Program Information
- ISBN
- 9798998577260
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 516.8 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 173.87 KB)
Renaissance Math Texas, Grade 4
Supplemental Math (English) Grade 4
IMRA 2026
Publisher: Renaissance Learning, Inc.
Copyright: 2026
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 4 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
68% (19 out of 28 points)
Evaluation for 1.1a
The materials include a content alignment chart that outlines the Texas Essential Knowledge and Skills (TEKS)-aligned domains covered at each grade level, including number sense and operations, fractions, place value, multiplication and division, algebraic thinking, and financial literacy. The chart identifies the concepts the program covers across all grade levels.
The Renaissance Math Solution Guide outlines vertical alignment across grade levels and demonstrates how concepts build in complexity from foundational to advanced skills. For example, number sense and operations concepts progressively build computational sophistication while maintaining connections to place value understanding. Fraction concepts progress from foundational number-line understanding to fraction operations and rational-number reasoning. However, the materials do not include an alignment guide that outlines the ELPS or a rationale for learning paths within the same grade level.
Evaluation for 1.1b
The Renaissance Math Solution Guide serves as an implementation guide, providing educators with usage recommendations and strategies for effective use across multiple instructional contexts. The guide outlines how the Nearpod and Freckle platforms can be used for tier-one whole-class instruction, tier-two small-group reteaching, and tier-three targeted intervention, providing clear guidance on adapting materials to meet student needs across settings. Both platforms include multilingual learner support, including Spanish platform navigation and language settings.
The Renaissance Math Solution Guide also provides usage recommendations and strategies for effective use by educators across multiple instructional contexts. For just-in-time support, educators use the Nearpod platform’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, while the Freckle adaptive pathway’s practice addresses prerequisite skills within grade-level contexts. For advanced learning, educators provide access to above-grade-level challenges for students demonstrating mastery, and the materials can be used as a course through Freckle’s adaptive learning pathways, which continuously adjust based on student performance.
Evaluation for 1.1c
The Renaissance Math TEKS Correlation Guide outlines prerequisite, grade-level, and extension skills for each TEKS standard and maps them to corresponding Renaissance Math lessons. Educators can use the guide to identify key prerequisites and forthcoming lessons for each TEKS, pinpoint appropriate entry points, and plan personalized instruction based on students’ current skill levels.
The materials include a diagnostic assessment through the Freckle platform that educators can assign to determine appropriate skill entry points. The adaptive assessment evaluates students’ current understanding and provides TEKS-aligned skill entry points, allowing educators to personalize instruction and target specific skills based on individual student performance.
Evaluation for 1.1d
The Renaissance Math Internalization Protocols guide educators through a structured lesson internalization process that includes reviewing lesson objectives, analyzing instructional phases, anticipating student misconceptions, preparing language and accessibility supports, and planning for closure and next steps using real-time data.
The materials include a lesson internalization protocol designed to be completed before daily instruction, guiding educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to guide educators in previewing the unit, understanding the learning progression, or considering the diverse needs of students across the full unit of instruction.
Evaluation for 1.1e
The Renaissance Math Leader Guide provides instructional leaders with resources and guidance to support educators in implementing Renaissance Math. Key resources include the “Lesson Library,” “Usage and Engagement Reports,” and “Professional Learning Resources.” The guide also includes a Monitoring and Sustaining Implementation section that provides guidance to help educators maintain consistent and effective use of the program.
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders on how to support teachers and coaches. In step one, Instructional Leader’s Role, leaders are guided to set clear expectations for lessons and routines and provide feedback and coaching to strengthen lesson delivery. In step two, Supporting Teachers with Lesson and Unit Implementation, leaders receive guidance on helping teachers plan with the materials and determine which components to use. For example, leaders can direct teachers to leverage the Freckle platform for pre-teaching or skill reinforcement based on class needs. The Nearpod platform further supports implementation through modules and on-demand or live professional development webinars.
Evaluation for 1.2a
The materials include detailed lesson plans with learning objectives, lesson components with suggested time frames, and assessment resources aligned to the TEKS. Nearpod platform lessons include TEKS-aligned learning objectives and suggested time allotments for each lesson component. For example, some of these objectives and time allotments include preassessment, authentic connection, explicit instruction, and postassessment. Freckle platform skill pages provide educators with a student objective, a connection to prior learning, a skill summary, a connection to future learning, guiding questions, common misconceptions, skill limitations, and vocabulary. However, the materials do not include ELPS alignment, and the Freckle platform skill pages do not include student-facing materials.
The materials include teacher materials to support effective lesson delivery across multiple instructional approaches. For example, in the Concrete-Representational-Abstract (CRA) approach, students spend 20 minutes in the concrete phase, 20 minutes in the representational phase, and 15 minutes in the abstract phase, with guidance for adjusting pacing based on student performance. However, the materials do not include teacher materials, student materials, or assessment resources aligned to the ELPS.
Evaluation for 1.2b
In the Freckle platform, the materials provide educators with learning objectives aligned to the TEKS. The materials include lesson components for teachers and students with suggested time frames, such as targeted practice, differentiated practice, skills and prerequisites, instructional videos, and academic vocabulary. However, the materials do not include detailed overviews with learning objectives or assessment resources aligned to the ELPS.
The materials include lesson components with suggested time frames. The Math Usage Recommendations guide outlines key lesson components of the Freckle platform along with suggested usage times. For example, for grades 3–12, the document recommends 20 minutes of use per day across all lesson components, at least twice per week. These lesson components include adaptive math pathway, targeted math practice, and focus skills practice.
Evaluation for 1.2c
The materials include family letters in both English and Spanish that explain the objectives of the current unit. The letters provide an overview of the skills, explaining what students are learning and why it matters mathematically. The letters also describe how learning will take place in the classroom by outlining the methods of instruction, visual models, and strategies that will be used, enabling families to reinforce these approaches at home.
The family letters provide families with practical, topic-specific home support suggestions in both English and Spanish for each unit. These suggestions include grade-appropriate activities that extend learning beyond the classroom and give families concrete strategies to reinforce current mathematical concepts, creating a partnership between school and home that supports consistent student learning.
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.
3 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.
3 out of 5 points
The Renaissance Math Solution Guide outlines vertical alignment across grade levels and demonstrates how concepts build in complexity from foundational to advanced skills. For example, number sense and operations concepts progressively build computational sophistication while maintaining connections to place value understanding. Fraction concepts progress from foundational number-line understanding to fraction operations and rational-number reasoning. However, the materials do not include an alignment guide that outlines the ELPS or a rationale for learning paths within the same grade level.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The Renaissance Math Solution Guide also provides usage recommendations and strategies for effective use by educators across multiple instructional contexts. For just-in-time support, educators use the Nearpod platform’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, while the Freckle adaptive pathway’s practice addresses prerequisite skills within grade-level contexts. For advanced learning, educators provide access to above-grade-level challenges for students demonstrating mastery, and the materials can be used as a course through Freckle’s adaptive learning pathways, which continuously adjust based on student performance.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The materials include a diagnostic assessment through the Freckle platform that educators can assign to determine appropriate skill entry points. The adaptive assessment evaluates students’ current understanding and provides TEKS-aligned skill entry points, allowing educators to personalize instruction and target specific skills based on individual student performance.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
The materials include a lesson internalization protocol designed to be completed before daily instruction, guiding educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to guide educators in previewing the unit, understanding the learning progression, or considering the diverse needs of students across the full unit of instruction.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders on how to support teachers and coaches. In step one, Instructional Leader’s Role, leaders are guided to set clear expectations for lessons and routines and provide feedback and coaching to strengthen lesson delivery. In step two, Supporting Teachers with Lesson and Unit Implementation, leaders receive guidance on helping teachers plan with the materials and determine which components to use. For example, leaders can direct teachers to leverage the Freckle platform for pre-teaching or skill reinforcement based on class needs. The Nearpod platform further supports implementation through modules and on-demand or live professional development webinars.
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
The materials include teacher materials to support effective lesson delivery across multiple instructional approaches. For example, in the Concrete-Representational-Abstract (CRA) approach, students spend 20 minutes in the concrete phase, 20 minutes in the representational phase, and 15 minutes in the abstract phase, with guidance for adjusting pacing based on student performance. However, the materials do not include teacher materials, student materials, or assessment resources aligned to the ELPS.
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.
3 out of 5 points
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.
3 out of 5 points
The materials include lesson components with suggested time frames. The Math Usage Recommendations guide outlines key lesson components of the Freckle platform along with suggested usage times. For example, for grades 3–12, the document recommends 20 minutes of use per day across all lesson components, at least twice per week. These lesson components include adaptive math pathway, targeted math practice, and focus skills practice.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
The family letters provide families with practical, topic-specific home support suggestions in both English and Spanish for each unit. These suggestions include grade-appropriate activities that extend learning beyond the classroom and give families concrete strategies to reinforce current mathematical concepts, creating a partnership between school and home that supports consistent student learning.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
86% (18 out of 21 points)
Evaluation for 2.1a
The Renaissance Math Solution Guide provides a table outlining the definition and instructional purpose of each assessment type. Under the Instructional Purpose column, the Renaissance Math Solution Guide states that diagnostic placement assessments are used “to find each student’s starting point before/start of instruction.” This information clarifies the intended use of this assessment type for educators and the appropriate timing for administration.
The Renaissance Math Solution Guide includes a section titled “Assessment Types in Renaissance Math.” This section outlines the instructional purpose for diagnostic/placement, formative, interim/benchmark, and summative assessments. The guide also identifies where each assessment type appears within the Freckle and Nearpod platforms.
Evaluation for 2.1b
In the Freckle Teacher Home Guide, there is a section titled “How Can I Assign Assessments to My Students?” In this section, the materials direct educators to have students log into the Freckle platform using their class code, select Assignments from the dashboard, choose the assigned assessment, complete the assessment, and return to the dashboard to continue working on other assigned activities.
The Freckle Teacher Home Guide includes a section titled “How Can I Assign Assessments to My Students?” This section directs educators to have students complete the assessment, which the guide notes “will take anywhere from 10 to 30 to 60 minutes or more.”
Evaluation for 2.1c
The Freckle platform includes printable versions of digital assessments, such as diagnostic, targeted practice, and benchmark assessments. Printables allow educators to generate assessments as adaptive math pathways or targeted math practice, giving educators the flexibility to focus on student-leveled material or standard-specific content.
The Freckle and Nearpod platforms provide accommodations that educators can enable or disable to support individual students. Within the Freckle platform settings, teachers can use the Edit Student tab to enable or disable text-to-speech and calculator access for students. In the Nearpod platform, teachers can enable the Immersive Reader tool to activate text-to-speech and additional content and language supports. This gives students access to a picture dictionary, preferred language selection, color-coding for parts of speech, and syllable-by-syllable word reading.
Evaluation for 2.1d
The materials include diagnostic assessments in the Freckle platform with TEKS-aligned questions and tasks. Within the diagnostic assessments, questions include two levels of complexity: basic recall and application and skill/concept. For example, the diagnostic assessment includes computation questions for basic recall and word problems for application and skill/concept. The materials do not include questions with more than two levels of complexity.
The materials include diagnostic assessments with TEKS-aligned questions that, through adaptive assessment functionality, demonstrate at most two levels of complexity. The materials also include interactive assessment items with varying response types, including multiple- choice, multiple-answer, and type-in. For example, in the Nearpod platform, teachers can use multiple-choice preassessment questions to gauge students’ prior knowledge.
Evaluation for 2.1e
The materials include a variety of formative assessments with TEKS-aligned questions and tasks, such as adaptive and targeted practice, as well as benchmark assessments. These assessments feature more than two levels of complexity, ranging from basic recall to application, reasoning, and higher-order thinking. The formative assessments also include more than two unique interactive item types, such as multiple-choice, multiple-answer, type-in, drag-and-drop, graphs, and complete-the-table, providing students with diverse question formats aligned to the TEKS.
The Freckle platform Depth of Knowledge (DOK) challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 within a single session. Each challenge includes a real-world introduction, multiple question formats, audio and Spanish support, and reporting tools. These tools allow teachers to monitor student performance on advanced mathematical thinking tasks aligned to the TEKS.
Evaluation for 2.2a
The Renaissance Math Solution Guide includes a section titled “Interpreting Student Performance” that provides teachers with guidance on monitoring and adjusting instruction. For example, the guide directs teachers to review student progress, identify question-level patterns, and use postsession reports to plan next-day instruction. This section provides a broad overview of how to interpret student performance.
The materials provide Teacher Resources within the lesson, including a Full Lesson Answer Key. The key provides pre- and postassessment questions and answers, with rationales for incorrect answers. However, the materials do not include a rationale for correct answers.
Evaluation for 2.2b
The materials provide Adaptive Pathways based on student performance on assessments. The materials recommend a pathway of tasks and activities that adjusts based on preassessment performance. All students begin with a pretest in each domain that determines their starting level. As students work in each domain, the Freckle platform continuously adjusts to their performance. The platform provides remediation problems when students struggle and advances them to more challenging concepts when they perform well.
Within the platform, the Performance by Topic report allows teachers to view how students progress on a particular standard across all math topics. The system groups students by accuracy level: below 50% as struggling, 50–80% as approaching, and above 80% as proficient. Teachers can assign targeted activities to individual students or entire groups based on identified needs.
Evaluation for 2.2c
The materials include a Report Card feature that enables teachers to monitor both individual student performance and overall class data. Teachers can access an overview of assignment types or topics, the number of questions completed, and student accuracy percentages.
The materials include a Student Goal Setting feature that allows students in all grades to set a goal and work toward achieving it throughout the week. Students can set a goal to answer questions correctly or to meet a minimum accuracy threshold across a set number of sessions. Once students reach their goal, the platform immediately notifies them and allows them to set a new goal. Visual progress bars and badges celebrate milestones and encourage student engagement.
Evaluation for 2.2d
The Renaissance Math Solution Guide provides guidance to help educators conduct frequent checks for understanding. The guide includes a checklist that educators can use to make checks for understanding consistent, fast, and instructionally useful. For example, the guide provides educators with guidance on what to do before, during, and after each check for understanding. This includes suggestions for in-the-moment moves and determining whether a reteach, reinforce, or extend activity is necessary.
Within the Nearpod platform, educators receive a slide deck that includes a preassessment, quizzes, and a Time to Climb assessment to check for understanding at key points in the lesson. Teachers can view student answers in real time and address misconceptions at predetermined points in the lesson as needed.
Evaluation for 2.2e
The materials include a Checklist for Successful Checks for Understanding that prompts and guides educators to check student understanding. The checklist provides guidance before, during, and after to direct educators through steps for consistent and accurate results. Additionally, the checklist provides next steps for student groups based on the results. While students work, the guidance instructs teachers to identify which students are struggling and on which item, step, or representation. The materials also offer suggestions for next steps, such as providing in-the-moment feedback, pulling a small group, or delivering a quick reteach.
The Freckle adaptive pathway provides frequent checks for understanding at key points during an activity. As students work through the program, the materials provide checks for understanding through the Teach Me feature, which reinforces a key skill before a subsequent check. Additionally, students receive immediate feedback that guides them to correct misunderstandings after answering a question.
The Freckle Adaptive Pathway provides continuous feedback to students and adjusts task difficulty as they progress. Adaptive assessments embedded within each lesson generate real-time data on student understanding. Based on student responses, the pathway adjusts lesson pacing and complexity and provides differentiated practice problems to reinforce skills.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The Renaissance Math Solution Guide includes a section titled “Assessment Types in Renaissance Math.” This section outlines the instructional purpose for diagnostic/placement, formative, interim/benchmark, and summative assessments. The guide also identifies where each assessment type appears within the Freckle and Nearpod platforms.
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.
0 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 1 points
The Freckle Teacher Home Guide includes a section titled “How Can I Assign Assessments to My Students?” This section directs educators to have students complete the assessment, which the guide notes “will take anywhere from 10 to 30 to 60 minutes or more.”
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
The Freckle and Nearpod platforms provide accommodations that educators can enable or disable to support individual students. Within the Freckle platform settings, teachers can use the Edit Student tab to enable or disable text-to-speech and calculator access for students. In the Nearpod platform, teachers can enable the Immersive Reader tool to activate text-to-speech and additional content and language supports. This gives students access to a picture dictionary, preferred language selection, color-coding for parts of speech, and syllable-by-syllable word reading.
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.
3 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.
3 out of 4 points
The materials include diagnostic assessments with TEKS-aligned questions that, through adaptive assessment functionality, demonstrate at most two levels of complexity. The materials also include interactive assessment items with varying response types, including multiple- choice, multiple-answer, and type-in. For example, in the Nearpod platform, teachers can use multiple-choice preassessment questions to gauge students’ prior knowledge.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The Freckle platform Depth of Knowledge (DOK) challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 within a single session. Each challenge includes a real-world introduction, multiple question formats, audio and Spanish support, and reporting tools. These tools allow teachers to monitor student performance on advanced mathematical thinking tasks aligned to the TEKS.
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
The materials provide Teacher Resources within the lesson, including a Full Lesson Answer Key. The key provides pre- and postassessment questions and answers, with rationales for incorrect answers. However, the materials do not include a rationale for correct answers.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Within the platform, the Performance by Topic report allows teachers to view how students progress on a particular standard across all math topics. The system groups students by accuracy level: below 50% as struggling, 50–80% as approaching, and above 80% as proficient. Teachers can assign targeted activities to individual students or entire groups based on identified needs.
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
The materials include a Student Goal Setting feature that allows students in all grades to set a goal and work toward achieving it throughout the week. Students can set a goal to answer questions correctly or to meet a minimum accuracy threshold across a set number of sessions. Once students reach their goal, the platform immediately notifies them and allows them to set a new goal. Visual progress bars and badges celebrate milestones and encourage student engagement.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Within the Nearpod platform, educators receive a slide deck that includes a preassessment, quizzes, and a Time to Climb assessment to check for understanding at key points in the lesson. Teachers can view student answers in real time and address misconceptions at predetermined points in the lesson as needed.
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.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
The Freckle adaptive pathway provides frequent checks for understanding at key points during an activity. As students work through the program, the materials provide checks for understanding through the Teach Me feature, which reinforces a key skill before a subsequent check. Additionally, students receive immediate feedback that guides them to correct misunderstandings after answering a question.
The Freckle Adaptive Pathway provides continuous feedback to students and adjusts task difficulty as they progress. Adaptive assessments embedded within each lesson generate real-time data on student understanding. Based on student responses, the pathway adjusts lesson pacing and complexity and provides differentiated practice problems to reinforce skills.
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
60% (26 out of 43 points)
Evaluation for 3.1a
The Implementation Guide’s Assignments Report feature provides educators with guidance for supporting students who have not yet demonstrated grade-level proficiency. Through the report, educators can assign additional resources targeting specific concepts or skills before students progress to grade-level content. The materials also provide options for reassigning the current skill, assigning prerequisite skills, and generating supplemental worksheets to support remediation and skill development.
The program includes built-in adaptive algorithms that provide students with practice problems based on their current level of understanding. The program automatically adjusts the difficulty of exercises and questions based on each student’s past performance. The program also provides recommendations for differentiating prerequisite skills within a selected standard in Targeted Practice.
Evaluation for 3.1b
The materials provide embedded supports for developing academic vocabulary. Within the Freckle platform, students can select underlined academic vocabulary terms to view. Students can also hear a definition within guided questions and prompts. The Freckle platform Help section also provides video examples that explain target words using visuals and introduce their use in context.
The materials provide embedded supports for unfamiliar references in text. Lessons on the Nearpod platform include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction. The guide includes strategies such as explaining words aloud, providing student-friendly definitions, and structuring opportunities for oral practice. However, the materials do not include pre-teaching supports for developing academic vocabulary or for unfamiliar references in the text.
Evaluation for 3.1c
The 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. On the Freckle platform, the program provides educators with recommended activities for students who are ready for a challenge. Students are defined as “ready for a challenge” if they have scored above 79 percent on skills. The materials direct educators to assign DOK activities in which students apply their skills to real-world challenges. Within the Inquiry-Based Lessons (IBLs) on the Freckle platform, students explore math standards and build critical-thinking skills through real-world challenges.
The materials include guidance to help teachers identify students ready for enrichment or extension activities using assignment data. The “Class Grouping” report in the Freckle platform identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance on assigning these students to same-level, grade-level, and above-grade-level content, organized in same-level groups.
Evaluation for 3.1d
The materials outline how educators can enable or disable student supports within the “Roster” page. By selecting “Edit Student,” educators can access the “Support Settings” tab and activate features such as the calculator. Teachers can apply these supports to an individual student or to all students, depending on instructional need.
The digital materials include text-to-speech accommodations that educators can enable or disable to support individual students. On the “Roster” page, educators can use the “Edit Student” feature to access student support settings and enable or disable audio settings to read aloud to individual students. However, the materials do not include content and language supports that educators can enable or disable to support individual students.
Evaluation for 3.1e
The Multiple Representations in Renaissance Math document provides educators with guidance to support student understanding throughout activities that allow students to perform, express, and represent their mathematical reasoning and ideas. The materials include implementation guidance and suggested activities that educators can use to accommodate different learning styles and strengths while deepening student understanding. For example, the guidance suggests using audio and open-ended responses to allow students to express their mathematical reasoning in different formats. The materials also provide examples of models, diagrams, and digital tools that support students in representing mathematical thinking. Additionally, the guidance includes multimodal activities and interactive tools, such as virtual manipulatives and peer-to-peer activities, that allow students to perform mathematical tasks.
The materials include Inquiry-Based Lessons (IBLs) that provide students with multiple opportunities to engage in and demonstrate mathematical thinking. The Inquiry Sheets included in these lessons encourage a variety of problem-solving approaches. For example, these approaches include drawing models, creating tables or charts, and applying logical reasoning. The materials provide teachers with student-facing Inquiry Sheets to help students organize their thinking and represent mathematical concepts. The IBL teacher slide decks promote diverse problem-solving strategies by encouraging students to ask clarifying questions, reflect on and revise their solutions after testing them, and collaborate with partners or small groups to deepen their understanding.
Evaluation for 3.2a
The materials provide educators with prompts and guidance to build knowledge through lesson plans. Lesson plans ground educators in a student objective tied to the TEKS and activate prior knowledge. For example, the “Connection to Prior Learning” and “Connection to Future Learning” sections tie what students already know to what they will learn by the end of the lesson. The materials also provide a Skill Summary that connects key patterns, features, and relationships through multiple means of representation.
On the Nearpod platform, materials include questions designed to help educators elicit what students already know about a topic before introducing new information. These questions are embedded in the slides as a preassessment quiz to activate prior knowledge. Within the Think About It slide, the materials provide teachers with questions that prompt students to make connections to related skills and to identify key patterns, features, and relationships.
Evaluation for 3.2b
The materials provide guidance that supports effective instructional grouping and flexible classroom arrangements. The Renaissance Math Solution Guide describes how teachers can organize students for whole-class instruction using teacher-led Nearpod lessons. The guide also describes how teachers can organize students for small-group instruction through the Nearpod platform pre-teach and reteach lessons. Additionally, the guide describes how teachers can use differentiated learning stations that incorporate independent practice on the Freckle platform and center activities on the Nearpod platform. The guide also outlines structures for independent learning through differentiated assignments on the Freckle platform and supports collaborative learning through interactive activities on the Nearpod platform. Inquiry-based learning is further reinforced through the IBLs available within the Freckle platform. These structures equip educators with clear, practical guidance for grouping students and facilitating learning across varied instructional formats.
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, when using a small-group approach, the guide instructs educators to “break the class into small groups and provide pre-teach or re-teach lessons using Nearpod and practice in Freckle for students that need more support.” The guide also describes inquiry-based learning as an additional instructional approach. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
Evaluation for 3.2c
The materials include multi-tiered intervention methods and effective implementation guidance. In the Renaissance Math Solution Guide, the section titled “Strategies for Utilizing Renaissance Math Resources in Daily Instruction” gives educators guidance on how to use small-group instruction using pre-teach or reteach lessons in the Nearpod platform. The section also describes differentiated learning stations. These include independent practice on the Freckle platform, one small-group lesson from the Nearpod platform, another using Nearpod platform center activities, and independent practice where students complete differentiated Freckle assignments. In the section titled “Differentiating with Renaissance Math,” educators are guided on how to use Nearpod and Freckle platform lessons for tier one core instruction, tiers two and three small-group and individual support, and for multilingual learners.
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, the small-group approach instructs educators to divide the class into small groups and provide pre-teaching or reteaching using the Nearpod platform, with practice in the Freckle platform for students who need additional support. The guide also provides guidance on an inquiry-based learning approach, directing educators to use it when moving beyond procedural understanding to encourage students to explore concepts.
Evaluation for 3.2d
The materials include enrichment and extension activities that support multiple forms of engagement for students who have demonstrated proficiency in grade-level and above-grade-level content. Within the Freckle platform Assignment Report, teachers can expand an assignment to view each student’s performance and identify learners who are ready for a challenge. These are defined as students scoring above 79 percent on targeted skills. The platform then provides direct links to aligned enrichment options, such as Depth of Knowledge (DOK) lessons and Inquiry-Based Lessons (IBLs). Educators can navigate directly to the DOK level aligned to the standard and assign these activities to individual students or groups. IBLs have students collaborate in small groups to create representations of their mathematical thinking, while DOK lessons require students to apply mathematical concepts to real-world scenarios.
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. On the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. In Extend Thinking, educators can assign DOK activities to help students master concepts. DOK activities are a set of higher-level thinking questions for a specific standard. Students apply mathematical concepts to real-world scenarios to demonstrate their understanding. Educators can also assign IBLs, which allow students to explore math standards and build critical thinking skills through real-world challenges. Students work with peers to create representations that demonstrate their mathematical thinking.
Evaluation for 3.2e
The “Providing Feedback” article offers educators guidance on delivering timely feedback during instruction. The materials explain that effective feedback should be timely, specific, actionable, and asset-based, and provide guidance for multiple feedback contexts, including in-the-moment feedback, feedback for learning, and feedback after practice. For example, when providing in-the-moment feedback, educators can use short, repeatable prompts while circulating or reviewing student responses. These prompts include “What in the problem told you that?” to press for reasoning and “What is that step in your equation?” to connect student thinking to representations. While the materials provide guidance to help educators deliver timely feedback during instruction, the prompts are general rather than lesson-specific.
The materials include a Live Teacher Feedback option that provides educators with guidance on delivering feedback during instruction. Within the Nearpod platform, educators can use the Live Teacher Feedback feature in the teacher dashboard to provide timely feedback to students as they work through lesson activities. Educators can view student responses in real time and provide feedback by directly annotating student work or leaving written comments. Students can immediately view the feedback and make adjustments to their work accordingly.
Evaluation for 3.3a
The materials include generic guidance on supporting language development. For example, the materials suggest using visuals for beginning-level students, sentence stems for intermediate-level students, academic vocabulary for advanced-level students, and open-ended items for advanced high-level students during instruction. However, these proficiency level descriptions do not align with the ELPS. The ELPS identify proficiency levels as preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the linguistic supports provided by the materials are generic rather than differentiated. For example, the same sentence stems appear across units and lessons regardless of student proficiency level.
The “Immersive Reader” article provides educators with guidance on supporting students with linguistic accommodations in a Nearpod platform lesson through the Immersive Reader feature. Educators can use this feature to provide supports such as text-to-speech, parts-of-speech identification, syllable and grammar options, picture dictionaries, and translation in more than 60 languages. However, the materials do not reference the proficiency levels identified by the current ELPS, and the accommodations provided are generic rather than differentiated by language proficiency level.
Evaluation for 3.3b
The adaptive materials provide several features to support multilingual learners, including English and Spanish language options, vocabulary supports, hints, and audio and read-aloud functionality. These features provide access supports that help students engage with mathematical content. The materials acknowledge that language development may affect student progress within the adaptive program. However, these accommodations are generic and are not differentiated by language proficiency level.
The materials provide embedded linguistic accommodations, including Spanish navigation and audio support, hints, and academic vocabulary supports that help multilingual learners access mathematical content. The materials also include proficiency descriptions for emergent bilingual students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
Evaluation for 3.3c
The Renaissance Math Solution Guide includes guidance for implementing the program within bilingual settings, such as dual language, transitional bilingual, and alternating language models. However, this guidance does not constitute implementation guidance for state-approved bilingual/ESL programs, as it does not align with or address the specific requirements of state-approved program models.
The materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. While the Renaissance Math Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by TEKS.
Evaluation for 3.3d
The Nearpod platform’s Academic Vocabulary lessons introduce the prerequisite vocabulary for each lesson by providing definitions, parts of speech, and structured opportunities for oral discourse. A Real-World Connection component builds background knowledge by connecting vocabulary to relevant contexts. Students then respond to discussion questions and participate in think-pair-share activities that develop academic vocabulary, increase comprehension, and build background knowledge through oral discourse. However, the materials do not include embedded guidance to support emergent bilingual students in making cross-linguistic connections through oral discourse.
The Nearpod platform Academic Vocabulary lessons preteach new vocabulary through an explicit instructional routine that includes modeling pronunciation, defining terms in student-friendly language, using visual representations, and checking for understanding. For example, in the Centimeter Academic Vocabulary lesson, students view real-world visual contexts and participate in think-pair-share discussions using the target vocabulary. However, the materials do not include embedded guidance to support emergent bilingual students through written discourse. While the materials provide fill-in-the-blank sentence stems, students insert only the target vocabulary word and are not required to demonstrate understanding in extended written responses. The materials do not address developing academic vocabulary, increasing comprehension, making cross-linguistic connections, or building background knowledge through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
This guidance is not applicable to the program.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
The program includes built-in adaptive algorithms that provide students with practice problems based on their current level of understanding. The program automatically adjusts the difficulty of exercises and questions based on each student’s past performance. The program also provides recommendations for differentiating prerequisite skills within a selected standard in Targeted Practice.
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
The materials provide embedded supports for unfamiliar references in text. Lessons on the Nearpod platform include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction. The guide includes strategies such as explaining words aloud, providing student-friendly definitions, and structuring opportunities for oral practice. However, the materials do not include pre-teaching supports for developing academic vocabulary or for unfamiliar references in the text.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
The materials include guidance to help teachers identify students ready for enrichment or extension activities using assignment data. The “Class Grouping” report in the Freckle platform identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance on assigning these students to same-level, grade-level, and above-grade-level content, organized in same-level groups.
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
The digital materials include text-to-speech accommodations that educators can enable or disable to support individual students. On the “Roster” page, educators can use the “Edit Student” feature to access student support settings and enable or disable audio settings to read aloud to individual students. However, the materials do not include content and language supports that educators can enable or disable to support individual students.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include Inquiry-Based Lessons (IBLs) that provide students with multiple opportunities to engage in and demonstrate mathematical thinking. The Inquiry Sheets included in these lessons encourage a variety of problem-solving approaches. For example, these approaches include drawing models, creating tables or charts, and applying logical reasoning. The materials provide teachers with student-facing Inquiry Sheets to help students organize their thinking and represent mathematical concepts. The IBL teacher slide decks promote diverse problem-solving strategies by encouraging students to ask clarifying questions, reflect on and revise their solutions after testing them, and collaborate with partners or small groups to deepen their understanding.
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
On the Nearpod platform, materials include questions designed to help educators elicit what students already know about a topic before introducing new information. These questions are embedded in the slides as a preassessment quiz to activate prior knowledge. Within the Think About It slide, the materials provide teachers with questions that prompt students to make connections to related skills and to identify key patterns, features, and relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, when using a small-group approach, the guide instructs educators to “break the class into small groups and provide pre-teach or re-teach lessons using Nearpod and practice in Freckle for students that need more support.” The guide also describes inquiry-based learning as an additional instructional approach. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, the small-group approach instructs educators to divide the class into small groups and provide pre-teaching or reteaching using the Nearpod platform, with practice in the Freckle platform for students who need additional support. The guide also provides guidance on an inquiry-based learning approach, directing educators to use it when moving beyond procedural understanding to encourage students to explore concepts.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. On the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. In Extend Thinking, educators can assign DOK activities to help students master concepts. DOK activities are a set of higher-level thinking questions for a specific standard. Students apply mathematical concepts to real-world scenarios to demonstrate their understanding. Educators can also assign IBLs, which allow students to explore math standards and build critical thinking skills through real-world challenges. Students work with peers to create representations that demonstrate their mathematical thinking.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The materials include a Live Teacher Feedback option that provides educators with guidance on delivering feedback during instruction. Within the Nearpod platform, educators can use the Live Teacher Feedback feature in the teacher dashboard to provide timely feedback to students as they work through lesson activities. Educators can view student responses in real time and provide feedback by directly annotating student work or leaving written comments. Students can immediately view the feedback and make adjustments to their work accordingly.
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
The “Immersive Reader” article provides educators with guidance on supporting students with linguistic accommodations in a Nearpod platform lesson through the Immersive Reader feature. Educators can use this feature to provide supports such as text-to-speech, parts-of-speech identification, syllable and grammar options, picture dictionaries, and translation in more than 60 languages. However, the materials do not reference the proficiency levels identified by the current ELPS, and the accommodations provided are generic rather than differentiated by language proficiency level.
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
The materials provide embedded linguistic accommodations, including Spanish navigation and audio support, hints, and academic vocabulary supports that help multilingual learners access mathematical content. The materials also include proficiency descriptions for emergent bilingual students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
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
The materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. While the Renaissance Math Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by TEKS.
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.
3 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.
3 out of 8 points
The Nearpod platform Academic Vocabulary lessons preteach new vocabulary through an explicit instructional routine that includes modeling pronunciation, defining terms in student-friendly language, using visual representations, and checking for understanding. For example, in the Centimeter Academic Vocabulary lesson, students view real-world visual contexts and participate in think-pair-share discussions using the target vocabulary. However, the materials do not include embedded guidance to support emergent bilingual students through written discourse. While the materials provide fill-in-the-blank sentence stems, students insert only the target vocabulary word and are not required to demonstrate understanding in extended written responses. The materials do not address developing academic vocabulary, increasing comprehension, making cross-linguistic connections, or building background knowledge through written discourse.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
This guidance is not applicable to the program.
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
100% (16 out of 16 points)
Evaluation for 4.1a
The materials provide practice opportunities and instructional assessments throughout the learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. In the “Compare Fractions” Nearpod platform lesson, instruction begins with a four-question “Show What You Know” preassessment that identifies what students already know about comparing fractions with unlike denominators and numerators. The lesson then introduces concepts through a real-world context: students determine who swam farther underwater when Jaden swam 2/5 of a pool’s length, and Rodrigo swam 3/8 of a pool’s length. Then, students build an understanding of comparison symbols and strategies. Students engage in interactive tasks, including a drag-and-drop activity in which they select the correct comparison symbol for pairs of numbers, and writing activities in which they determine whether fractions share the same numerators or denominators and find equivalent fractions by multiplying to create common denominators or numerators. Throughout the lesson, embedded checks for understanding require students to apply strategies and explain their reasoning. The lesson concludes with a gamified postassessment that mirrors the preassessment style with slightly different questions to measure student growth, with answers, explanations, and additional resources available in the Handouts feature.
The DOK Challenges within the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned to the TEKS. The DOK Challenges allow educators to assign a set of higher-level thinking questions for a specific standard to help students master concepts. Within these challenges, students solve problems in real-world contexts and justify their responses by selecting the best evidence to support their reasoning. Additionally, the challenges require students to engage in critical thinking by identifying errors in mathematical work, evaluating and selecting appropriate problem-solving strategies, and determining the next step in the solution process.
Evaluation for 4.1b
The materials include Inquiry-Based Lessons (IBLs) that provide enrichment and extension opportunities to deepen students’ understanding of the TEKS through real-world, problem-based scenarios. In the “Opening a Pizza Shop” IBL, which addresses TEKS 4.4.A, students apply the four operations with decimals by taking on the role of pizza shop owners. Working collaboratively in groups, students first calculate the profit from each pizza offered at their shop, then complete ingredient order forms and use that information to determine the most profitable pizza option. The lesson culminates in a group advertising campaign in which students synthesize their findings and attempt to convince classmates to purchase their pizza, requiring them to justify their mathematical reasoning in a real-world context. Each day of the IBL includes an instructional video, an Inquiry Sheet for student work, and a solution guide. This progression—from foundational decimal operations to multi-step decision-making to collaborative presentation—creates multiple entry points for learners, supports conceptual development, and extends students toward grade-level and above-grade-level proficiency.
The Freckle platform provides questions and tasks that increase in rigor and complexity, supporting students in progressing toward grade-level and above-grade-level proficiency. Within the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts based on student performance, offering remediation through scaffolded supports such as step-by-step instructional videos, hints, and a Show Me feature when students struggle, and extending learning when students show readiness. Students can also see their current performance level, including when they are working above their grade level, which promotes transparency and ownership of learning. As students answer questions correctly, the program increases the depth and complexity of tasks, ensuring that learners are consistently challenged and supported according to their individual progress.
Evaluation for 4.2a
Renaissance Math is a TEKS-aligned supplemental program that demonstrates horizontal coherence by connecting related mathematical concepts within each grade level. The program organizes instruction around major mathematical domains. The program also intentionally sequences lessons so students build on previously learned concepts while making connections among patterns, big ideas, and mathematical relationships. Lessons use concrete, visual, and abstract representations to help students connect related concepts rather than learn isolated procedures. IBLs further strengthen these connections by requiring students to apply multiple mathematical ideas within authentic problem-solving contexts, reinforcing conceptual understanding across the grade-level curriculum.
The materials demonstrate horizontal coherence by connecting patterns, big ideas, and relationships within grade 4. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the grade 4 “Compare Fractions” lesson, instruction begins with area models and number lines to build conceptual understanding of why fractions with the same denominator or numerator can be compared by reasoning about the size of equal parts. Students then apply their prior understanding of generating equivalent fractions by multiplying to compare fractions with unlike denominators, connecting the concept of equivalence to the procedure for comparison. Instruction progresses from reasoning about relative size to rewriting fractions as equivalent fractions with common denominators or numerators. Ultimately, instruction progresses to ordering sets of three to five fractions with unlike denominators using benchmark numbers and number lines. The Teacher Guide notes that students will later extend this understanding to assess the reasonableness of sums and differences when adding and subtracting fractions with unlike denominators, reinforcing how fraction comparison skills support more complex fraction operations. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of the mathematics within the grade level.
Evaluation for 4.2b
The materials demonstrate vertical alignment across grade levels by building mathematical concepts and skills in a coherent, developmentally appropriate progression. The Renaissance Math Solution Guide outlines how big ideas connect across grades through clearly documented learning progressions. In grade 4, students extend their understanding of fractions from unit fractions and same-denominator comparisons in grade 3 to equivalent fractions and comparisons with unlike denominators, with grade 5 advancing this work to fraction operations. Place value understanding similarly deepens at grade 4, building on work with numbers to the thousands in grade 3 and extending into multi-digit contexts that later connect to decimal and rational number applications in grades 5 and 6. Multiplication and division concepts introduced in grade 3 progress to multi-digit algorithmic fluency in grades 4 and 5, and grade 4 also introduces decimal understanding as a new domain that bridges fraction reasoning with future work in rational numbers. The Renaissance Math Solution Guide documents these progressions explicitly, showing how each grade serves as both a culmination of prior learning and a foundation for concepts to come, creating a seamless vertical alignment from number sense through algebraic thinking.
In the Freckle Adaptive Pathway, the materials demonstrate vertical coherence by connecting mathematical concepts across grade bands and adjusting instruction based on each student’s prior learning. When students struggle with a concept, the program automatically assigns prerequisite skills from earlier grade levels and continues to provide targeted support until mastery is reached. As students demonstrate proficiency with grade-level content, the program advances them to connected above-grade-level concepts within the same domain. After completing a diagnostic assessment, students are placed on a personalized learning pathway that reflects their current level of understanding. If they perform above grade level, the adaptive system immediately provides more advanced tasks that extend their learning. This structure ensures that students receive remediation, on-level practice, or enrichment aligned to their individual progress, reinforcing coherent learning trajectories across grade bands.
Evaluation for 4.2c
The grade 4 materials demonstrate coherence across lessons by connecting students’ prior knowledge of procedures to the mathematical concepts to be learned in the current and future grade levels. In the Multiply to Identify & Find Equivalent Fractions Teacher Guide, the materials guide students to first use area models and number lines to identify and generate equivalent fractions, then to multiply the numerator and denominator by the same common factor to generate equivalent fractions. The materials further establish connections to future learning by explaining that students will later apply this procedure to compare fractions with different numerators and denominators and to assess the reasonableness of sums or differences when adding or subtracting fractions with unlike denominators.
The materials include a TEKS Alignment Guide that allows educators to view the vertical alignment for each grade 4 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding Renaissance Math lesson. The guide also identifies the aligned prerequisite lesson from a prior grade and identifies forthcoming lessons from the next grade. For example, grade 4 TEKS 4.3(C), which addresses determining whether two fractions are equivalent using a variety of methods, links back to grade 3 lessons on recognizing and generating equivalent fractions and showing fraction equivalence using models. Then it looks forward to grade 5 lessons on adding and subtracting fractions with unlike denominators using models and estimation. Similarly, grade 4 TEKS 4.2(A), which addresses interpreting the value of each place as ten times the place to its right and one-tenth of the place to its left, connects back to grade 3 work decomposing three-digit numbers. Then, it looks forward to grade 5 lessons on reading, writing, and representing decimals to the thousandths place, as well as comparing and ordering decimals. This structure allows educators to see how grade 4 learning fits within the broader vertical progression and provides options for assigning prerequisite or extension lessons based on student need.
Evaluation for 4.3a
In the Freckle Adaptive Pathway, the program continuously revisits previously learned skills and concepts as students progress through learning pathways, or domains. Students begin each domain with a diagnostic pretest. As they work through a selected domain, Freckle’s adaptive algorithm adjusts the difficulty based on ongoing performance, returning students to earlier skills when gaps are detected. This creates built-in spacing for retrieval opportunities as prior skills are reactivated before students advance to more complex content. Students may move between below-grade-level, on-grade-level, and above-grade-level content within the same domain, encountering previously learned skills in new contexts across the learning pathway.
In the grade 4 Nearpod platform lessons, the materials provide spaced retrieval opportunities for previously learned skills and concepts. As the lessons progress, the materials revisit concepts such as using base-ten blocks to represent place value and place value changes. These concepts also include regrouping from prior lessons before introducing strategies for multiplying two-digit by one-digit whole numbers. For example, in the “Use Strategies to Multiply 2-Digit by 1-Digit Whole Numbers” Nearpod lesson, the materials review place-value changes and regrouping from prior lessons before introducing multiplication using area models and base-ten blocks. Additionally, across learning pathways, students continue to revisit base-ten blocks and place value concepts as they apply these previously learned skills and concepts to solve division problems.
Evaluation for 4.3b
The Freckle Adaptive Pathway provides interleaved practice with previously learned skills and concepts across learning pathways. Within each domain, students encounter problems that draw on multiple previously learned skills rather than practicing one skill in isolation. As the adaptive algorithm advances students through a domain, it introduces problems of increasing complexity that require applying and selecting among prior skills in combination. Students who perform well on one skill are not simply given more of the same type of problem. Instead, they are moved into content where previously learned concepts intersect with new material, requiring them to integrate skills from across the learning pathway. Additionally, because the adaptive practice spans below-grade-level, on-grade-level, and above-grade-level content within the same domain, students regularly encounter problems that interleave earlier foundational skills with grade-level and above-grade-level applications.
In the grade 4 “Clean Drinking Water” IBL, the materials provide interleaved practice opportunities by requiring students to apply previously learned fraction and decimal concepts in a real-world scenario involving the creation of a clean drinking water solution. As students determine chemical amounts, combine mixtures, write fractions as decimals, and compare filtration systems, they engage with related concepts and problem types throughout the lesson. Rather than practicing a single skill in isolation, students connect representations of fractions and decimals and select appropriate strategies in the scenario. The lesson revisits and integrates these concepts across tasks, promoting flexible thinking and a deeper understanding of mathematical relationships.
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
The DOK Challenges within the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned to the TEKS. The DOK Challenges allow educators to assign a set of higher-level thinking questions for a specific standard to help students master concepts. Within these challenges, students solve problems in real-world contexts and justify their responses by selecting the best evidence to support their reasoning. Additionally, the challenges require students to engage in critical thinking by identifying errors in mathematical work, evaluating and selecting appropriate problem-solving strategies, and determining the next step in the solution process.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
The Freckle platform provides questions and tasks that increase in rigor and complexity, supporting students in progressing toward grade-level and above-grade-level proficiency. Within the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts based on student performance, offering remediation through scaffolded supports such as step-by-step instructional videos, hints, and a Show Me feature when students struggle, and extending learning when students show readiness. Students can also see their current performance level, including when they are working above their grade level, which promotes transparency and ownership of learning. As students answer questions correctly, the program increases the depth and complexity of tasks, ensuring that learners are consistently challenged and supported according to their individual progress.
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
The materials demonstrate horizontal coherence by connecting patterns, big ideas, and relationships within grade 4. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the grade 4 “Compare Fractions” lesson, instruction begins with area models and number lines to build conceptual understanding of why fractions with the same denominator or numerator can be compared by reasoning about the size of equal parts. Students then apply their prior understanding of generating equivalent fractions by multiplying to compare fractions with unlike denominators, connecting the concept of equivalence to the procedure for comparison. Instruction progresses from reasoning about relative size to rewriting fractions as equivalent fractions with common denominators or numerators. Ultimately, instruction progresses to ordering sets of three to five fractions with unlike denominators using benchmark numbers and number lines. The Teacher Guide notes that students will later extend this understanding to assess the reasonableness of sums and differences when adding and subtracting fractions with unlike denominators, reinforcing how fraction comparison skills support more complex fraction operations. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of the mathematics within the grade level.
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
In the Freckle Adaptive Pathway, the materials demonstrate vertical coherence by connecting mathematical concepts across grade bands and adjusting instruction based on each student’s prior learning. When students struggle with a concept, the program automatically assigns prerequisite skills from earlier grade levels and continues to provide targeted support until mastery is reached. As students demonstrate proficiency with grade-level content, the program advances them to connected above-grade-level concepts within the same domain. After completing a diagnostic assessment, students are placed on a personalized learning pathway that reflects their current level of understanding. If they perform above grade level, the adaptive system immediately provides more advanced tasks that extend their learning. This structure ensures that students receive remediation, on-level practice, or enrichment aligned to their individual progress, reinforcing coherent learning trajectories across grade bands.
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
The materials include a TEKS Alignment Guide that allows educators to view the vertical alignment for each grade 4 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding Renaissance Math lesson. The guide also identifies the aligned prerequisite lesson from a prior grade and identifies forthcoming lessons from the next grade. For example, grade 4 TEKS 4.3(C), which addresses determining whether two fractions are equivalent using a variety of methods, links back to grade 3 lessons on recognizing and generating equivalent fractions and showing fraction equivalence using models. Then it looks forward to grade 5 lessons on adding and subtracting fractions with unlike denominators using models and estimation. Similarly, grade 4 TEKS 4.2(A), which addresses interpreting the value of each place as ten times the place to its right and one-tenth of the place to its left, connects back to grade 3 work decomposing three-digit numbers. Then, it looks forward to grade 5 lessons on reading, writing, and representing decimals to the thousandths place, as well as comparing and ordering decimals. This structure allows educators to see how grade 4 learning fits within the broader vertical progression and provides options for assigning prerequisite or extension lessons based on student need.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
In the grade 4 Nearpod platform lessons, the materials provide spaced retrieval opportunities for previously learned skills and concepts. As the lessons progress, the materials revisit concepts such as using base-ten blocks to represent place value and place value changes. These concepts also include regrouping from prior lessons before introducing strategies for multiplying two-digit by one-digit whole numbers. For example, in the “Use Strategies to Multiply 2-Digit by 1-Digit Whole Numbers” Nearpod lesson, the materials review place-value changes and regrouping from prior lessons before introducing multiplication using area models and base-ten blocks. Additionally, across learning pathways, students continue to revisit base-ten blocks and place value concepts as they apply these previously learned skills and concepts to solve division problems.
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
In the grade 4 “Clean Drinking Water” IBL, the materials provide interleaved practice opportunities by requiring students to apply previously learned fraction and decimal concepts in a real-world scenario involving the creation of a clean drinking water solution. As students determine chemical amounts, combine mixtures, write fractions as decimals, and compare filtration systems, they engage with related concepts and problem types throughout the lesson. Rather than practicing a single skill in isolation, students connect representations of fractions and decimals and select appropriate strategies in the scenario. The lesson revisits and integrates these concepts across tasks, promoting flexible thinking and a deeper understanding of mathematical relationships.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
82% (31 out of 38 points)
Evaluation for 5.1a
The “Compare Fractions” Nearpod platform lesson provides opportunities for students to interpret and analyze fraction models. When comparing fractions with the same numerator and different denominators, students respond to the prompt, “The more parts a whole is split into, the smaller the parts are. Which fraction has bigger parts?” This prompt requires students to interpret how the number of equal parts affects the size of each part. As the lesson continues, teachers are guided to ask, “What steps can you take to compare fractions that have different numerators and denominators?” This question supports students in analyzing strategies for comparing fractions across different models.
The materials provide opportunities for students to interpret, analyze, and evaluate models across multiple days in the “Studying Honey Bees” IBL. On day one, students interpret hive cell shapes to determine which is most compact and respond to the reflection prompt, “If you could start over, what would you do differently?” This prompt requires students to evaluate their own reasoning process. On day two, students answer the bonus question, “Imagine the food source is in the opposite direction of the sun. What would the angle look like?” This question requires students to analyze how changing conditions affect the geometric outcome. On day three, students design their own beehive, select shapes, and justify their choices. Discussion sentence starters such as “The way that ___ explained the solution caused me to change my thinking because ___” prompt students to evaluate peer reasoning and determine whether it should influence their mathematical thinking.
Evaluation for 5.1b
The Nearpod platform “MP4: Model with Mathematics” lesson provides opportunities for students to create concrete representations of mathematical situations. Students use base-ten blocks to build equal groups representing the total amount of ingredients donated for a hot cocoa school party, requiring them to construct a model that matches a real-world context. As they manipulate the blocks, students apply place value reasoning by grouping single units into tens and combining tens into hundreds, demonstrating their ability to create and adjust concrete models to accurately represent the quantities in the scenario.
The materials provide clear opportunities for students to create concrete and pictorial representations of mathematical situations across multiple days in the “Studying Honey Bees” IBL. On day one, students construct a tiling pattern with pentagons, building a concrete model of a geometric tiling scenario. On day two, students draw the waggle dance, creating a pictorial representation of an angular relationship based on bee movement. On day three, students are prompted to “Draw out each individual piece of wood that you will need. Draw what the beehive will look like once it is constructed. Next to each piece of wood, identify the lines and angles present in the shape.” This requires students to create a detailed pictorial model of a real-world structure and annotate it with geometric attributes.
Evaluation for 5.1c
The grade 4 “An Archaeological Dig” IBL provides opportunities for students to apply conceptual understanding to new problem situations and contexts. On day four, students transfer their knowledge of comparing fractions to a real-world archaeological scenario in which they must order fossil sizes. Students analyze fractional measurements, determine relative sizes, and create a written report explaining the strategies they used to compare the fractions. This task requires students to interpret mathematical information within an unfamiliar context, apply their conceptual understanding of fraction comparison, and communicate their reasoning, demonstrating flexible application of understanding in a new situation.
The materials provide clear opportunities for students to apply conceptual understanding to new problem situations and contexts in the grade 4 “Add & Subtract Numbers & Decimals” Depth of Knowledge (DOK) Challenge. Students transfer their understanding of adding and subtracting decimals to solve authentic, money-based scenarios. For example, in the lemonade stand task, students analyze the cost of ingredients ($20.16), the number of servings produced (fifteen), and the desired profit ($20.00) to determine the minimum price per serving. This requires students to interpret a real-world financial situation, identify the relevant quantities, perform multi-step decimal operations, and round their final answer to the nearest hundredth. By reasoning through constraints and justifying a mathematically sound price, students demonstrate flexible application of conceptual understanding in a novel context.
Evaluation for 5.2a
The Fact Practice component within the Freckle platform provides tasks specifically designed to build students’ automaticity and fluency with basic math facts across all four operations. Fact Practice assesses students’ ability to recall facts accurately and quickly, promoting efficient retrieval rather than reliance on slower, procedural strategies. As students progress, they can “level up” an operation by earning three consecutive scores of 100 percent, which introduces more complex fact sets or advances them to the next operation. This structure ensures repeated, targeted practice that strengthens rapid fact recall, supports accuracy and efficiency, and builds the computational fluency necessary to complete grade-level mathematical tasks.
The materials provide tasks designed to build the automaticity and fluency necessary for students to complete grade-level mathematical tasks. The Teacher Guide directly targets this criterion by centering instruction on the milestone “Fluently Add & Subtract Multi-Digit Whole Numbers,” identifying the standard algorithm as the primary method students use to achieve the rapid, accurate computation required for fluency at this grade level. The lesson slides offer repeated, scaffolded practice, beginning with smaller numbers and progressing to larger, more complex calculations, allowing students to strengthen efficient retrieval, improve accuracy, and develop the computational speed and flexibility needed for grade-level problem-solving.
Evaluation for 5.2b
The materials provide leveled practice that adjusts based on performance and is individually generated for each student within the Adaptive Pathway. This supports efficient, flexible, and accurate application of mathematical procedures. Students have access to digital tools and a pen feature, allowing them to choose and apply strategies that work best for their thinking. As instruction introduces additional approaches, students can compare methods, refine their use of strategy, and improve efficiency. The adaptive design ensures students practice procedures flexibly and accurately at an appropriate level, with opportunities to adjust, correct, and improve as they progress through the Freckle adaptive pathway.
The grade 4 “Add & Subtract Proper & Improper Fractions” Nearpod platform lesson provides opportunities for students to apply flexible and efficient mathematical procedures across a structured learning pathway. The materials progress through multiple procedural approaches, requiring students to flexibly shift between representations while applying the same underlying operations. The materials begin with physical manipulatives such as fraction strips and circles, then move to area models, then to number lines, and finally to abstract numerical procedures. The skill summary reinforces this emphasis on flexibility, noting that the number line “provides students with greater flexibility to decompose and compose fractions when adding and subtracting fractions.” The materials also support the development of efficiency by stating that students should eventually recognize they can add and subtract fractions with like denominators by operating on the numerators alone, allowing them to compute both proper and improper fractions more efficiently.
Evaluation for 5.2c
The grade 4 “Use Strategies to Multiply 2-Digit by 1-Digit Whole Numbers” Nearpod platform lesson provides opportunities for students to evaluate mathematical representations, models, and solutions for efficiency, flexibility, and accuracy. Students use a variety of strategies to multiply whole numbers, including base-ten blocks and area models. The teacher guide prompts educators to ask students, “What strategy do you feel the most comfortable using? What are the pros and cons of your chosen strategy?”
The materials provide opportunities for students to evaluate mathematical representations, models, and solutions for efficiency, flexibility, and accuracy through the Inquiry-Based Lessons (IBLs). After presenting their daily findings, teachers lead students through a class discussion using the following prompts: “I agree with ______ because _____,” “I solved it differently than _______ because ______,” and “The way that ____ explained the solution caused me to change my thinking because ______.”
Evaluation for 5.2d
The materials provide guidance to help students solve problems. In the Freckle adaptive pathway, students receive instructional support when they encounter a review question. When students select the Teach Me icon, a two-part instruction slide presents a step-by-step example of how to solve a similar problem. Students may also select a hint, which provides a different visual and example of what the question is asking.
The grade 4 “Add & Subtract Proper & Improper Fractions” Nearpod platform lesson outlines an instructional progression in the skill summary that moves students from concrete models, such as manipulatives, to pictorial representations, including area models and number lines, before progressing to abstract numerical procedures. The materials state, “eventually, students should recognize that they can reliably add and subtract fractions that have like denominators without the use of models by simply adding or subtracting the numerators and keeping the denominator the same.” Additionally, the materials state that students “can begin to add and subtract both proper and improper fractions more efficiently,” describing an intentional progression toward streamlined, efficient procedures.
Evaluation for 5.3a
Renaissance Math includes a “Design a Balanced Instructional Approach” document that explains how “it integrates conceptual understanding, procedural fluency, and application.” Conceptual understanding is supported through Nearpod’s models, manipulatives, and exploratory activities. Procedural fluency is supported when teachers assign targeted Freckle platform practice aligned to daily lessons. Application is reinforced when teachers incorporate the Freckle platform’s Inquiry-Based Lessons and real-world challenges.
The grade 4 “Understand Place Value Changes” Nearpod platform lesson explicitly addresses both the conceptual and procedural emphasis of the TEKS through the skill summary in the Teacher Resource document. The materials state, “The ultimate goal is for students to recognize how the value of a digit in a multi-digit whole number changes if the digit moves one place to the left or right,” establishing the conceptual focus of the lesson. Throughout the lesson, students use base-ten blocks to model the pattern and relationship between place values. With this understanding, students transition to the place value chart, where they identify, compare, and represent values in equations, addressing the procedural emphasis of the TEKS.
Evaluation for 5.3b
The grade 4 “Decompose Fractions into Sums of Fractions” Nearpod platform lesson provides opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS. Students use a pictorial fraction model to decompose fractions into unit fractions. Students then manipulate virtual fraction tiles as a concrete model to further decompose fractions. Students then use equations as an abstract model, such as decomposing three-eighths into ⅛ + ⅛ + ⅛ in the evaluate student learning portion of the lesson.
The materials provide opportunities for students to use pictorial representations and abstract models in the grade 4 “Compare Fractions” Nearpod platform lesson. Students use fraction models and number lines to compare fractions with different numerators and denominators. Students then use equations to generate equivalent fractions for comparison. For example, students use >, <, or = to compare three-fourths and four-sixths by connecting fraction models and number lines to equations that use common factors to generate equivalent fractions.
Evaluation for 5.3c
Across the grade 4 “Decompose Fractions into Sums of Fractions” Nearpod platform lesson, students move from hands-on manipulation to symbolic representation. The materials provide support for creating and connecting concrete and representational models to abstract concepts as required by the TEKS. Students manipulate virtual fraction tiles to decompose six-eighths in multiple ways, then generate an equivalent addition expression to connect the concrete model to an abstract concept. Students also reference fraction tiles and fraction models as representational models, connecting these to abstract concepts by generating equivalent addition expressions. The Teacher Guide supports defining and explaining by prompting teachers to ask, “What steps can you take to compare fractions that have different numerators and denominators?”
The grade 4 “Compare Fractions” Nearpod lesson includes support for students to connect representational models to abstract models, as required by the TEKS. Students use fraction models and number lines to compare fractions with different numerators and denominators before connecting these pictorial representations to abstract models. For example, students use >, <, or = to compare three-fourths and four-sixths by connecting fraction models and number lines to equations that use common factors to generate equivalent fractions.
Evaluation for 5.4a
In a Nearpod platform word-problem vocabulary lesson, students drag terms from a word bank into fill-in-the-blank sentence frames. Some of the vocabulary words include restated, analyzed, decided, visualized, solved, and checked. Once filled out, the sentence frames guide students through solving a multi-step word problem about Willow’s bookcase. For example, “First, I read the problem and ___ the question as a statement” and “Last, I ___ my work using opposite operations.” Students select from this word bank to correctly sequence and describe each step used to solve the problem.
Before completing the sentence frames, students review the lesson vocabulary through instructional slides and are directed to “read the explanations aloud” as they complete each step of the problem-solving process. Students then orally use the terms restated, analyzed, decided, visualized, solved, and checked as they describe how they solved Willow’s word problem. This language development routine extends vocabulary practice beyond selecting words from a word bank by requiring students to use academic mathematical language to explain their mathematical thinking.
Evaluation for 5.4b
The materials do not include embedded educator guidance to scaffold or extend students’ use of academic vocabulary in context. While generic sentence stems are provided for teachers, these stems are not lesson-specific, are not tied to the mathematical concepts being taught, and do not guide teachers in prompting students to use vocabulary authentically when communicating with peers or educators. The materials lack explicit supports, such as modeled prompts, targeted questioning strategies, or structured discourse routines, to help students practice and extend their academic math language within the context of each lesson.
The materials do not include embedded educator guidance to scaffold, support, or extend students’ use of academic mathematical vocabulary in context when communicating with peers or educators. For example, the Teacher Resource for the grade 4 “Compare Fractions” lesson includes guiding questions such as “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” However, the materials do not provide detailed guidance, such as modeled prompts, targeted questioning strategies, or discourse routines, to help teachers scaffold students’ precise use of terms like numerator, denominator, and equivalent fractions when responding to these questions.
Evaluation for 5.4c
The Renaissance Math Solution Guide includes sample sentence frames, such as “I used ___” and “I know my answer is right because ___,” along with guidance encouraging teachers to “use interactive checks” and “require structured talk,” supporting students’ application of academic mathematical language during discourse. These prompts give teachers a consistent structure for prompting students to communicate their reasoning using academic vocabulary across lessons.
In the Teacher Resource for each Nearpod platform lesson, guiding questions prompt students to explain mathematical concepts using precise academic language. For example, the grade 4 “Compare Fractions” lesson includes the guiding questions “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” These questions direct students to communicate their reasoning when comparing fractions using vocabulary such as numerator, denominator, and equivalent fractions.
Evaluation for 5.4d
Across the three-to-four-day Freckle platform Inquiry-Based Lessons (IBL) sequence, students share their daily solutions to inquiry questions and are prompted to explain how their group arrived at its solution, providing repeated opportunities to hear classmates articulate mathematical reasoning. After all groups present, the materials supply sentence frames such as “I agree with ___ because ___,” “I solved it differently than ___ because ___,” and “The way that ___ explained the solution caused me to change my thinking because ___.” These sentence frames guide students in responding to peers using precise mathematical vocabulary. These structured discourse supports enable students to share ideas, listen to peers’ reasoning, and refine their mathematical language as they compare, justify, and reflect on their thinking.
In the grade 4 “Classify 2D Figures by Lines & Angles” Nearpod platform lesson, the Teacher Resource prompts educators during the matching pairs activity to “allow students the opportunity to discuss and compare their classifications with their peers and listen carefully to determine if the given explanations are mathematically valid.” This guidance structures peer-to-peer dialogue in which students share their classifications, listen to classmates’ reasoning, and evaluate the mathematical validity of each explanation, giving students repeated opportunities to hear, use, and revise their use of geometric vocabulary in conversation with peers.
Evaluation for 5.4e
Within the Teacher Guide for the Nearpod platform lessons, the materials include answer keys for activities such as multiple-choice questions, draw-it, matching pairs, and drag-and-drop tasks. However, the answer keys only show the correct response, without examples of exemplary work or a variety of anticipated student answers. Nearpod platform skill resources include a “Common Misconceptions” section in the Teacher Resource. However, it is separate from the answer key and identifies only one general misconception, rather than providing redirection questions or alternative strategies when teachers check student work.
Within the IBL on the Freckle platform, the materials include answer keys for activities such as daily reviews and the daily inquiry task. However, these answer keys only show one equation or expression used to reach the correct answer, without exemplar responses or a variety of anticipated student work. The “Providing Feedback” article outlines redirect scripts and next-step actions for common error types, but this guidance is not embedded within the IBL answer key itself, so teachers get no anticipated-response or redirection support at the point of grading.
Evaluation for 5.5a
Each IBL on the Freckle platform structures students’ daily work around TEKS 4.1B, guiding them through a problem-solving model that involves analyzing given information, forming a plan, reaching a solution, and evaluating the reasonableness of that solution. Each day of the IBL, students take the given information, form a plan, and work toward a solution. At the end of the lesson, students present their findings to the class, applying TEKS 4.1A by using this problem-solving model to address a real-world task.
In the grade 4 “Compare Fractions” Nearpod platform lesson, students apply TEKS process standard 4.1A by working through a real-world scenario in which June sorts vegetables by length, represented as fractions such as “1/5,” “1/3,” and “1/4” for potatoes and “7/8,” “3/4,” and “5/6” for zucchini, dragging each onto a number line marked at “0,” “1/2,” and “1.” Students also apply Process Standard 4.1C by using the number line and finding equivalent fractions as needed. Then, they can determine and drag a peeler to the longest vegetable in each category.
Evaluation for 5.5b
The Renaissance Math Solution Guide lists and explains how process standards are included in the materials. However, this explanation is limited to a single general description rather than describing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways. For example, the materials state that “In Renaissance Math, each skill area includes two activities intentionally designed to address specific process standards. Each activity is accompanied by a teacher resource that clearly outlines the learning goals and the targeted process standard. These resources are crafted to help students connect mathematical content with the ways they engage in and make sense of mathematics.” While the materials reference how the process standards are included, they do not describe where those standards are incorporated throughout the learning pathways.
The Renaissance Math Solution Guide’s scope table and “Alignment Across and Within Grades” section address how content skills are incorporated and connected across grade levels. However, neither resource extends this same treatment to the TEKS process standards. The scope table only charts content skills, such as place value, fractions, and measurement, and resource titles by grade level, marking which domains appear at which grades. The “Alignment Across and Within Grades” section goes further in content, offering a narrative description of how strands such as number sense and operations, fractions and decimals, and place value build in sophistication from grade to grade. That narrative description is limited to content domains, though, and does not reference how the TEKS process standards are incorporated or connected across those same learning pathways. As a result, a teacher using the Renaissance Math Solution Guide can see which content skills appear at each grade level and how those skills progress over time, but the materials do not provide a comparable description showing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways.
Evaluation for 5.5c
The Renaissance Math Solution Guide includes a list of TEKS process standards and states that “in Renaissance Math, each skill area includes two activities intentionally designed to address specific process standards” and that “each activity is accompanied by a teacher resource that clearly outlines the learning goals and the targeted process standard.” However, this description appears only in the Renaissance Math Solution Guide’s general overview section, and the guide does not show which process standard applies to any individual lesson.
The Teacher Resource template used for individual Nearpod platform skills does not include a TEKS process standard reference in the lesson document. The Nearpod platform’s standard Teacher Resource template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice. For example, MP6: Attend to Precision for the Draw It activity gives no overview of which TEKS process standards apply to that lesson’s activities.
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
The materials provide opportunities for students to interpret, analyze, and evaluate models across multiple days in the “Studying Honey Bees” IBL. On day one, students interpret hive cell shapes to determine which is most compact and respond to the reflection prompt, “If you could start over, what would you do differently?” This prompt requires students to evaluate their own reasoning process. On day two, students answer the bonus question, “Imagine the food source is in the opposite direction of the sun. What would the angle look like?” This question requires students to analyze how changing conditions affect the geometric outcome. On day three, students design their own beehive, select shapes, and justify their choices. Discussion sentence starters such as “The way that ___ explained the solution caused me to change my thinking because ___” prompt students to evaluate peer reasoning and determine whether it should influence their mathematical thinking.
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
The materials provide clear opportunities for students to create concrete and pictorial representations of mathematical situations across multiple days in the “Studying Honey Bees” IBL. On day one, students construct a tiling pattern with pentagons, building a concrete model of a geometric tiling scenario. On day two, students draw the waggle dance, creating a pictorial representation of an angular relationship based on bee movement. On day three, students are prompted to “Draw out each individual piece of wood that you will need. Draw what the beehive will look like once it is constructed. Next to each piece of wood, identify the lines and angles present in the shape.” This requires students to create a detailed pictorial model of a real-world structure and annotate it with geometric attributes.
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
The materials provide clear opportunities for students to apply conceptual understanding to new problem situations and contexts in the grade 4 “Add & Subtract Numbers & Decimals” Depth of Knowledge (DOK) Challenge. Students transfer their understanding of adding and subtracting decimals to solve authentic, money-based scenarios. For example, in the lemonade stand task, students analyze the cost of ingredients ($20.16), the number of servings produced (fifteen), and the desired profit ($20.00) to determine the minimum price per serving. This requires students to interpret a real-world financial situation, identify the relevant quantities, perform multi-step decimal operations, and round their final answer to the nearest hundredth. By reasoning through constraints and justifying a mathematically sound price, students demonstrate flexible application of conceptual understanding in a novel context.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
The materials provide tasks designed to build the automaticity and fluency necessary for students to complete grade-level mathematical tasks. The Teacher Guide directly targets this criterion by centering instruction on the milestone “Fluently Add & Subtract Multi-Digit Whole Numbers,” identifying the standard algorithm as the primary method students use to achieve the rapid, accurate computation required for fluency at this grade level. The lesson slides offer repeated, scaffolded practice, beginning with smaller numbers and progressing to larger, more complex calculations, allowing students to strengthen efficient retrieval, improve accuracy, and develop the computational speed and flexibility needed for grade-level problem-solving.
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
The grade 4 “Add & Subtract Proper & Improper Fractions” Nearpod platform lesson provides opportunities for students to apply flexible and efficient mathematical procedures across a structured learning pathway. The materials progress through multiple procedural approaches, requiring students to flexibly shift between representations while applying the same underlying operations. The materials begin with physical manipulatives such as fraction strips and circles, then move to area models, then to number lines, and finally to abstract numerical procedures. The skill summary reinforces this emphasis on flexibility, noting that the number line “provides students with greater flexibility to decompose and compose fractions when adding and subtracting fractions.” The materials also support the development of efficiency by stating that students should eventually recognize they can add and subtract fractions with like denominators by operating on the numerators alone, allowing them to compute both proper and improper fractions more efficiently.
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
The materials provide opportunities for students to evaluate mathematical representations, models, and solutions for efficiency, flexibility, and accuracy through the Inquiry-Based Lessons (IBLs). After presenting their daily findings, teachers lead students through a class discussion using the following prompts: “I agree with ______ because _____,” “I solved it differently than _______ because ______,” and “The way that ____ explained the solution caused me to change my thinking because ______.”
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
The grade 4 “Add & Subtract Proper & Improper Fractions” Nearpod platform lesson outlines an instructional progression in the skill summary that moves students from concrete models, such as manipulatives, to pictorial representations, including area models and number lines, before progressing to abstract numerical procedures. The materials state, “eventually, students should recognize that they can reliably add and subtract fractions that have like denominators without the use of models by simply adding or subtracting the numerators and keeping the denominator the same.” Additionally, the materials state that students “can begin to add and subtract both proper and improper fractions more efficiently,” describing an intentional progression toward streamlined, efficient procedures.
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
The grade 4 “Understand Place Value Changes” Nearpod platform lesson explicitly addresses both the conceptual and procedural emphasis of the TEKS through the skill summary in the Teacher Resource document. The materials state, “The ultimate goal is for students to recognize how the value of a digit in a multi-digit whole number changes if the digit moves one place to the left or right,” establishing the conceptual focus of the lesson. Throughout the lesson, students use base-ten blocks to model the pattern and relationship between place values. With this understanding, students transition to the place value chart, where they identify, compare, and represent values in equations, addressing the procedural emphasis of the TEKS.
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
The materials provide opportunities for students to use pictorial representations and abstract models in the grade 4 “Compare Fractions” Nearpod platform lesson. Students use fraction models and number lines to compare fractions with different numerators and denominators. Students then use equations to generate equivalent fractions for comparison. For example, students use >, <, or = to compare three-fourths and four-sixths by connecting fraction models and number lines to equations that use common factors to generate equivalent fractions.
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
The grade 4 “Compare Fractions” Nearpod lesson includes support for students to connect representational models to abstract models, as required by the TEKS. Students use fraction models and number lines to compare fractions with different numerators and denominators before connecting these pictorial representations to abstract models. For example, students use >, <, or = to compare three-fourths and four-sixths by connecting fraction models and number lines to equations that use common factors to generate equivalent fractions.
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
Before completing the sentence frames, students review the lesson vocabulary through instructional slides and are directed to “read the explanations aloud” as they complete each step of the problem-solving process. Students then orally use the terms restated, analyzed, decided, visualized, solved, and checked as they describe how they solved Willow’s word problem. This language development routine extends vocabulary practice beyond selecting words from a word bank by requiring students to use academic mathematical language to explain their mathematical thinking.
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
The materials do not include embedded educator guidance to scaffold, support, or extend students’ use of academic mathematical vocabulary in context when communicating with peers or educators. For example, the Teacher Resource for the grade 4 “Compare Fractions” lesson includes guiding questions such as “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” However, the materials do not provide detailed guidance, such as modeled prompts, targeted questioning strategies, or discourse routines, to help teachers scaffold students’ precise use of terms like numerator, denominator, and equivalent fractions when responding to these questions.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
In the Teacher Resource for each Nearpod platform lesson, guiding questions prompt students to explain mathematical concepts using precise academic language. For example, the grade 4 “Compare Fractions” lesson includes the guiding questions “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” These questions direct students to communicate their reasoning when comparing fractions using vocabulary such as numerator, denominator, and equivalent fractions.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
In the grade 4 “Classify 2D Figures by Lines & Angles” Nearpod platform lesson, the Teacher Resource prompts educators during the matching pairs activity to “allow students the opportunity to discuss and compare their classifications with their peers and listen carefully to determine if the given explanations are mathematically valid.” This guidance structures peer-to-peer dialogue in which students share their classifications, listen to classmates’ reasoning, and evaluate the mathematical validity of each explanation, giving students repeated opportunities to hear, use, and revise their use of geometric vocabulary in conversation with peers.
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
Within the IBL on the Freckle platform, the materials include answer keys for activities such as daily reviews and the daily inquiry task. However, these answer keys only show one equation or expression used to reach the correct answer, without exemplar responses or a variety of anticipated student work. The “Providing Feedback” article outlines redirect scripts and next-step actions for common error types, but this guidance is not embedded within the IBL answer key itself, so teachers get no anticipated-response or redirection support at the point of grading.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
In the grade 4 “Compare Fractions” Nearpod platform lesson, students apply TEKS process standard 4.1A by working through a real-world scenario in which June sorts vegetables by length, represented as fractions such as “1/5,” “1/3,” and “1/4” for potatoes and “7/8,” “3/4,” and “5/6” for zucchini, dragging each onto a number line marked at “0,” “1/2,” and “1.” Students also apply Process Standard 4.1C by using the number line and finding equivalent fractions as needed. Then, they can determine and drag a peeler to the longest vegetable in each category.
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
The Renaissance Math Solution Guide’s scope table and “Alignment Across and Within Grades” section address how content skills are incorporated and connected across grade levels. However, neither resource extends this same treatment to the TEKS process standards. The scope table only charts content skills, such as place value, fractions, and measurement, and resource titles by grade level, marking which domains appear at which grades. The “Alignment Across and Within Grades” section goes further in content, offering a narrative description of how strands such as number sense and operations, fractions and decimals, and place value build in sophistication from grade to grade. That narrative description is limited to content domains, though, and does not reference how the TEKS process standards are incorporated or connected across those same learning pathways. As a result, a teacher using the Renaissance Math Solution Guide can see which content skills appear at each grade level and how those skills progress over time, but the materials do not provide a comparable description showing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways.
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
The Teacher Resource template used for individual Nearpod platform skills does not include a TEKS process standard reference in the lesson document. The Nearpod platform’s standard Teacher Resource template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice. For example, MP6: Attend to Precision for the Draw It activity gives no overview of which TEKS process standards apply to that lesson’s activities.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
89% (17 out of 19 points)
Evaluation for 6.1a
Renaissance Math’s Inquiry-Based Lessons (IBL) on the Freckle platform give students consistent opportunities to think mathematically, persevere through solving problems, and make sense of mathematics. Each IBL unfolds as a multi-day activity that moves students beyond procedural understanding, promotes higher-order thinking, and helps them make meaningful connections across content areas. Students engage with open-ended questions that require them to interpret information, justify strategies, and sustain problem-solving throughout the sequence. As students work through each day’s inquiry, they persevere by carrying findings and understanding from previous days into new, increasingly complex problems. On the final day, students apply their accumulated learning to a culminating project task, requiring them to synthesize mathematical concepts and representations into a coherent, real-world application.
The grade 4 “Compare Fractions” Nearpod platform Topic Bundle engages students in mathematical thinking, perseverance, and sense-making around fraction comparison. Throughout the lesson, students compare fractions with unlike denominators by creating equivalent fractions with common numerators or common denominators, which requires them to interpret fractional quantities and reason about structure. Open-ended prompts such as “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” require students to analyze relationships, consider multiple approaches, and justify their strategies. The prompt “Why is it simpler to compare fractions when they share the same numerator or denominator?” asks students to explain why the concept works, thereby deepening their conceptual understanding of fraction comparison. The drag-and-drop and draw-it activities let students select an approach of their choice to compare fractions and explain how they know one fraction is greater than, equal to, or less than another, requiring them to justify their reasoning, revisit representations, and work through a multi-step problem-solving process.
Evaluation for 6.1b
The Freckle DOK Multiply Multi-Digit Numbers task guides students to understand, explain, and justify that problems and tasks can be solved in more than one way. Students demonstrate this understanding by evaluating five different pairs of dimensions and selecting all pairs that produce the target area, recognizing that more than one combination of factors can generate the same product. In the final question, students explain and justify multiple solution paths by comparing two different multiplication methods that arrive at the same answer, identifying which method contains an error, and explaining what should be corrected. This comparison reinforces the idea that different strategies can correctly solve the same problem when supported by accurate mathematical reasoning.
The Freckle platform’s IBL, “Introduction to the Stock Market,” guides students in understanding, explaining, and justifying multiple solution paths. Students develop understanding through the open-ended Developing the Question prompt used across all five days, which requires them to identify what they are trying to answer before solving. Because different students may frame the same scenario as different mathematical questions, the lesson establishes that multiple valid approaches to the same situation can exist. Students explain this understanding during daily class discussions using the sentence starter, “I solved it differently than ___ because ___,” which requires them to articulate their method, compare it to a peer’s approach, and explain the reasoning behind their chosen strategy. Students justify multiple approaches using the sentence starter, “The way that ___ explained the solution caused me to change my thinking because ___,” which prompts them to evaluate a peer’s reasoning and determine whether it is mathematically convincing enough to revise their own thinking.
Evaluation for 6.1c
The Freckle IBL, “Introduction to the Stock Market,” engages students in doing math, writing about math, and discussing math with peers and educators as they make sense of mathematics across a five-day inquiry. Students do math while working in groups to solve investment problems, compare stock performance, and make decisions based on numerical data. Students write about math through the Developing the Question prompt on each day’s inquiry sheet, which requires them to frame the mathematical question they’re solving before beginning work. Students discuss math with peers during the structured class discussion following each group’s solution presentation, using sentence starters such as “I agree with ___ because ___” and “I solved it differently than ___ because ___” to engage with peers’ reasoning, compare strategies, and justify their thinking aloud.
In the Nearpod lesson “Add & Subtract Proper & Improper Fractions,” the Using Number Lines to Add activity engages students in doing math and discussing math with peers as they make sense of fraction addition. Students do math together by working through a fraction-addition problem on a number line, determining the direction of movement and the number of fractional parts needed to represent the sum. The activity also prompts discussion through questions such as, “Which direction do we need to move to show that we are adding? How many parts do we need to move in that direction? How do you know?” These questions require students to articulate their reasoning, compare approaches, and explain how the number line represents the addition process.
Evaluation for 6.2a
Renaissance Math equips educators to guide students in sharing and reflecting on their problem-solving approaches, including their explanations, arguments, and justifications. In the grade 4 “Cross-Country Road Trip” Freckle platform Inquiry-Based Lesson, each group selects a spokesperson to share the group’s solution to the daily inquiry with the class, explaining how the group arrived at its solution and what that solution is. While presenting, students use sentence stems such as “I agree with ___ because ___,” “I solved it differently than ___ because ___,” and “The way that ___ explained the solution caused me to change my thinking because ___.” After all groups have shared, educators prompt students to reflect on their problem-solving approach with questions such as “What was the easiest part of today’s inquiry for your group?,” “What was the most difficult part?,” and “If you could start over, what would you do differently?”
The “Use Strategies to Multiply Up to 4-Digit by 1-Digit Whole Numbers” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. Guiding questions such as “What strategy do you feel the most comfortable using?” and “What are the pros and cons of your chosen strategy?” prompt students to look back on their approach, explain their choice, and argue for and justify its strengths. The question “How are these two strategies similar? How are they different?” further guides students to reflect on their chosen method.
Evaluation for 6.2b
The Targeted Practice and Adaptive Practice programs within the Freckle platform give educators tools to deliver explanatory feedback tied to students’ responses and anticipated misconceptions. As students work through Targeted Practice assignments, the program provides hints, explanatory videos, and a Show Me feature when a student enters an incorrect response, then allows the student to reattempt the problem after working through these supports.
The Teacher Resource document accompanying a Nearpod lesson provides teachers with information about student misconceptions but does not offer guidance on how to translate that information into student feedback. A “Common Misconceptions” section identifies the errors students are likely to make on the lesson’s content. The section also includes an item analysis of the pretest/posttest assessment, explaining why each response is correct or incorrect. The item analysis is supported by an answer key for the lesson’s activities. None of these resources, however, direct teachers on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors, without offering prompts to support educators in providing feedback.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The grade 4 “Compare Fractions” Nearpod platform Topic Bundle engages students in mathematical thinking, perseverance, and sense-making around fraction comparison. Throughout the lesson, students compare fractions with unlike denominators by creating equivalent fractions with common numerators or common denominators, which requires them to interpret fractional quantities and reason about structure. Open-ended prompts such as “What steps can you take to compare fractions that have different numerators and denominators?” and “Is it possible to compare fractions without finding equivalent fractions? If so, how?” require students to analyze relationships, consider multiple approaches, and justify their strategies. The prompt “Why is it simpler to compare fractions when they share the same numerator or denominator?” asks students to explain why the concept works, thereby deepening their conceptual understanding of fraction comparison. The drag-and-drop and draw-it activities let students select an approach of their choice to compare fractions and explain how they know one fraction is greater than, equal to, or less than another, requiring them to justify their reasoning, revisit representations, and work through a multi-step problem-solving process.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
The Freckle platform’s IBL, “Introduction to the Stock Market,” guides students in understanding, explaining, and justifying multiple solution paths. Students develop understanding through the open-ended Developing the Question prompt used across all five days, which requires them to identify what they are trying to answer before solving. Because different students may frame the same scenario as different mathematical questions, the lesson establishes that multiple valid approaches to the same situation can exist. Students explain this understanding during daily class discussions using the sentence starter, “I solved it differently than ___ because ___,” which requires them to articulate their method, compare it to a peer’s approach, and explain the reasoning behind their chosen strategy. Students justify multiple approaches using the sentence starter, “The way that ___ explained the solution caused me to change my thinking because ___,” which prompts them to evaluate a peer’s reasoning and determine whether it is mathematically convincing enough to revise their own thinking.
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
In the Nearpod lesson “Add & Subtract Proper & Improper Fractions,” the Using Number Lines to Add activity engages students in doing math and discussing math with peers as they make sense of fraction addition. Students do math together by working through a fraction-addition problem on a number line, determining the direction of movement and the number of fractional parts needed to represent the sum. The activity also prompts discussion through questions such as, “Which direction do we need to move to show that we are adding? How many parts do we need to move in that direction? How do you know?” These questions require students to articulate their reasoning, compare approaches, and explain how the number line represents the addition process.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
The “Use Strategies to Multiply Up to 4-Digit by 1-Digit Whole Numbers” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. Guiding questions such as “What strategy do you feel the most comfortable using?” and “What are the pros and cons of your chosen strategy?” prompt students to look back on their approach, explain their choice, and argue for and justify its strengths. The question “How are these two strategies similar? How are they different?” further guides students to reflect on their chosen method.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
The Teacher Resource document accompanying a Nearpod lesson provides teachers with information about student misconceptions but does not offer guidance on how to translate that information into student feedback. A “Common Misconceptions” section identifies the errors students are likely to make on the lesson’s content. The section also includes an item analysis of the pretest/posttest assessment, explaining why each response is correct or incorrect. The item analysis is supported by an answer key for the lesson’s activities. None of these resources, however, direct teachers on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors, without offering prompts to support educators in providing feedback.