Program Information
- ISBN
- 9798998577277
- 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 5
Supplemental Math (English) Grade 5
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 5 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
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 Nearpod’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, while Freckle’s adaptive 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 Freckle 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 instructional leaders with guidance on supporting educators and coaches. In Step 1, 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 2, 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 Freckle for pre-teaching or skill reinforcement based on class needs. Nearpod Academy 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 lessons include TEKS-aligned learning objectives and suggested time allotments for each lesson component, including preassessment, authentic connection, explicit instruction, and postassessment. Freckle 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 skill pages do not include student-facing materials.
The materials include educator 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 educator 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 educators 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 document 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—adaptive math pathway, targeted math practice, and focus skills practice—at least two times a week.
Evaluation for 1.2c
The materials include family letters in both English and Spanish that communicate the objectives of the current unit and provide a skills overview 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 practical, topic-specific suggestions for home support 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. The goal of the letters is to create 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 Nearpod’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, while Freckle’s adaptive 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 Freckle 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 instructional leaders with guidance on supporting educators and coaches. In Step 1, 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 2, 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 Freckle for pre-teaching or skill reinforcement based on class needs. Nearpod Academy 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 educator 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 educator 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 document 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—adaptive math pathway, targeted math practice, and focus skills practice—at least two times a week.
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 practical, topic-specific suggestions for home support 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. The goal of the letters is to create 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 materials include a table in the Renaissance Math Solution Guide that outlines the definition and instructional purpose of each assessment type. Under the “Instructional Purpose” column, the Solution Guide states that diagnostic placement assessments are used “to find each student’s starting point before/start of instruction.” This information clarifies for educators both the intended use of this assessment type 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 Freckle and Nearpod.
Evaluation for 2.1b
In the Freckle Teacher Home Guide, the “How Can I Assign Assessments to My Students?” section provides guidance on using the Freckle platform. It shows educators how students log in to Freckle with their class code, select Assignments from the dashboard, choose the assigned assessment, complete it, 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 platform and Nearpod provide accommodations that educators can enable or disable to support individual students. Within Freckle settings, educators can use the “Edit Student” tab to enable or disable text-to-speech and calculator access for students. In Nearpod, educators can enable Immersive Reader to activate text-to-speech and additional content and language supports, giving 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 Nearpod, 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. The questions and tasks 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 with the TEKS.
The Freckle 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 that allow teachers to monitor student performance on advanced mathematical-thinking tasks aligned with the TEKS.
Evaluation for 2.2a
The Renaissance Math Solution Guide includes a section titled “Interpreting Student Performance” that provides educators with guidance on monitoring and adjusting instruction. For example, the guide directs educators 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 rationales 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, Freckle 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 percent as struggling, 50–80 percent as approaching, and above 80 percent as proficient—and 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, including 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, directing educators through steps for consistent, accurate results and outlining next steps for groups of students based on those 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 check for understanding. 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 Freckle and Nearpod.
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 platform and Nearpod provide accommodations that educators can enable or disable to support individual students. Within Freckle settings, educators can use the “Edit Student” tab to enable or disable text-to-speech and calculator access for students. In Nearpod, educators can enable Immersive Reader to activate text-to-speech and additional content and language supports, giving 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 Nearpod, 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 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 that allow teachers to monitor student performance on advanced mathematical-thinking tasks aligned with 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 rationales 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 percent as struggling, 50–80 percent as approaching, and above 80 percent as proficient—and 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 check for understanding. 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 Assignments Report feature in the Implementation Guide 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 assignments.
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 or hear their definitions in guided questions and prompts. The Freckle Help section also provides video examples that explain target words using visuals and introduce their use in context.
The Nearpod EL lessons include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction. Examples of strategies include 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 provide explicit guidance for educators on enrichment and extension activities for students who have performed at or above grade level. On the Freckle platform, the program provides educators with recommended activities for students who are ready for a challenge, defined as students who have scored above 79 percent on skills. The materials direct educators to assign Depth of Knowledge activities, so students can 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 educators identify students ready for enrichment or extension activities using assignment data. The Class Grouping report in Freckle 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 in the “Roster” page. By selecting the Edit Student feature, 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 IBL lessons 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, such as 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 prompts and guidance for educators to build knowledge through lesson plans. Lesson plans ground educators in a student objective tied to the TEKS and activate prior knowledge through a Connection to Prior Learning section that ties what students already know to what they will learn by the end of the lesson, as well as a Connection to Future Learning section. The materials also provide a Skill Summary that connects key patterns, features, and relationships through multiple means of representation.
In Nearpod, the materials provide 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 and help activate prior knowledge. Within the “Think About It” slide, the materials provide educators 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 educators can organize students for whole-class instruction using educator-led Nearpod lessons, for small-group instruction through Nearpod pre-teach and reteach lessons, and for differentiated learning stations that incorporate Freckle independent practice and Nearpod center activities. The guide also outlines structures for independent learning through differentiated Freckle assignments and supports collaborative learning through interactive Nearpod activities. Inquiry-based learning is further reinforced through the Inquiry-Based Lessons (IBLs) available within Freckle. 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. 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 provides educators with guidance on using an inquiry-based approach 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, differentiated instruction stations, and independent practice. Educators can conduct small-group instruction using pre-teach or reteach lessons in Nearpod. They can conduct differentiated learning stations on Freckle by using one small-group lesson from Nearpod and another using Nearpod center activities. Educators can also assign differentiated Freckle assignments to students as independent practice. In the section titled “Differentiating with Renaissance Math,” educators receive guidance on how to use Nearpod and Freckle 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 in Nearpod, with practice in Freckle 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 Assignment Report, educators can expand an assignment to view each student’s performance and identify learners who are ready for a challenge—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 Depth of Knowledge activities—a set of higher-level thinking questions for a specific standard—to help students master concepts. 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—such as “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, which identify proficiency levels as pre-production, 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 lesson through the “Immersive Reader” feature. Educators can use this feature to provide support 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 (EB) students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of pre-production, 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 Texas.
Evaluation for 3.3d
The Nearpod 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 Academic Vocabulary lessons pre-teach 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 assignments.
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 Nearpod EL lessons include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction. Examples of strategies include 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 educators identify students ready for enrichment or extension activities using assignment data. The Class Grouping report in Freckle 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 IBL lessons 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, such as 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
In Nearpod, the materials provide 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 and help activate prior knowledge. Within the “Think About It” slide, the materials provide educators 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. 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 provides educators with guidance on using an inquiry-based approach 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 in Nearpod, with practice in Freckle 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 Depth of Knowledge activities—a set of higher-level thinking questions for a specific standard—to help students master concepts. 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 lesson through the “Immersive Reader” feature. Educators can use this feature to provide support 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 (EB) students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of pre-production, 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 Texas.
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 Academic Vocabulary lessons pre-teach 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 that require students to demonstrate depth of understanding aligned to the TEKS. In the Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers Nearpod lesson, instruction begins with a four-question “Show What You Know” preassessment that identifies what students already know about dividing multi-digit whole numbers by two-digit whole numbers. The lesson introduces vocabulary—dividend, divisor, and quotient—through visual models and writing activities in which students identify each part of a division equation. A real-world context grounds the learning: students determine how many groups of 35 popsicle sticks Zain can make from a box of 2,000 at the Quebec Winter Carnival and identify whether any sticks remain. Students then explore different division situations using the same equation represented in two distinct real-world contexts. This application builds conceptual understanding before students apply the partial quotients strategy to divide up to four-digit numbers by two-digit numbers, with and without remainders. A drag-and-drop activity provides scaffolded practice in which students supply the missing values in partial quotients problems. A “Time to Review” slide consolidates learning before the gamified postassessment, which mirrors the preassessment with slightly different questions to measure student growth. Answers, explanations, and additional resources are 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 “Presidential Candidates” IBL, which addresses TEKS 5.4.F, students use parentheses in mathematical expressions to evaluate the experience levels of presidential candidates. Students evaluate expressions related to the number of terms each candidate has served in office, then use that information to decide which candidates are the strongest based on experience. As candidates continue to join the race, students apply increasingly complex expressions to analyze and compare them. The lesson culminates in students creating candidate profiles by calculating years of federal government experience, requiring them to synthesize their learning and justify their conclusions. Each day of the IBL includes an instructional video, an Inquiry Sheet for student work, and a solution guide. This progression—from evaluating expressions with parentheses to making and defending data-driven decisions in a civic context—supports students in advancing toward grade-level and above-grade-level proficiency while fostering conceptual development through real-world application.
The Freckle online math program provides questions and tasks that increase in rigor and complexity, supporting students’ progression 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, 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 and intentionally sequences lessons so that 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 5. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the grade 5 Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers lesson, instruction begins with the area model to connect students’ understanding of place value and the relationship between multiplication and division using a pictorial representation. The lesson then transitions to the partial quotients strategy and, ultimately, more efficient algorithmic methods. Throughout the lesson, students draw on their understanding of multiples of 10, 100, and 1,000 to find larger partial quotients more efficiently, reinforcing how place value understanding supports computational fluency across operations. The Teacher Guide notes that this skill builds on prior work with dividing four-digit numbers by single-digit divisors and prepares students to divide multi-digit numbers, including decimals, fluently using the standard algorithm. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of 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 5, students reach multi-digit algorithmic fluency in multiplication and division, building on the strategies and conceptual understanding developed in grades 3 and 4 and preparing for the more complex multi-digit operations with decimals in grade 6. Fraction concepts, which began with unit fractions and equivalence in earlier grades, develop into fraction operations at grade 5 and connect to rational number reasoning and proportionality in grade 6. Place value understanding, which has served as a consistent conceptual thread since the primary grades, extends at grade 5 into decimal and rational number contexts. Grade 5 students link whole-number operations to decimal computation, laying the groundwork for coordinate plane work and algebraic thinking in grade 6. 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 early number sense through algebraic readiness.
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
In the grade 5 Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers Nearpod lesson, the materials demonstrate coherence across lessons by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level. For example, the questions and tasks provide opportunities for students to connect prior learning about division concepts to their current learning about dividing four-digit numbers by two-digit numbers. Additionally, the Teacher Guide component of the lesson makes connections to future learning by providing the following guidance: “Students will extend their work of this skill to fluently divide multi-digit numbers, including numbers with decimals, using the standard algorithm.”
The materials include a TEKS Alignment Guide that allows educators to view the vertical alignment for each grade 5 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding Renaissance Math lesson, identifies the aligned prerequisite lesson from a prior grade, and identifies forthcoming lessons from the next grade. For example, grade 5 TEKS 5.3(C), which addresses solving quotients of up to four-digit dividends by two-digit divisors using strategies and the standard algorithm, links back to grade 4 lessons on using strategies to divide up to four-digit whole numbers by one-digit divisors with remainders, and forward to a grade 6 lesson on dividing multi-digit numbers resulting in decimals. Similarly, grade 5 TEKS 5.2(A), which addresses representing the value of digits in decimals through thousandths, connects back to grade 4 lessons on reading, writing, and representing decimal numbers, and forward to grade 6 lessons on multiplying and dividing decimals using models. This structure allows educators to see how grade 5 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, and 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 spaced 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 5 Nearpod lessons, the materials provide spaced retrieval opportunities for previously learned skills and concepts. In the Multiply and Divide Whole Numbers learning pathway, students learn key skills and concepts, including partial products, area models, and the standard algorithm for multiplying multi-digit numbers by single-digit numbers. As the learning pathway progresses, the materials intentionally revisit these strategies to reinforce conceptual understanding of multiplication as students begin working with increasingly complex real-world problems involving multiplying up to four-digit numbers by two-digit numbers.
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 selecting and applying a combination of prior skills. 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 5 Solve Addition & Subtraction Problems with Fractions Nearpod lesson, the materials provide interleaved practice opportunities with previously learned skills and concepts. Earlier lessons within the same learning pathway introduce a variety of strategies for adding and subtracting fractions, including using models, fraction tiles, estimation, number lines, equivalent fractions, and the standard algorithm. In this lesson, students apply these previously learned strategies to solve problems. For example, students are prompted to “use fraction tiles or your preferred method to add and subtract fractions.” This guidance encourages students to retrieve and apply previously learned skills and concepts while promoting flexible problem-solving strategies.
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 online math program provides questions and tasks that increase in rigor and complexity, supporting students’ progression 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, 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 5. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the grade 5 Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers lesson, instruction begins with the area model to connect students’ understanding of place value and the relationship between multiplication and division using a pictorial representation. The lesson then transitions to the partial quotients strategy and, ultimately, more efficient algorithmic methods. Throughout the lesson, students draw on their understanding of multiples of 10, 100, and 1,000 to find larger partial quotients more efficiently, reinforcing how place value understanding supports computational fluency across operations. The Teacher Guide notes that this skill builds on prior work with dividing four-digit numbers by single-digit divisors and prepares students to divide multi-digit numbers, including decimals, fluently using the standard algorithm. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of 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 5 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding Renaissance Math lesson, identifies the aligned prerequisite lesson from a prior grade, and identifies forthcoming lessons from the next grade. For example, grade 5 TEKS 5.3(C), which addresses solving quotients of up to four-digit dividends by two-digit divisors using strategies and the standard algorithm, links back to grade 4 lessons on using strategies to divide up to four-digit whole numbers by one-digit divisors with remainders, and forward to a grade 6 lesson on dividing multi-digit numbers resulting in decimals. Similarly, grade 5 TEKS 5.2(A), which addresses representing the value of digits in decimals through thousandths, connects back to grade 4 lessons on reading, writing, and representing decimal numbers, and forward to grade 6 lessons on multiplying and dividing decimals using models. This structure allows educators to see how grade 5 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 5 Nearpod lessons, the materials provide spaced retrieval opportunities for previously learned skills and concepts. In the Multiply and Divide Whole Numbers learning pathway, students learn key skills and concepts, including partial products, area models, and the standard algorithm for multiplying multi-digit numbers by single-digit numbers. As the learning pathway progresses, the materials intentionally revisit these strategies to reinforce conceptual understanding of multiplication as students begin working with increasingly complex real-world problems involving multiplying up to four-digit numbers by two-digit numbers.
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 5 Solve Addition & Subtraction Problems with Fractions Nearpod lesson, the materials provide interleaved practice opportunities with previously learned skills and concepts. Earlier lessons within the same learning pathway introduce a variety of strategies for adding and subtracting fractions, including using models, fraction tiles, estimation, number lines, equivalent fractions, and the standard algorithm. In this lesson, students apply these previously learned strategies to solve problems. For example, students are prompted to “use fraction tiles or your preferred method to add and subtract fractions.” This guidance encourages students to retrieve and apply previously learned skills and concepts while promoting flexible problem-solving strategies.
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 grade 5 Use Strategies to Divide Up to 4 by 2 Digit Whole Numbers Nearpod lesson provides tasks that require students to interpret, analyze, and evaluate mathematical representations. Students first examine a pictorial division model and respond to the prompt, “What do the divisor and quotient represent in each model?” The answer requires students to interpret the meaning of each quantity within the representation. As students move into using multiples of 10 and 100 and partial quotients, educator prompts such as “How are these two strategies similar? How are they different?” require students to analyze the structure and reasoning behind multiple division strategies. The lesson extends into evaluative thinking by asking, “What strategy do you feel the most comfortable using? What are the pros and cons of your chosen strategy?” requiring students to justify their preferred method.
The materials provide guided questions in the grade 5 Teacher Guide for Use Strategies to Divide Up to 4 by 2 Digit Whole Numbers lesson that require students to interpret, analyze, and evaluate mathematical strategies. Prompts such as “How could you find the quotient of 6,228 ÷ 12 using the area model? How about partial quotients?” require students to interpret how each model represents the division process. Educators are then prompted to ask, “How are these two strategies similar? How are they different?” requiring students to analyze the structure and reasoning across strategies. Finally, “What strategy do you feel the most comfortable using? What are the pros and cons of your chosen strategy?” requires students to evaluate the effectiveness of their chosen strategy and justify their reasoning.
Evaluation for 5.1b
The grade 5 Use Models & Estimation to Add & Subtract Fractions Nearpod lesson provides opportunities for students to create concrete models of mathematical situations. Students actively manipulate virtual fraction tiles, selecting and arranging pieces to build models that represent and solve fraction addition and subtraction problems. For example, students use fraction tiles to model the total distance traveled on Thursday by creating a concrete representation of two-thirds plus one-fourth. These tasks require students to construct their own fraction models rather than rely on pre-built representations.
The materials provide clear opportunities for students to create pictorial representations of mathematical situations through the Foundations of Architecture IBL. Students construct a hierarchy of two-dimensional figures by responding to prompts such as “How can you arrange these shapes in a hierarchy based on their properties?” and “Create a shape hierarchy using shape names.” These tasks require students to design and organize graphic organizers that visually represent geometric relationships. By generating their own diagrams to classify shapes based on shared attributes, students create original pictorial models that represent mathematical ideas.
Evaluation for 5.1c
The grade 5 Solve Perimeter, Area & Volume Problems DOK Challenge provides clear opportunities for students to apply conceptual understanding to new problem situations and contexts. Students transfer their knowledge of perimeter, area, and volume to solve multi-step problems situated in authentic, real-world scenarios. For example, in the task involving the Riviera Maya exhibit, students analyze the constraints of designing a floor-to-ceiling fish tank and determine the maximum width given a fixed volume of 1,500 cubic meters and a required base area of 150 square meters. This problem requires students to interpret the context, identify the relevant geometric relationships, and apply the volume formula to a novel situation, demonstrating flexible application of conceptual understanding.
The materials include opportunities for students to apply conceptual understanding of finding the volume of right rectangular prisms with fractional side lengths to a new, real-world problem situation in the grade 5 IBL The International Coffee Trade. Students design a shipment plan to deliver coffee to three countries, using each country’s purchase amount and the available shipping crates to determine how the coffee should be packed. This task requires students to transfer their understanding of volume—particularly with fractional dimensions—to an unfamiliar logistical context, interpret constraints, and make mathematically justified decisions.
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 materials target the upper elementary milestone of multi-digit multiplication fluency and explicitly identify the standard algorithm as the primary method students use to achieve the calculation speed required for fluency. Lesson slides give w students multiple opportunities to compute multi-digit products efficiently and accurately by offering repeated practice with the standard algorithm. This structured, repeated practice strengthens rapid retrieval of multiplication facts, reinforces procedural efficiency, and supports the development of fluency needed to engage successfully with grade-level multiplication tasks.
Evaluation for 5.2b
The Freckle platform provides students with on-demand supports, including hints and the Show Me feature, that create opportunities to apply efficient, flexible, and accurate mathematical procedures. When students select these supports, the program models accurate and efficient solution paths, helping them refine their procedural understanding. As students continue through the adaptive practice, they apply the modeled strategies to choose efficient methods, adjust their approach as needed, and verify their work, thereby strengthening flexibility and accuracy across tasks.
The materials provide opportunities for students to apply efficient and flexible mathematical procedures throughout the learning pathway in the grade 5 Teacher Resource document. The background information explicitly guides educators in helping students compare strategies and identify the more efficient ones. The skill summary describes how strategies such as connecting place value understanding to pictorial models and using partial quotients support one another, reinforcing flexibility as students move between approaches. Guiding questions including “How are these two strategies similar? How are they different?” and “What strategy do you feel most comfortable using? What are the pros and cons of your chosen strategy?” prompt students to analyze and evaluate the efficiency and flexibility of their procedures, supporting them in selecting accurate, efficient methods across multiple division strategies.
Evaluation for 5.2c
The grade 5 Use Strategies to Multiply Up to 3- by 2-Digit Whole Numbers Nearpod 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 area models and partial products. The Teacher Guide prompts educators to ask, “How could you find the product of 465 × 32 using the area model/partial products and the standard algorithm? How are these strategies similar? How are they different?”
The materials include 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, educators 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” feature, 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 5 “Use Strategies to Multiply Up to 3- by 2-Digit Whole Numbers” Nearpod lesson contains guidance in the Teacher Guide to support students in selecting increasingly efficient approaches to solve mathematics problems. The Teacher Guide outlines a progression that begins with strategies based on place value and properties of operations, such as area models and partial products, so students can compare them with the standard algorithm. As the lesson progresses, students move from using models to using the standard algorithm, with educators scaffolding this transition using the following guidance: “Students need to understand that the standard algorithm is a step-by-step method used to solve problems that is the most commonly used due to its procedural efficiency.”
Evaluation for 5.3a
The materials provide a “Design a Balanced Instructional Approach” document that explains how the program integrates conceptual understanding, procedural fluency, and application. Conceptual understanding is supported through Nearpod’s models, manipulatives, and exploratory activities. Procedural fluency is supported when educators assign targeted Freckle practice aligned to daily lessons. Application is reinforced when educators incorporate Freckle’s Inquiry-Based Lessons and real-world challenges.
The grade 5 “Solve Multiplication of Fractions” Nearpod lesson explicitly addresses the conceptual and procedural emphases of the TEKS. The Teacher Guide states that instruction should begin with finding a fraction of a fraction in contextual situations using models to build conceptual understanding. Once students understand this concept, instruction transitions to connecting models to the standard algorithm for multiplying fractions, establishing a clear progression from conceptual understanding to procedural fluency.
Evaluation for 5.3b
The grade 5 “Use Models & Estimation to Add & Subtract Fractions” Nearpod lesson provides opportunities for students to use concrete, pictorial, and abstract models as required by the TEKS. Students manipulate virtual fraction tiles as a concrete model to add and subtract fractions with the same denominator. Students then use pictorial fraction models and number lines to add and subtract fractions. They also use equations as an abstract model for adding and subtracting fractions.
The materials provide opportunities for students to use concrete models, pictorial representations, and abstract models in the grade 5 “Model Division of Whole Numbers by Unit Fractions” Nearpod lesson. Students manipulate virtual fraction tiles as a concrete model to divide whole numbers and fractions. Students then use pictorial models to represent the division. They also use equations as abstract models for dividing whole numbers and fractions.
Evaluation for 5.3c
The grade 5 “Use the Volume Formula to Solve Problems” Nearpod lesson supports students in connecting, defining, and explaining how representational models relate to abstract concepts. Instruction begins with pictorial models of rectangular prisms composed of unit cubes, then transitions to models labeled only with dimensions. The instruction explicitly connects a pictorial representation to the abstract formulas V = l × w × h and V = B × h. The guiding question “When would you use the formula V = l × w × h to find the volume of a rectangular prism? What about V = B × h? How are these two formulas related to each other?” requires students to define and explain the relationship between the two abstract formulas, grounded in their connection to the same pictorial model. The materials further support this connection by having students create a list of given information from a pictorial or word-based model before selecting and writing the corresponding abstract equation. For example, students translate a base area of 11 square feet and a volume of 132 cubic feet into the equation 11 × h = 132, directly bridging representational information to an abstract symbolic equation.
In the grade 5 “Model Sums & Differences Using Fraction Tiles” Nearpod activity, students use fraction tiles as a concrete model to represent a real-world context—distances biked on different trails—before solving addition and subtraction problems with the resulting fractions. The activity states that manipulating the tiles helps students “understand how to combine or compare fractions, reinforcing concepts such as finding common denominators and performing accurate calculations,” with the purpose of helping to “bridge the gap between concrete representations and abstract operations, fostering a deeper understanding of fraction arithmetic.” The activity supports defining and explaining by directing educators to “encourage students to explain how the fraction tiles align with the given problems and how they help visualize the sums and differences,” requiring students to articulate the relationship between the concrete tool and the abstract numeric results.
Evaluation for 5.4a
In a Nearpod vocabulary lesson, students drag terms from a word bank—step, operations, and expression—into fill-in-the-blank sentence frames that walk through simplifying the expression “46 − (24 + 6) ÷ 5.” Examples of the sentence frames are “The first step in the order of ___ is to ___” and “To finish simplifying the ___, we have to ___.” Students select from this word bank to correctly sequence and describe each step used to simplify the expression.
Before completing the sentence frames, students in the same lesson review “multiple-meaning nouns,” drawing attention to how a term like “operations” carries a distinct meaning in a mathematical context from its everyday use. Guided by the instruction to “read aloud as you work,” students then orally produce the completed sentences and vocabulary as they use the Crayon and Text tools to solve the expression, applying the same word-bank terms practiced in the sentence frames to an explanatory spoken context.
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 educators, these stems are not lesson-specific, are not tied to the mathematical concepts being taught, and do not guide educators 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 that would help students practice and extend their use of academic math language in the context of each lesson.
The Teacher Resource for Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers defines vocabulary terms such as dividend, divisor, quotient, and remainder and offers guiding questions, such as “How could you find the quotient of 6,228 ÷ 12 using the area model? How about partial quotients?” to help educators structure instruction around these terms. Educators reference these supports when planning and delivering the lesson; however, the resource does not include prompts, sentence stems, or discourse routines to help educators scaffold, support, or extend students’ use of this vocabulary during classroom communication.
Evaluation for 5.4c
The Renaissance Math Solution Guide provides sample sentence frames, such as “I used ___” and “I know my answer is right because ___,” and guidance that encourages educators to “use interactive checks” and “require structured talk.” These activities support students’ use of academic mathematical language during discourse by encouraging them to communicate their reasoning with academic vocabulary across lessons.
Students simplify the expression “46 − (24 + 6) ÷ 5” and use fill-in-the-blank sentence frames to describe each step of the process, such as “The first step in the order of ___ is to ___” and “To finish simplifying the ___, we have to ___.” These embedded stems scaffold students’ use of academic vocabulary and mathematical language as they describe each step, explain their reasoning, and communicate their process aloud. By pairing the expression with structured language supports, the materials promote meaningful mathematical discourse and reinforce students’ application of academic mathematical vocabulary in context.
Evaluation for 5.4d
Across the three-to-four-day Freckle Inquiry-Based Lesson (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, students use 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 frames guide students to use precise mathematical vocabulary when responding to their peers. 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 “Classify 2D Figures in a Hierarchy” Nearpod lesson, the Teacher Guide 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 explanations. These opportunities allow students to hear mathematical vocabulary, refine their language as they compare and adjust ideas, and actively use precise mathematical terms during collaborative discourse.
Evaluation for 5.4e
In the Teacher Guide for the Nearpod 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 exemplar work or a variety of anticipated student answers. Nearpod 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 educators 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” guide 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 5.1B. The lesson guides students through a problem-solving model that involves analyzing given information, forming a plan, arriving at a solution, and evaluating the reasonableness of the solution. At the end of the lesson, students present their findings to the class, applying TEKS 5.1A to address a real-world task.
In the “Calculate Quotients Using Partial Quotients” Nearpod lesson, students apply TEKS process standard 5.1A by working through a real-world scenario. In this scenario, June sorts laundry into baskets based on the quotient of a division expression, such as “558 ÷ 18,” “2,160 ÷ 18,” and “378 ÷ 18.” Students also apply process standard 5.1C by selecting from a set of partial quotient facts, such as “18 × 1,000 = 18,000,” “18 × 100 = 1,800,” “18 × 10 = 180,” and “18 × 1 = 18.” Students combine and reuse these facts as needed to build the partial quotients that solve each expression.
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 provides the same treatment for 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, an educator using the 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 general overview section of the guide, and does not show which process standard applies to any individual lesson.
The Teacher Resource template used for individual Nearpod skills, such as “Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers,” does not include a reference to the TEKS process standards within the lesson document. Nearpod’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, MP1: Make sense of problems and persevere in solving them for the Drag and Drop activity—giving 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 guided questions in the grade 5 Teacher Guide for Use Strategies to Divide Up to 4 by 2 Digit Whole Numbers lesson that require students to interpret, analyze, and evaluate mathematical strategies. Prompts such as “How could you find the quotient of 6,228 ÷ 12 using the area model? How about partial quotients?” require students to interpret how each model represents the division process. Educators are then prompted to ask, “How are these two strategies similar? How are they different?” requiring students to analyze the structure and reasoning across strategies. Finally, “What strategy do you feel the most comfortable using? What are the pros and cons of your chosen strategy?” requires students to evaluate the effectiveness of their chosen strategy and justify their reasoning.
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 pictorial representations of mathematical situations through the Foundations of Architecture IBL. Students construct a hierarchy of two-dimensional figures by responding to prompts such as “How can you arrange these shapes in a hierarchy based on their properties?” and “Create a shape hierarchy using shape names.” These tasks require students to design and organize graphic organizers that visually represent geometric relationships. By generating their own diagrams to classify shapes based on shared attributes, students create original pictorial models that represent mathematical ideas.
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 include opportunities for students to apply conceptual understanding of finding the volume of right rectangular prisms with fractional side lengths to a new, real-world problem situation in the grade 5 IBL The International Coffee Trade. Students design a shipment plan to deliver coffee to three countries, using each country’s purchase amount and the available shipping crates to determine how the coffee should be packed. This task requires students to transfer their understanding of volume—particularly with fractional dimensions—to an unfamiliar logistical context, interpret constraints, and make mathematically justified decisions.
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 materials target the upper elementary milestone of multi-digit multiplication fluency and explicitly identify the standard algorithm as the primary method students use to achieve the calculation speed required for fluency. Lesson slides give w students multiple opportunities to compute multi-digit products efficiently and accurately by offering repeated practice with the standard algorithm. This structured, repeated practice strengthens rapid retrieval of multiplication facts, reinforces procedural efficiency, and supports the development of fluency needed to engage successfully with grade-level multiplication tasks.
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 materials provide opportunities for students to apply efficient and flexible mathematical procedures throughout the learning pathway in the grade 5 Teacher Resource document. The background information explicitly guides educators in helping students compare strategies and identify the more efficient ones. The skill summary describes how strategies such as connecting place value understanding to pictorial models and using partial quotients support one another, reinforcing flexibility as students move between approaches. Guiding questions including “How are these two strategies similar? How are they different?” and “What strategy do you feel most comfortable using? What are the pros and cons of your chosen strategy?” prompt students to analyze and evaluate the efficiency and flexibility of their procedures, supporting them in selecting accurate, efficient methods across multiple division strategies.
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 include 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, educators 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 5 “Use Strategies to Multiply Up to 3- by 2-Digit Whole Numbers” Nearpod lesson contains guidance in the Teacher Guide to support students in selecting increasingly efficient approaches to solve mathematics problems. The Teacher Guide outlines a progression that begins with strategies based on place value and properties of operations, such as area models and partial products, so students can compare them with the standard algorithm. As the lesson progresses, students move from using models to using the standard algorithm, with educators scaffolding this transition using the following guidance: “Students need to understand that the standard algorithm is a step-by-step method used to solve problems that is the most commonly used due to its procedural efficiency.”
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 5 “Solve Multiplication of Fractions” Nearpod lesson explicitly addresses the conceptual and procedural emphases of the TEKS. The Teacher Guide states that instruction should begin with finding a fraction of a fraction in contextual situations using models to build conceptual understanding. Once students understand this concept, instruction transitions to connecting models to the standard algorithm for multiplying fractions, establishing a clear progression from conceptual understanding to procedural fluency.
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 concrete models, pictorial representations, and abstract models in the grade 5 “Model Division of Whole Numbers by Unit Fractions” Nearpod lesson. Students manipulate virtual fraction tiles as a concrete model to divide whole numbers and fractions. Students then use pictorial models to represent the division. They also use equations as abstract models for dividing whole numbers and 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
In the grade 5 “Model Sums & Differences Using Fraction Tiles” Nearpod activity, students use fraction tiles as a concrete model to represent a real-world context—distances biked on different trails—before solving addition and subtraction problems with the resulting fractions. The activity states that manipulating the tiles helps students “understand how to combine or compare fractions, reinforcing concepts such as finding common denominators and performing accurate calculations,” with the purpose of helping to “bridge the gap between concrete representations and abstract operations, fostering a deeper understanding of fraction arithmetic.” The activity supports defining and explaining by directing educators to “encourage students to explain how the fraction tiles align with the given problems and how they help visualize the sums and differences,” requiring students to articulate the relationship between the concrete tool and the abstract numeric results.
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 in the same lesson review “multiple-meaning nouns,” drawing attention to how a term like “operations” carries a distinct meaning in a mathematical context from its everyday use. Guided by the instruction to “read aloud as you work,” students then orally produce the completed sentences and vocabulary as they use the Crayon and Text tools to solve the expression, applying the same word-bank terms practiced in the sentence frames to an explanatory spoken context.
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 Teacher Resource for Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers defines vocabulary terms such as dividend, divisor, quotient, and remainder and offers guiding questions, such as “How could you find the quotient of 6,228 ÷ 12 using the area model? How about partial quotients?” to help educators structure instruction around these terms. Educators reference these supports when planning and delivering the lesson; however, the resource does not include prompts, sentence stems, or discourse routines to help educators scaffold, support, or extend students’ use of this vocabulary during classroom communication.
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
Students simplify the expression “46 − (24 + 6) ÷ 5” and use fill-in-the-blank sentence frames to describe each step of the process, such as “The first step in the order of ___ is to ___” and “To finish simplifying the ___, we have to ___.” These embedded stems scaffold students’ use of academic vocabulary and mathematical language as they describe each step, explain their reasoning, and communicate their process aloud. By pairing the expression with structured language supports, the materials promote meaningful mathematical discourse and reinforce students’ application of academic mathematical vocabulary in context.
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 “Classify 2D Figures in a Hierarchy” Nearpod lesson, the Teacher Guide 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 explanations. These opportunities allow students to hear mathematical vocabulary, refine their language as they compare and adjust ideas, and actively use precise mathematical terms during collaborative discourse.
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” guide 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 “Calculate Quotients Using Partial Quotients” Nearpod lesson, students apply TEKS process standard 5.1A by working through a real-world scenario. In this scenario, June sorts laundry into baskets based on the quotient of a division expression, such as “558 ÷ 18,” “2,160 ÷ 18,” and “378 ÷ 18.” Students also apply process standard 5.1C by selecting from a set of partial quotient facts, such as “18 × 1,000 = 18,000,” “18 × 100 = 1,800,” “18 × 10 = 180,” and “18 × 1 = 18.” Students combine and reuse these facts as needed to build the partial quotients that solve each expression.
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 provides the same treatment for 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, an educator using the 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 skills, such as “Use Strategies to Divide Up to 4- by 2-Digit Whole Numbers,” does not include a reference to the TEKS process standards within the lesson document. Nearpod’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, MP1: Make sense of problems and persevere in solving them for the Drag and Drop activity—giving 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
The grade 5 Freckle DOK Add & Subtract Rational Numbers challenge engages students in mathematical thinking, perseverance, and sense-making through a real-world scenario in which students write and solve decimal practice problems for an exam. Students think mathematically as they select an incorrect answer choice that a classmate could easily rule out. This activity requires them to analyze common misconceptions and reason about errors rather than simply compute an answer. Students also solve a multi-step money problem involving coin rolls. This problem-solving activity requires them to track several steps accurately, apply operations in the correct order, and match both the numerical answer and the reasoning behind it. Students make sense of mathematics by using estimation to determine approximately how many coin rolls are needed rather than calculating an exact number.
The Freckle IBL, “Analyzing Gas Prices,” engages students in mathematical thinking, perseverance, and sense-making across a five-day cross-country moving scenario. Students think mathematically as they reason through a sequenced set of operations and identify, in the Developing the Question prompt, the specific question they are trying to answer before computing. Day 4 promotes strategic mathematical thinking by requiring students to reason backward from total spending to price per gallon across three different gas stations. Students persevere through solving problems across the five-day inquiry, which builds cumulatively from a single operation each day toward day 5’s integrated, multi-operation project. During this project, students compare two car purchases by factoring in negotiated prices, fuel tank capacity, remaining fill-up costs, and yearly loan payments. Students make sense of mathematics through tasks such as day 2, which requires interpreting the difference between current and twenty-year-old gas prices in context, and day 5, which requires students to justify a car purchase recommendation based on total cost.
Evaluation for 6.1b
The grade 5 Nearpod lesson, “Use the Volume Formula to Solve Problems,” guides students in understanding, explaining, and justifying that volume problems can be solved in more than one way. Students develop this understanding by using two valid volume formulas, V = l × w × h and V = B × h, with the lesson demonstrating that either formula can be applied depending on the information provided. The materials support explaining and justifying multiple solution strategies through explicit guidance that “students should be given the opportunity to compare their strategies with those of their peers, using appropriate grade-level mathematical language, to expand their repertoire of strategies.” As students share and compare their methods, they explain why their chosen formula fits the given information. They justify the validity of different approaches by evaluating peers’ reasoning and confirming that both formulas yield the same volume when applied correctly.
The Freckle Inquiry-Based Lesson, “Analyzing Gas Prices,” guides students in understanding, explaining, and justifying multiple solution paths. Students develop understanding through the Developing the Question structure 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 “International Coffee Trade” IDL engages students in doing math, writing about math, and discussing math with peers and educators as they make sense of mathematics across a three-day investigation. Students do math in groups of three to four, collaboratively solving the inquiry task by applying volume concepts to authentic shipping scenarios. Students write about math using the Inquiry Sheets on days 1 and 2, responding to the prompt “What are we trying to answer?” to articulate the mathematical focus of the investigation and to record their developing understanding before problem-solving. Students discuss math at the end of days 2 and 3, using 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 ___” to compare strategies, evaluate peers’ reasoning, and justify their mathematical decisions.
The grade 5 Nearpod lesson, “Use the Volume Formula to Solve Problems,” engages students in doing and discussing math with peers and educators as they make sense of mathematics. Students do math throughout the guided problem-solving tasks as they write and solve equations using information provided in multiple word-problem formats, apply volume formulas, and compute solutions. Students discuss math as educators ensure “students should be given the opportunity to compare their strategies with those of their peers, using appropriate grade-level mathematical language, to expand their repertoire of strategies,” requiring them to articulate their reasoning, evaluate peers’ approaches, and refine their understanding through discourse. Educator-facilitated questions such as “Does your solution make sense? How can you tell?” prompt students to justify their thinking aloud, supporting deeper sense-making through collaborative discussion.
Evaluation for 6.2a
The materials equip educators to guide students in sharing and reflecting on their problem-solving approaches, including their explanations, arguments, and justifications. In the grade 5 IBL, “Scuba Diving in Lakes and Oceans,” on the Freckle platform, each group selects a spokesperson to share the group’s solution to the daily inquiry with the class, explaining how the group arrived at it 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 the Volume Formula to Solve Problems” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. The guiding question “Does your solution make sense? How can you tell?” prompts students to revisit their answer, explain their reasoning, and justify why their solution is reasonable. Educator guidance directing that “students should be given the opportunity to compare their strategies with those of their peers” further requires students to reflect on their own approach in light of the different strategies their classmates used.
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 educators with information about student misconceptions but does not offer guidance on translating that information into student feedback. A Common Misconceptions section identifies the errors students are likely to make in the lesson’s content, and an item analysis for the pre/post assessment explains, for each answer choice, why the response is correct or incorrect, with an answer key for the lesson’s activities. None of these resources, however, show educators 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 giving 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 Freckle IBL, “Analyzing Gas Prices,” engages students in mathematical thinking, perseverance, and sense-making across a five-day cross-country moving scenario. Students think mathematically as they reason through a sequenced set of operations and identify, in the Developing the Question prompt, the specific question they are trying to answer before computing. Day 4 promotes strategic mathematical thinking by requiring students to reason backward from total spending to price per gallon across three different gas stations. Students persevere through solving problems across the five-day inquiry, which builds cumulatively from a single operation each day toward day 5’s integrated, multi-operation project. During this project, students compare two car purchases by factoring in negotiated prices, fuel tank capacity, remaining fill-up costs, and yearly loan payments. Students make sense of mathematics through tasks such as day 2, which requires interpreting the difference between current and twenty-year-old gas prices in context, and day 5, which requires students to justify a car purchase recommendation based on total cost.
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 Inquiry-Based Lesson, “Analyzing Gas Prices,” guides students in understanding, explaining, and justifying multiple solution paths. Students develop understanding through the Developing the Question structure 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
The grade 5 Nearpod lesson, “Use the Volume Formula to Solve Problems,” engages students in doing and discussing math with peers and educators as they make sense of mathematics. Students do math throughout the guided problem-solving tasks as they write and solve equations using information provided in multiple word-problem formats, apply volume formulas, and compute solutions. Students discuss math as educators ensure “students should be given the opportunity to compare their strategies with those of their peers, using appropriate grade-level mathematical language, to expand their repertoire of strategies,” requiring them to articulate their reasoning, evaluate peers’ approaches, and refine their understanding through discourse. Educator-facilitated questions such as “Does your solution make sense? How can you tell?” prompt students to justify their thinking aloud, supporting deeper sense-making through collaborative discussion.
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 the Volume Formula to Solve Problems” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. The guiding question “Does your solution make sense? How can you tell?” prompts students to revisit their answer, explain their reasoning, and justify why their solution is reasonable. Educator guidance directing that “students should be given the opportunity to compare their strategies with those of their peers” further requires students to reflect on their own approach in light of the different strategies their classmates used.
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 educators with information about student misconceptions but does not offer guidance on translating that information into student feedback. A Common Misconceptions section identifies the errors students are likely to make in the lesson’s content, and an item analysis for the pre/post assessment explains, for each answer choice, why the response is correct or incorrect, with an answer key for the lesson’s activities. None of these resources, however, show educators 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 giving feedback.