "Compare and Order 3-Digit Numbers," students use base ten blocks to model the digit 5 in different numbers and determine the greater number using modeled representations.
Evaluation for 5.1c
The materials provide questions and tasks within the lessons that allow students to apply their conceptual understanding to real-world problem situations and contexts.For example, in theunit "Solve Real-World Addition & Subtraction Problems," lesson "Write Equations to Solve 1-Step Real-World Problems," students are shown whole apples and parts of apples and answer the following questions: "What do you notice about the apples?What do you wonder?" Then, students use the same pictorial model to apply their understanding by completing the written expression, then answering the following questions: "How many total apples are in the picture?What operations should we use?How many were eaten?How many whole apples are left?" Students then use another pictorial model to decide whether to add or subtract and fill in the missing parts of the equation.In "Compose Values with Coins," students analyze coins to determine if they can afford a 25¢Pop-It and then decide which coins Rida can use to buy the item. Additionally, students examine a picture of cupcakes to determine how many chocolate cupcakes are needed for an order.
Evaluation for 5.2a
The materials provide fluency tasks through repeated practice and strategies that support quick and accurate problem-solving; however, they do not include explicit structures to build automaticity through timed or rapid-response tasks, as the strategies to complete tasks are given to the students.For example, in "Understand Arrays," students recognize and organize arrays, allowing for faster counting and comparison by answering thefollowingprompt:"Which collection has the greatest number of items?"In "Add & Subtract 2-Digit Numbers Within 100," students practice addition and subtraction using baseten blocks while learning decomposition into tens and ones, promoting quick problem-solving. Additionally, students use number lines, counting on, ten frames, doubles, and number bonds in "Fluently Add & Subtract Within 20."
Evaluation for 5.2b
The materials provide opportunities for students to demonstrate efficiency, flexibility, and accuracy in mathematical procedures through lessons and activities.For example, in "Fluently Add & Subtract Within 10," students learn fact families for quick recall, doubles for efficient addition and subtraction, counting on, and counting back to promote flexible and accurate problem-solving. Additionally, in "Add To/Take From Problems," students use number bonds, counting on, and models with images;check solutions with models for accuracy;and choose their preferred strategy during the post-assessment.In "Write Equations to SolveOne-Step Real World Problems," students use the start-change-result strategy, writeequations, and draw models before combining all methods for solving word problems efficiently and flexibly. Students then check their answers to ensure accuracy.
Evaluation for 5.2c
The materials provide embedded questions and tasks that prompt students to assess the effectiveness and accuracy of their mathematical methods throughout the lessons.For example, in "Add & Subtract 2-Digit Numbers Within 100," students use basetenblocks to support regrouping and evaluate place value and model accuracy by answering the following prompts: "What do you notice about the value of the one in each number?Does the model still show the value of the starting number?How can you tell?" Students also evaluate the decomposing strategy with the following prompt:"Why do you think it is important to write the value of the tens instead of the value of the ones?"In "Understand the Composition of 3-Digit Numbers," students evaluate flexibility in representation by answering the followingquestion:"Can you use more than one combination of tens rods and ones units to represent a number?" Additionally, students evaluate accuracy in "Add & Subtract 1- & 2-Digit Numbers" by answeringthe following question:"Should we add or subtract to determine how many more bubbles Matty blew than Aminah?"
Evaluation for 5.2d
The materials do not offer guidance to help students evaluate and select the most efficient strategy; instead, they provide opportunities for students to practice multiple strategies for mathematical problem-solving.In grade 2 "Add & Subtract Within 10," students count on, maketenwith number bonds, use fingers, and decomposetenwith easier known equations, but there is no guidance on comparing these strategies. Additionally, the lesson states that students should "use the best strategy"but does not includeteacher guidance on how to supportstudentsin identifying which is most efficient.In "Compose Values with Coins," students identify and count coins, but the materials do not provide guidance to support students in determining which counting approach is most efficient when calculating coin values.
Evaluation for 5.3a
The materials provide the aligned TEKS for the lesson slides. For example,the aligned TEKS for the lesson"Determine Whether Numbers to 20 Are Even or Odd"is111.4.b.7.A, and the student objective states, "Students will be able to determine whether numbers to 20 are even or odd." Each"Teacher Resource"includes the skills, an objective, and a summary describing the lesson's instructional sequence.
Evaluation for 5.3b
The materials align with the TEKS by providing students with opportunities to learn concepts through concrete models, pictorial representations, and abstract equations.For example, in the grade 2 lesson "Understand Arrays," students manipulate tiles to form arrays (concrete), analyze premade arrays (pictorial), and connect arrays to equations (abstract). Additionally, students use base ten blocks (concrete), drag-and-drop activities with bills and coins (pictorial), and numeric representations (abstract) to represent three-digit numbers as different combinations of hundreds, tens, and ones in "Understand the Composition of Three-Digit Numbers."In grade 2 "Time & Money," lesson "Compose Values with Coins," students use coin pictures (pictorial) and the drawing tool to count money and record total values with symbols (abstract).
Evaluation for 5.3c
Within the online platform, students use concrete, pictorial, and abstract models in TEKS-aligned lessons and activities, using virtual manipulatives to build conceptual understanding of the TEKS.In the grade 2unit "Equal Groups," lesson "Understand Arrays," students manipulate tiles to create arrays (concrete), analyze premade arrays (pictorial), and write matching equations (abstract).In "Interpret Arrays Using Repeated Addition," students create arrays, use images of rows and columns (pictorial), and write repeated addition equations (abstract).In "Understand the Composition of 3-Digit Numbers," students representthree-digit numbers as different combinations of hundreds, tens, and ones with base ten blocks and money (concrete);draw representations (pictorial);and write numbers to explain their reasoning (abstract).
Evaluation for 5.4a
The materials provide opportunities for students to develop and apply academic mathematical language through visuals, manipulatives, and structured questioning in lessons. Students engage in identifying, describing, and using academic vocabulary while interacting with the materials.In the "Geometry" unit, "Identify 2D Shapes by Name & Attribute," students sort manipulatives into polygonsandnon-polygons and identify attributes using real-world visuals while learning and applying terms, such asverticesandquadrilaterals. Additionally, in theunit "Time and Money," lesson "Count Mixed Coins," students use coin visuals, use fill-in-the-blank vocabulary sentences, and skipcount with manipulatives to build academic vocabulary and conceptual fluency.
Evaluation for 5.4b
The materials provide a real-world application of the TEKS within the lessons, with students activating prior knowledge with teacher-led prompts. Thematerials do not embed educator guidance to scaffold, support, and extend students' use of academic mathematical vocabulary during a teacher-led lesson and when there is peer communication.For example, in "Identify 2D Shapes by Name & Attribute," students activate prior knowledge using visuals (pendants) and then answer the following question:"What do you notice about the pendants?" Students learn the vocabulary wordspolygonsandattributesand then circle shapes that are polygons to connect vocabulary with visuals, but there are no detailed strategies to scaffold student use of these terms. Additionally, ingrade 2 "Place Value, Compare & Order Whole Numbers," the materials include charts with vocabulary words, skipcounting, and definitions for teacher reference,butthey do not provide detailed strategies to scaffold student use of terms.
Evaluation for 5.4c
The materials provide TEKS-aligned lessons where students think, write, and collaborate using academic mathematical vocabulary. The materials embed guidance to support student use of mathematical vocabulary through targeted discussion promptsthatsupport students in applying mathematical language or academic vocabulary during discourse.In "Subtract Two Digits," during "Think-Pair-Share," students answerthe following questions:"Which two images have the same value? How do you know?" These prompts guide students to answer using the termvalue.In "Add & Subtract with Tens & Hundreds," students use baseten blocks and discuss connections between diagrams and equations with visuals by answering the following questions: "How does the equation connect to the diagram?How does this base ten diagram show Jada's blocks?"These questionsguide theprecise use of academic language in peer discussion.
Evaluation for 5.4d
The materials provide opportunities for students to collaborate and hear mathematical language with peers during teacher-led lessons within "Collaborate" and "Think-Pair-Share" activities, as well as in additional teacher-assignedactivities andcenters.For example, in "Exploring Even & Odd Numbers," students engage in "Think-Pair-Share" by answeringthe following question:"How many dots would be in each group if we split 16 into two equal groups?"Thisguidesstudents to use mathematical language terms, such asequal groups. Additionally, in "Identify & Sort Shapes," "I notice. . ." and "I wonder. . ." sentence stems are provided, and students discuss with partners, allowing the application of mathematical language during these conversations. The materials include embedded prompts that support student-to-student discussion but do not guide students in refining or extending mathematical vocabulary.In "Mentally Add & Subtract 10 or 100," students participate in a collaborative activity as they explore matching pairs and discuss patterns, thenanswer the following question:"What do you notice about the results when we add or subtract tricky tens?"
Evaluation for 5.4e
The materials do not have embedded guidance to anticipate a variety of student answers, and there is no guidance to support or redirect inaccurate student responses within the lessons or activities. For each lesson, the materials provide a short summary of why a student may have chosen an incorrect answer within the pre- and post assessments, and there is an answer key for the lesson slides. Still, the lesson slides' answer keys do not include a variety of student answers, and there is no guidance, nor are there instructions, on redirecting inaccurate student responses.For example, in the unit "Geometry," lesson "Identify 2D Shapes by Name & Attribute," the teacher materials note that students may struggle with recognizing irregular or rotated figures, but there is no guidance on how to address these misconceptions. The post-assessment states that a student may incorrectly identify a triangle, showing a misunderstanding of a pentagon's defining attributes, but there is no guidance on how to support or redirect the students.
Evaluation for 5.5a
The materials integrate the TEKS process standards within lessons as students make real-world connections, use justification strategies, and apply mathematical thinking alongside content learning.For example, ingrade 2 "Add & Subtract Within 1000: Add & Subtract 2-Digit Numbers Within 100," the lesson begins with a real-world problem and uses base ten blocks to explore place value, asking, "What do you notice about the value of the 1 in each number?" and "How does the value change?" Students manipulate base ten blocks, write values, and decompose numbers to group tens and ones for efficient problem-solving.In "Solve Take From Problems Within 100," students apply a structured problem-solving model to a word problem by answering the following prompt:"How can we determine how many seeds were in the packet originally?" Additionally,in "Fluently Add & Subtract Within 20,"students are prompted to justify their thinking by answering the following questions:"Which strategy do you think will work best for this problem? Why?"In "Addition & Subtraction on a Number Line: Represent Story Problems," students use manipulatives and number lines to solve problems, answeringthe following questions:"How many cubes long is Han's train now?What happens if he adds 63 more?"
Evaluation for 5.5b
The materials include the TEKS content standards for each lesson, and there are integrated process standards throughout the activities, tasks, and assessments.However, the materialsdo not include descriptions of how the process standards are incorporated or connected throughout the learning pathways.For example, in "Solve Take From Problems Within 100," TEKS 3.4.C is listed, but process standard 1.1A is not included even though students apply mathematics to everyday problem situations within the lesson. Additionally, in "Fluently Add & Subtract Within 20," TEKS 2.4.A is listed, but process standard 1.1G is not noted despite students being asked "why" questions that require justification of their thinking.
Evaluation for 5.5c
The materials include the TEKS content standards for every lesson but do not provide an overview of or specifytheTEKS process standards. The platform allows educators to search by the TEKS, including process standards, but when searching, no Nearpod lessons appear for any process standards. Additional resources include Nearpod videos,Sesame Street, Socratica, and Khan Academy, but there are no Nearpod lessons that appear when searching for the TEKS process standards.
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.
1 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.
1 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.
3 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.
3 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.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
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.
0 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.
0 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.
0 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.
0 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.
1 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.
1 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.
0 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.
0 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.
0 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.
0 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.
0 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.
0 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
58% (11 out of 19 points)
Evaluation for 6.1a
The materials provide multiple opportunities for students to think mathematically and make sense of mathematics through open-ended questions, real-world connections, and the use of virtual manipulatives and visual models. Lessons encourage students to explain their reasoning, recognize multiple approaches, and apply strategies to deepen conceptual understanding. However, problem-solving tasks are heavily guided, limiting students' opportunities to struggle productively and develop perseverance.In "Equal Groups: Interpret Arrays Using Repeated Addition," students use visuals to compare quantities with manipulatives as they build conceptual understanding of repeated addition, then answer "Which collection has the greatest number of items?" by using fill-in-the-blank sentence frames.Ingrade 2 "Add & Subtract Within 1000: Add & Subtract 2-Digit Numbers Within 100," students use a real-world scenario and answer the following prompts with baseten blocks:"What do you notice about the value of the one in each number?" and "Does the model still show the value of the starting number? How can you tell?" Students then decompose numbers to group tens and ones, supporting efficient problem-solving and sense-making.
Evaluation for 6.1b
The materials support students in understanding and explaining multiple ways to solve problems using varied models, manipulatives, and questioning strategies, but they do not provide students with an opportunity to justify.For example, in "Solve 2-Step Real-World Problems," students use part-part-whole models, start-change-result models, and tape diagrams to solve two-step word problems and then answer thefollowingprompt:"How does adding steps and notes to our diagram help us understand and solve the problem?"But the materials do not provide support for students to explain their thinking or justify their answers. Additionally, in "Write Equations to Solve 1 Step Problems," students use visuals, such as stickers, to see what they notice and wonder,then drawa model or diagram and writean equation that they solve, allowing them to solve the problem using multiple ways.However,the materials do not provide a prompt for students to justify the strategy they chose to solve the problem.
Evaluation for 6.1c
Students write, discuss, and do tasks, making sense of mathematics through multiple opportunities within the materials. Lessons provide opportunities for students to make sense of mathematics through multiple opportunities during the"Write," "Practice," "Collaborate," and "Think" sections.For example, in "Identify 2D Shapes by Name & Attribute," students identifytwo-dimensionalshapes, write the number of vertices, circle polygons, and discuss attributes and differences between shapes by answering the followingquestion:"How are triangles different?" Students then write and solve problems by doing the work.In "Add & Subtract 2-Digit Numbers Within 100," students manipulate base ten blocks to add and subtract two-digit numbers, then write numerical answers while answering the followingprompt:"Where do we see regrouping with this strategy?" Students then discuss the following promptswith peers:"What do you notice about the value of the 1 in each number? How does the value change?"
Evaluation for 6.2a
The materials include guiding questions for students to reflect and share their problem-solving approach within lessons, including explanations and justifications. For example, in "Compose Values with Coins," students reflect on and share their problem-solving approach by answering the following prompt:"Do you think the size of a coin is related to its value? Why or why not?" The question prompt guides teachers to support studentsin providingan explanation and justification.The materials do not support teachers in guiding students to reflect on and share their problem-solving approaches, including arguments.
Evaluation for 6.2b
The materials include brief summaries for correct answers on pre- and post-assessments but do not include prompts for teachers to give feedback based on the student responses or anticipated misconceptions.For example,the lesson "Estimate Lengths" identifiesthe misconception that "[s]tudents may overestimate or underestimate unreasonably if they do not have strong mental benchmarks for the sizes of the standard units," but there is no guidanceon how to address this misconception, and there are no follow-up prompts to guide feedback to students.
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.
2 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.
2 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.
2 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.
2 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.
4 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.
4 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.
0 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.
0 out of 4 points