Program Information
- ISBN
- 9798998577284
- 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 6
Supplemental Math (English) Grade 6
IMRA 2026
Publisher: Renaissance Learning, Inc.
Copyright: 2026
Rubric: Supplemental Mathematics 6–12 (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 6 | 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 an understanding of foundational number lines 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 Nearpod and Freckle can be used for tier one whole-class instruction, tier two small-group reteach, and tier three targeted intervention, providing clear guidance for 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 educators to use effectively 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 Alignment Guide outlines prerequisite, grade-level, and extension skills for each TEKS standard and maps them to corresponding 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. The protocol guides educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to help educators preview the unit, understand the learning progression, or consider 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 the program. Key resources include the Lesson Library, Usage and Engagement Reports, and Professional Learning Resources. The guide also includes a “Monitoring and Sustaining Implementation” section that provides guidance to help educators maintain consistent and effective use of the program.
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders on how to support educators and coaches. Step 1, Instructional Leader’s Role, guides leaders in setting clear expectations for lessons and routines and in providing feedback and coaching to strengthen lesson delivery. Step 2, Supporting Teachers with Lesson and Unit Implementation, shows leaders how to help educators use the materials to plan and determine which components to use. For example, leaders can direct educators 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 with 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 with the ELPS.
Evaluation for 1.2b
In the Freckle platform, the materials provide educators with learning objectives aligned with 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. Additionally, the materials provide Benchmark Assessments consisting of TEKS-aligned assessment items that adapt to student progress. Educators can select specific Grade 6 mathematics topics, including Algebraic Reasoning, Geometry and Measurement, Data Analysis, Personal Financial Literacy, and Number and Operations, to assess student understanding of TEKS-aligned skills. These assessment resources allow educators to gauge student understanding and monitor progress toward mastery of grade-level standards. However, the materials do not include detailed overviews with learning objectives or assessment resources aligned with 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. Additionally, the materials provide TEKS-aligned assessment resources through K–12 Targeted Math Practice. Within the Freckle platform, educators can navigate to K–12 Targeted Math Practice, select the "Assign" button, and choose a specific Grade 6 Mathematics TEKS standard explicitly identified in the "Select Topic" dropdown menu. Educators can assign standards-based practice to individual students or the entire class to assess understanding of specific TEKS-aligned skills and identify areas requiring additional instructional support.
Evaluation for 1.2c
The materials include letters in both English and Spanish that inform families about 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. These letters 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 an understanding of foundational number lines 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, 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, 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, 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 educators to use effectively 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. The protocol guides educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to help educators preview the unit, understand the learning progression, or consider the diverse needs of students across the full unit of instruction.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders on how to support educators and coaches. Step 1, Instructional Leader’s Role, guides leaders in setting clear expectations for lessons and routines and in providing feedback and coaching to strengthen lesson delivery. Step 2, Supporting Teachers with Lesson and Unit Implementation, shows leaders how to help educators use the materials to plan and determine which components to use. For example, leaders can direct educators 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 with the ELPS.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with 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 detailed lesson overviews with 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. Additionally, the materials provide TEKS-aligned assessment resources through K–12 Targeted Math Practice. Within the Freckle platform, educators can navigate to K–12 Targeted Math Practice, select the "Assign" button, and choose a specific Grade 6 Mathematics TEKS standard explicitly identified in the "Select Topic" dropdown menu. Educators can assign standards-based practice to individual students or the entire class to assess understanding of specific TEKS-aligned skills and identify areas requiring additional instructional support.
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. These letters 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
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
The “How Can I Assign Assessments to My Students?” section in the Freckle Teacher Home Guide provides directions for accessing and completing assigned assessments. Students are directed to log in to Freckle using their class code, select Assignments from the dashboard, choose the assigned assessment, complete the assessment, and return to the dashboard to continue working on other assigned activities. However, these directions primarily address student navigation and assessment access rather than providing educators with explicit guidance for consistent and accurate administration. The materials do not include detailed, step-by-step procedures for educators to administer assessments or guidance for establishing consistent testing conditions across students.
The “How Can I Assign Assessments to My Students?” section in the Freckle Teacher Home Guide directs educators to have students complete assigned assessments and notes that assessments “will take anywhere from 10 to 30 to 60 minutes or more.” Although the materials provide a general indication of assessment duration, they do not specify recommended time allotments for individual assessments or provide guidance for managing assessment administration across instructional periods. Additionally, the materials do not include explicit administration procedures, standardized directions, or recommendations for maintaining consistent testing conditions. Therefore, the guidance provided is insufficient to ensure consistent and accurate administration of instructional assessments.
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 feature 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, such as multiple-choice, multiple-answer, and type-in. For example, in Nearpod, educators 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. These assessments include adaptive practice, targeted practice, and benchmark assessments with 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 Depth of Knowledge (DOK) Challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 within a single session. Each challenge includes a real-world introduction, multiple question formats, and audio and Spanish support. Reporting tools allow educators 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.
Teacher Guides within the lesson include a Full Lesson Answer Key. The key provides pre- and postassessment questions and answers, with rationales for incorrect answers. However, the materials do not include a rationale for correct answers.
Evaluation for 2.2b
The materials provide adaptive pathways based on student performance on assessments. The materials recommend a pathway of tasks and activities that adjusts based on preassessment performance. All students begin with a pretest in each domain that determines their starting level. As students work in each domain, 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 educators 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 educators 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 educators to monitor both individual student performance and overall class data. Educators 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 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. Educators can view student answers in real time and address misconceptions at predetermined points in the lesson as needed.
Evaluation for 2.2e
The Renaissance Math Solution Guide includes 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 the steps for consistent, accurate results and the next steps for groups of students based on the results. While students work, the guidance instructs educators 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 Teach Me feature reinforces a key skill followed by 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 “How Can I Assign Assessments to My Students?” section in the Freckle Teacher Home Guide directs educators to have students complete assigned assessments and notes that assessments “will take anywhere from 10 to 30 to 60 minutes or more.” Although the materials provide a general indication of assessment duration, they do not specify recommended time allotments for individual assessments or provide guidance for managing assessment administration across instructional periods. Additionally, the materials do not include explicit administration procedures, standardized directions, or recommendations for maintaining consistent testing conditions. Therefore, the guidance provided is insufficient to ensure consistent and accurate administration of instructional assessments.
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 feature 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, such as multiple-choice, multiple-answer, and type-in. For example, in Nearpod, educators 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 Depth of Knowledge (DOK) Challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 within a single session. Each challenge includes a real-world introduction, multiple question formats, and audio and Spanish support. Reporting tools allow educators 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
Teacher Guides within the lesson include a Full Lesson Answer Key. The key provides pre- and postassessment questions and answers, with rationales for incorrect answers. However, the materials do not include a rationale for correct answers.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Within the platform, the Performance by Topic report allows educators 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 educators 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. Educators 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 Teach Me feature reinforces a key skill followed by 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 provides educators with guidance for supporting students who have not yet demonstrated grade-level proficiency. Through the report, educators can assign additional resources targeting specific concepts or skills before students progress to grade-level content. The materials also provide options for reassigning the current skill, assigning prerequisite skills, and generating supplemental worksheets to support remediation and skill development.
The program includes built-in adaptive algorithms that provide students with practice problems based on their current level of understanding. The program automatically adjusts the difficulty of exercises and questions based on each student’s past performance. The program also provides recommendations for differentiating prerequisite skills within a selected standard in Targeted Practice.
Evaluation for 3.1b
The materials provide embedded supports for developing academic vocabulary. Within the Freckle platform, students can select underlined academic vocabulary terms to view 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 materials provide embedded supports for unfamiliar references in text. Within the Nearpod platform, EL lessons include an Academic Vocabulary Teacher Guide. This guide provides embedded guidance to support students’ understanding of unfamiliar references during instruction, including strategies such as explaining words orally, 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
On the Freckle platform, the program provides educators with explicit guidance for enrichment and extension activities for students who are ready for a challenge, defined as students who have scored above 79 percent on skills. The materials also direct educators to assign Depth of Knowledge activities in which students apply their grade-level skills to real-world challenges. Within the Inquiry-Based Lessons (IBLs) on the Freckle platform, students explore math standards and build critical thinking skills through real-world challenges.
The materials include guidance to help teachers identify students ready for enrichment or extension activities using assignment data. The Class Grouping report in Freckle identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance to assign these students grade-level or above-grade-level content based on their proficiency.
Evaluation for 3.1d
The materials outline how educators can enable or disable student supports within the “Roster” page. By selecting the Edit Student feature, educators can access the “Support Settings” tab and activate the calculator and other features. Educators 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 educators with student-facing Inquiry Sheets to help students organize their thinking and represent mathematical concepts. The IBL educator slide decks promote diverse problem-solving strategies by encouraging students to ask clarifying questions, reflect on and revise their solutions after testing them, and collaborate with partners or small groups to deepen their understanding.
Evaluation for 3.2a
The materials provide educators with prompts and guidance to build knowledge through lesson plans. Lesson plans ground educators in a student objective tied to the TEKS and activate prior knowledge through a Connection to Prior Learning section that ties what students already know to what they will learn by the end of the lesson and a Connection to Future Learning section that identifies connections to future concepts. 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 serve as a preassessment quiz embedded in the slides 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 support students in connecting 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 and for small-group instruction through Nearpod pre-teach and reteach lessons. For differentiated learning stations, educators can 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. For example, when using a small group approach, the guide instructs educators to “break the class into small groups and provide pre-teach or reteach lessons using Nearpod and practice in Freckle for students who need more support.” Another instructional approach that the guide provides is inquiry-based learning. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
Evaluation for 3.2c
The materials include multi-tiered intervention methods and effective implementation guidance. In the Renaissance Math Texas Solution Guide, the section titled “Strategies for Utilizing Renaissance Math Resources in Daily Instruction” gives educators guidance on how to use small-group instruction using pre-teach or reteach lessons in Nearpod. Educators can set differentiated learning stations, including independent practice on Freckle, by using one small-group lesson from Nearpod, another using Nearpod center activities, and independent practice in which students complete differentiated Freckle assignments. In the section titled “Differentiating with Renaissance Math,” educators learn 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, educators can break the class into small groups and provide pre-teaching or reteaching using Nearpod, and provide practice in Freckle for students who need additional support. The guide also provides guidance for an inquiry-based learning approach, which helps students to move beyond procedural understanding and explore concepts.
Evaluation for 3.2d
Within the Freckle Assignment Report, teachers can expand an assignment to view each student’s performance and identify learners who have demonstrated grade-level proficiency and 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 DOK lessons and IBLs. Educators can navigate directly to the DOK level aligned with the standard and assign these activities to individual students or groups. IBLs have students collaborate in small groups to create representations of their mathematical thinking, while DOK lessons require students to apply mathematical concepts to real-world scenarios.
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. On the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. In Extend Thinking, educators can assign DOK activities—a set of higher-level thinking questions for a specific standard—to help students master concepts. Students demonstrate their understanding by applying mathematical concepts to real-world scenarios. 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. The materials also 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 Nearpod platform has a Live Teacher Feedback feature on the teacher dashboard that provides educators with guidance on delivering feedback during instruction. Educators can use the Live Teacher Feedback feature to view student responses in real time and provide timely 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 preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the linguistic supports provided by the materials are generic rather than differentiated. For example, the same sentence stems appear across units and lessons regardless of student proficiency level.
The “Immersive Reader” article provides guidance on using the Immersive Reader feature, which supports students with linguistic accommodations in a Nearpod lesson. 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 students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
Evaluation for 3.3c
The Renaissance Math Solution Guide includes guidance for implementing the program within bilingual settings, such as dual language, transitional bilingual, and alternating language models. However, this guidance does not constitute implementation guidance for state-approved bilingual/ESL programs, as it does not align with or address the specific requirements of state-approved program models.
The materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. While the Renaissance Math Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by 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.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
The materials provide embedded supports for unfamiliar references in text. Within the Nearpod platform, EL lessons include an Academic Vocabulary Teacher Guide. This guide provides embedded guidance to support students’ understanding of unfamiliar references during instruction, including strategies such as explaining words orally, providing student-friendly definitions, and structuring opportunities for oral practice. However, the materials do not include pre-teaching supports for developing academic vocabulary or for unfamiliar references in the text.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
The materials include guidance to help teachers identify students ready for enrichment or extension activities using assignment data. The Class Grouping report in Freckle identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance to assign these students grade-level or above-grade-level content based on their proficiency.
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 educators with student-facing Inquiry Sheets to help students organize their thinking and represent mathematical concepts. The IBL educator 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 serve as a preassessment quiz embedded in the slides 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 support students in connecting key patterns, features, and relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, when using a small group approach, the guide instructs educators to “break the class into small groups and provide pre-teach or reteach lessons using Nearpod and practice in Freckle for students who need more support.” Another instructional approach that the guide provides is inquiry-based learning. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all learners. For example, educators can break the class into small groups and provide pre-teaching or reteaching using Nearpod, and provide practice in Freckle for students who need additional support. The guide also provides guidance for an inquiry-based learning approach, which helps students to move beyond procedural understanding and explore concepts.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. On the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. In Extend Thinking, educators can assign DOK activities—a set of higher-level thinking questions for a specific standard—to help students master concepts. Students demonstrate their understanding by applying mathematical concepts to real-world scenarios. 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 Nearpod platform has a Live Teacher Feedback feature on the teacher dashboard that provides educators with guidance on delivering feedback during instruction. Educators can use the Live Teacher Feedback feature to view student responses in real time and provide timely 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 guidance on using the Immersive Reader feature, which supports students with linguistic accommodations in a Nearpod lesson. 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 students; however, these descriptions use levels such as beginner, intermediate, advanced, and advanced high rather than the current ELPS proficiency levels of preproduction, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
The materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. While the Renaissance Math Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by 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 lessons provide many practice activities and instructional assessments for students to demonstrate depth of understanding aligned with the TEKS. The Nearpod lessons begin with a preassessment that activates prerequisite knowledge and identifies student readiness. Lessons then introduce concepts through real-world connections, vocabulary review, and visual or pictorial models appropriate to the grade level. Students engage in interactive tasks such as manipulating digital models, solving problems, or applying strategies that build conceptual understanding and procedural fluency. Throughout the lesson, embedded checks for understanding prompt students to justify their reasoning or explain how they know their answer is correct. The lesson concludes with a post assessment that measures mastery of the targeted TEKS. Across the pathway, students have multiple opportunities to practice, apply, and demonstrate their learning using a variety of representations and strategies.
The DOK Challenges within the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned with 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 IBLs that provide enrichment and extension opportunities to deepen students’ understanding of the TEKS through real-world, problem-based scenarios. Each IBL begins with accessible tasks that reinforce foundational skills through visual representations or models, then progresses to more complex applications in which students interpret and apply mathematical concepts without support. For example, in the Physical Therapy Pools IBL, students synthesize volume concepts and apply mathematical reasoning to make a real-world decision. First, students calculate the volumes of a shallow exercise pool and a deeper lap pool, then find the volume of a composite pool made of two rectangular prisms. Students then compare two therapy pool plans and determine which offers the best price per square foot. This progression in rigor and complexity creates multiple entry points for learners and supports students in reaching grade-level and above-grade-level proficiency.
The Freckle online math program provides questions and tasks that increase in rigor and complexity, supporting students in progressing toward grade-level and above-grade-level proficiency. Within the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts based on student performance, offering remediation through scaffolded supports, such as extending learning when students show readiness and step-by-step instructional videos, hints, and a Show Me feature when students struggle. 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 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 6. The Teacher Guide explicitly identifies grade 6 as the level at which ratios, rational numbers, and algebraic expressions intentionally connect, with each domain reinforcing the others throughout the grade. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. Instruction begins with concrete tools such as manipulatives or virtual models to build conceptual understanding before transitioning to visual representations, such as number lines, coordinate planes, and tables, and ultimately to abstract numerical and algebraic methods. Throughout grade 6 lessons, students explore how mathematical ideas relate to one another—for example, how understanding rational number relationships supports ratio reasoning, how ratio reasoning connects to proportional thinking, and how both underpin work with expressions and equations. The coordinate plane serves as a unifying tool that connects understanding of rational numbers, proportional relationships, and algebraic thinking within the grade. 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 includes explicit Connection to Prior Learning and Connection to Future Learning sections that articulate how each skill fits within the larger learning trajectory. For example, in the grade 6 “Identify Opposites of Rational Numbers on Number Lines” lesson, the solution guide notes that students previously identified and plotted positive whole numbers, fractions, and decimals on number lines, and that students will later extend this work to compare and order rational numbers, determine absolute values, compute with rational numbers, and graph and interpret inequalities on number lines. Students build on their number line understanding to recognize that opposite numbers are equidistant from zero in opposite directions, apply this to integers, fractions, and decimals, and develop the understanding that the opposite of the opposite of a number is the original number. This vertical coherence ensures that each stage of learning prepares students for the next, reinforcing patterns, big ideas, and relationships across grades.
In the Freckle adaptive program, 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 with their individual progress, reinforcing coherent learning trajectories across grade bands.
Evaluation for 4.2c
For example, in the Foundations of Architecture inquiry-based lesson, educators guide students with questions and activities such as “What shapes do you see in these architectural designs?,” “Look around your classroom and find a triangle, a rectangle, a square, and a trapezoid,” “Do some shapes fit in more than one group?,” and “How can you arrange these shapes in a hierarchy based on their properties?” These questions activate students’ prior knowledge from the previous grade while connecting with current grade-level concepts. Students finish by designing a plan for a cultural center that includes two-dimensional shapes, preparing them for future work with area and perimeter in grade 6 and composite figures in grade 7.
The materials include a TEKS Alignment Guide that allows educators to view the vertical alignment for each grade 6 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding lesson, identifies the aligned prerequisite lesson from a prior grade, and lists forthcoming lessons from the next grade. For example, grade 6 TEKS 6.2(A)addresses classifying whole numbers, integers, and rational numbers using a visual diagram to describe relationships between sets of numbers. The guide links TEKS 6.2(A) back to grade 5 lessons on comparing and ordering decimals to the thousandths, and forward to grade 7 lessons on fluently adding, subtracting, solving problems with, and multiplying and dividing rational numbers. Similarly, grade 6 TEKS 6.2(B), which addresses identifying a number, its opposite, and its absolute value, connects back to grade 5 lessons on recognizing place value changes and comparing and ordering decimals, and forward to grade 7 lessons on solving problems with rational numbers. This structure allows educators to see how grade 6 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. Each domain begins with a diagnostic pretest. As students work through a selected domain, Freckle’s adaptive algorithm adjusts the difficulty based on ongoing performance, returning them 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 6 Rates and Ratios Nearpod learning pathway, the materials provide spaced retrieval opportunities for previously learned skills and concepts. Early lessons introduce foundational concepts, including the three ways to write ratios, modeling ratios with diagrams and pictorial models, the importance of order in ratios, and distinguishing between part-to-part and part-to-whole ratios. As students progress through the learning pathway, these concepts and skills are revisited and applied in new contexts. For example, students use their understanding of ratio notation and the importance of order to write ratios in real-world situations. Students also apply their understanding of double number lines to create equivalent ratios and solve problems involving rates. Additionally, students apply their understanding of the greatest common factor from an earlier learning pathway to generate equivalent ratios, reinforcing prior learning while deepening their understanding of ratios.
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 prior skills in combination. Students who perform well on one skill are not simply given more of the same type of problem; instead, they are moved into content where previously learned concepts intersect with new material, requiring them to integrate skills from across the learning pathway. Additionally, because the adaptive practice spans below-grade-level, on-grade-level, and above-grade-level content within the same domain, students regularly encounter problems that interleave earlier foundational skills with grade-level and above-grade-level applications.
In the grade 6 “Tour de France” IBL, the materials provide interleaved practice opportunities by requiring students to apply equivalent ratios, ratio tables, graphing, and ratio comparisons to a real-world scenario. As students track race progress, they revisit and apply related ratio concepts across different problem types, such as representing ratios in tables and graphs and comparing riders’ speeds to complete a bike design project. Students decide which representations and strategies are most appropriate for each task rather than practicing a single skill in isolation. The lesson continually connects previously learned skills and concepts while promoting flexible thinking and a deeper understanding of proportional relationships.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The DOK Challenges within the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned with 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 in progressing toward grade-level and above-grade-level proficiency. Within the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts based on student performance, offering remediation through scaffolded supports, such as extending learning when students show readiness and step-by-step instructional videos, hints, and a Show Me feature when students struggle. 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 6. The Teacher Guide explicitly identifies grade 6 as the level at which ratios, rational numbers, and algebraic expressions intentionally connect, with each domain reinforcing the others throughout the grade. The Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. Instruction begins with concrete tools such as manipulatives or virtual models to build conceptual understanding before transitioning to visual representations, such as number lines, coordinate planes, and tables, and ultimately to abstract numerical and algebraic methods. Throughout grade 6 lessons, students explore how mathematical ideas relate to one another—for example, how understanding rational number relationships supports ratio reasoning, how ratio reasoning connects to proportional thinking, and how both underpin work with expressions and equations. The coordinate plane serves as a unifying tool that connects understanding of rational numbers, proportional relationships, and algebraic thinking within the grade. 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 grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, 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 grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
In the Freckle adaptive program, 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 with 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 6 lesson. The guide lists the current grade-level TEKS with a hyperlink to the corresponding lesson, identifies the aligned prerequisite lesson from a prior grade, and lists forthcoming lessons from the next grade. For example, grade 6 TEKS 6.2(A)addresses classifying whole numbers, integers, and rational numbers using a visual diagram to describe relationships between sets of numbers. The guide links TEKS 6.2(A) back to grade 5 lessons on comparing and ordering decimals to the thousandths, and forward to grade 7 lessons on fluently adding, subtracting, solving problems with, and multiplying and dividing rational numbers. Similarly, grade 6 TEKS 6.2(B), which addresses identifying a number, its opposite, and its absolute value, connects back to grade 5 lessons on recognizing place value changes and comparing and ordering decimals, and forward to grade 7 lessons on solving problems with rational numbers. This structure allows educators to see how grade 6 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 6 Rates and Ratios Nearpod learning pathway, the materials provide spaced retrieval opportunities for previously learned skills and concepts. Early lessons introduce foundational concepts, including the three ways to write ratios, modeling ratios with diagrams and pictorial models, the importance of order in ratios, and distinguishing between part-to-part and part-to-whole ratios. As students progress through the learning pathway, these concepts and skills are revisited and applied in new contexts. For example, students use their understanding of ratio notation and the importance of order to write ratios in real-world situations. Students also apply their understanding of double number lines to create equivalent ratios and solve problems involving rates. Additionally, students apply their understanding of the greatest common factor from an earlier learning pathway to generate equivalent ratios, reinforcing prior learning while deepening their understanding of ratios.
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 6 “Tour de France” IBL, the materials provide interleaved practice opportunities by requiring students to apply equivalent ratios, ratio tables, graphing, and ratio comparisons to a real-world scenario. As students track race progress, they revisit and apply related ratio concepts across different problem types, such as representing ratios in tables and graphs and comparing riders’ speeds to complete a bike design project. Students decide which representations and strategies are most appropriate for each task rather than practicing a single skill in isolation. The lesson continually connects previously learned skills and concepts while promoting flexible thinking and a deeper understanding of proportional relationships.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
82% (31 out of 38 points)
Evaluation for 5.1a
Throughout the program, students have opportunities to interpret, analyze, and evaluate mathematical models and apply them to complex, real-world situations. In the grade 6 “Divide Fractions Using Models & the Standard Algorithm” Nearpod lesson, the materials show a model representing six divided by one-sixth and prompt students: “If we have six wholes that are each divided into sixths, how many total pieces will we have?” This requires students to interpret how the model represents the division expression. The Teacher Guide’s Guiding Questions section also prompts educators to ask, “What is the relationship between the dividend, divisor, and quotient in a fraction division problem?” requiring students to analyze those relationships.
The materials provide a complex, real-world design scenario that requires students to work with mathematical representations at multiple levels of thinking. In the “Physical Therapy Pools” IBL, students analyze pool dimensions and determine what the volume calculation means in the context of designing a physical therapy center. They then break a composite figure into its component parts, examining how each section contributes to the total volume. Next, students compare two pool designs, calculate the price per cubic foot for each, and weigh the efficiency and cost-effectiveness of each option to determine which pool is the better value.. Discussion sentence starters such as “The way that ___ explained the solution caused me to change my thinking because ___” further support students in reconsidering their own mathematical thinking based on peer reasoning.
Evaluation for 5.1b
The materials provide opportunities for students to create concrete models of mathematical situations. In the grade 6 “Division of Fractions & Determine the Amount of Groups Using Models” Nearpod lesson, students actively manipulate virtual fraction tiles to build models that represent and solve word problems involving fraction division. For example, students use fraction tiles to construct a model of three-fourths divided by one-eighth, creating a concrete representation of how many groups of one-eighths are contained in three-fourths, rather than relying solely on prebuilt representations.
The materials include opportunities for students to create pictorial representations of mathematical situations. In the Nearpod “Compare & Order Rational Numbers” lesson, students plot rational numbers on both horizontal and vertical number lines—for example, integers such as 5 and 3—requiring them to generate their own number-line representations rather than relying on preconstructed visuals. The lesson’s skill progression further supports this creation of pictorial models. Students begin by plotting integers in context, then extend to fractions and decimals, and finally represent rational numbers in abstract form.
Evaluation for 5.1c
The program provides opportunities for students to apply conceptual understanding to new problem situations and contexts. In the grade 6 “Find Area of Composite Figures to Solve Problems” Nearpod lesson, students determine how much peanut butter and jelly are needed to make sandwiches of different shapes. To solve the task, students integrate their understanding of area with their knowledge of rates by interpreting the context, identifying relevant measurements, and calculating the quantities required. This problem requires students to apply conceptual understanding flexibly in a novel situation, demonstrating their ability to reason mathematically beyond a routine procedure.
The materials provide opportunities for students to apply conceptual understanding to new and increasingly complex contexts. In the grade 6 “Compare and Order Rational Numbers” lesson, the skill summary outlines a progression in which students first apply their understanding to integers in real-world scenarios, such as fish below sea level and birds above sea level. Students then extend this understanding to positive and negative fractions and decimals on number lines, transferring their reasoning to a more complex set of values. Finally, the lesson directs educators to have students “gradually move away from relying on number lines and have them compare rational numbers abstractly,” requiring students to apply their understanding without visual support.
Evaluation for 5.2a
The Fact Practice component within the Freckle platform provides tasks 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 and supports the accuracy and efficiency needed to complete grade-level mathematical tasks.
The materials provide tasks designed to build the automaticity and fluency needed to complete grade-level mathematical tasks. In the grade 6 “Identify Quadrants & Graph Points on the Coordinate Plane” Nearpod lesson, students engage in repeated practice identifying the four quadrants and plotting points, thereby strengthening the efficiency and accuracy of their coordinate-graphing routines. Through these recurring tasks, students develop rapid recall of quadrant locations and increase their confidence in correctly placing ordered pairs.
Evaluation for 5.2b
The materials provide tasks that move students toward more sophisticated comparison strategies across a deliberate skill progression. In the grade 6 “Compare & Order Rational Numbers” Nearpod lesson, students shift among horizontal and vertical number lines, benchmark reasoning, and abstract inequality comparisons for the same type of task, selecting the approach that best fits each situation. The “Skill Summary” directs teachers to “gradually move away from relying on number lines and have them compare rational numbers abstractly,” pushing students toward less scaffolded methods over time. When comparing numbers in different forms, such as .0875 and ¼, students choose appropriate conversions or benchmarks rather than defaulting to a single fixed method.
The lessons include tasks that require students to make strategic choices about how to approach and solve problems. First, a prompt instructs groups to “draw pictures or use any other strategies,” putting the responsibility on students to select the approach that best supports their reasoning. The Bonus task—“Display the age of each artifact on a number line”—requires students to use an alternative model to verify their work. Then, students determine how to organize an exhibit to create the “best experience” for guests, a task with no predetermined formula that requires them to sort, group, and arrange numerical data including dates and age ranges to satisfy a real-world constraint.
Evaluation for 5.2c
The materials provide opportunities for students to compare problem-solving approaches and determine which best fits the situation. In the grade 6 “Multiply & Divide Decimals” Nearpod lesson, students multiply decimals using three methods—area models, estimation, and the standard algorithm—and then select their preferred strategy and justify their choice.
The materials provide inquiry-based lessons that prompt students to examine and respond to each other’s reasoning. 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 ______. 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, the platform provides instructional support when students encounter a review question. For example, when a student selects the Teach Me icon, a two-part instructional slide presents a step-by-step example of how to solve a problem similar to the one in the question. Students can also select the hint option, which provides a different visual and example of what the question is asking.
The materials provide guidance to help students select increasingly efficient approaches to solving mathematical problems. In the Teacher Guide for the grade 6 “Compare & Order Rational Numbers” Nearpod lesson, the instructional progression focuses on integers before moving to fractions and decimals, building a strong foundation for understanding the relationships between numbers. The Teacher Guide prompts educators to use horizontal and vertical number lines as visual tools to help students compare and order integers before gradually introducing positive and negative fractions and decimals. As students develop their understanding, the Teacher Guide helps educators scaffold the shift from number-line support to abstract thinking, providing the following guidance: “As students gain confidence, gradually move away from relying on number lines and have them compare rational numbers abstractly.”
Evaluation for 5.3a
The Renaissance Math Solution Guide includes a section called 'Design a Balanced Instructional Approach,' that explicitly explains how the program addresses the conceptual and procedural emphasis of the TEKS by integrating conceptual understanding, procedural fluency, and application within the program. Nearpod’s models, manipulatives, and exploratory activities support conceptual understanding, while targeted Freckle practice aligned with daily lessons builds procedural fluency. Educators also incorporate Freckle’s inquiry-based lessons and real-world challenges to reinforce application.
The materials explicitly address the TEKS’ conceptual and procedural emphases. In the grade 6 “Identify Opposites of Rational Numbers” Nearpod lesson, the Teacher Guide states, “This skill is intended to support students’ understanding of opposite numbers as those that are the same distance from zero, but in opposite directions on the number line. Instruction should begin with investigating opposites of integers using number lines to reinforce understanding. Once students understand what opposite integers are and how their positions on the number line are related. Instruction should extend to identifying and plotting opposites of positive and negative fractions and decimals on number lines.”
Evaluation for 5.3b
The grade 6 “Division of Fractions & Determine the Amount of Groups Using Models” Nearpod lesson provides opportunities for students to use concrete, pictorial, and abstract models as required by the TEKS. Students use a pictorial fraction model to divide fractions. Students then manipulate virtual fraction tiles as a concrete model to divide fractions. Students then write equations to divide fractions as an abstract model.
The materials include opportunities for students to progress through concrete, pictorial, and abstract representations of ratio relationships in the grade 6 “Solve Equivalent Ratio Problems Using Models Nearpod” lesson. Students use pictorial representations to identify ratio relationships. Students then manipulate virtual color tiles as a concrete model to represent those relationships. Students then write ratios using ratio notation as an abstract model.
Evaluation for 5.3c
The grade 6 Solve Problems by “Finding the Volume of Right Rectangular Prisms with Fractional Edge Lengths” Nearpod lesson provides support for students in connecting, creating, defining, and explaining concrete models to abstract concepts. Students create concrete models by physically packing a rectangular prism with fraction unit cubes, then connect those models to the abstract volume formulas V = l × w × h and V = B × h by substituting dimension values directly into each equation. The materials define and explain this connection by directing teachers to “encourage student discourse on the similarities and differences between using unit cubes and the volume formulas,” with the goal that “students should recognize that multiplying the dimensions results in the same volume as counting the fractional unit cubes.” The intended endpoint is explicit: “ultimately, students should progress to using only the formulas.”
In the grade 6 “Place Opposites of Numbers on a Number Line” Nearpod activity, students plot integers and their opposites on a number line to determine and verify the abstract numeric relationship between a number and its opposite. The materials support the definition and explanation of representational models by directing educators to “encourage students to explain their plotting process and how plotting opposite integers, like 3 and -3, is different or the same.” This exercise requires students to articulate the reasoning and connect the visual plotting process to the abstract numeric relationship.
Evaluation for 5.4a
In a Nearpod Order of Operations vocabulary lesson, students select terms from a word bank—step, operations, and expression—to complete sentence frames that walk through simplifying the expression “46 − (24 + 6) ÷ 5.” Examples of sentence frames include “The first step in the order of ___ is to...” and “To finish simplifying the ___, we have to...” Students apply these terms to correctly sequence and describe each step used to simplify the expression.
In an Order of Operations vocabulary lesson, students independently write their own reasoning and computed values for each step. Rather than dragging preset numeric answers into the frames, the lesson prompts students to “show your work for each step below.” This requires students to apply the same word-bank vocabulary practiced in the sentence frames to their own constructed written explanations, extending vocabulary use from term selection to full mathematical justification.
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, do not connect to the mathematical concepts being taught, and do not show educators how to prompt students to use vocabulary authentically when communicating with peers or educators. The materials lack explicit supports, such as modeled prompts, targeted questioning strategies, or structured discourse routines, to help students practice and extend their academic math language within the context of each lesson.
Although the materials prompt educators to encourage students to explain their thinking during Nearpod activities, they do not provide educator-facing guidance to support or extend students’ use of academic vocabulary. For example, the Teacher Guide for the grade 6 “Identify Opposites of Rational Numbers on Number Lines” lesson includes guiding questions, such as “Where is the opposite of –2.5 located on the number line? How do you know?” and “What does it mean if a number is the opposite of an opposite?” However, the materials do not include detailed guidance, such as modeled prompts, targeted questioning strategies, or structured discourse routines, to help educators scaffold students’ use of terms like opposite numbers and rational number when responding to these questions.
Evaluation for 5.4c
The Renaissance Math Solution Guide includes sample sentence frames, such as “I used ___” and “I know my answer is right because ___.” The materials also include guidance encouraging educators to “use interactive checks” and “require structured talk,” supporting students’ application of academic mathematical language during discourse. These prompts provide educators with a consistent structure for encouraging students to communicate their reasoning using academic vocabulary across lessons.
In the Teacher Guide for each Nearpod lesson, guiding questions provide embedded support to help students apply mathematical language as they explain their thinking. For example, the grade 6 “Identify Opposites of Rational Numbers on Number Lines” lesson includes the questions, “Where is the opposite of –2.5 located on the number line? How do you know?” and “What does it mean if a number is the opposite of an opposite?” These prompts encourage students to explain their reasoning using academic vocabulary, including “opposite numbers” and “rational number,” during mathematical discourse.
Evaluation for 5.4d
Across the three-to-four-day Freckle Inquiry-Based Lessons (IBL) sequence, students share their daily solutions to inquiry questions and are prompted to explain how their group arrived at its solution, providing repeated opportunities to hear classmates articulate mathematical reasoning. After all groups present, the materials supply sentence frames, such as “I agree with ___ because ___,” “I solved it differently than ___ because ___,” and “The way that ___ explained the solution caused me to change my thinking because ___.”These sentence frames guide students to use precise mathematical vocabulary when responding to 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 grade 6 “Identify Independent & Dependent Variables in 2 Variable Relationships” Nearpod lesson, the Teacher Guide prompts educators during the “Matching Pairs” activity to “encourage students to explain their reasoning by referring to patterns in the data or clues in the descriptions, and to critique their peers’ conclusions by asking questions or suggesting alternative interpretations.” This guidance structures peer-to-peer dialogue in which students share their reasoning, listen to classmates’ explanations, and evaluate the mathematical validity of different interpretations, giving students repeated opportunities to hear, use, and revise their use of data-analysis vocabulary in conversation with peers.
Evaluation for 5.4e
Within the Teacher Guide of 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 Guide. 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 IBLs 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 educators 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 6.1B, guiding them through a problem-solving model that involves analyzing given information, forming a plan, reaching a solution, and evaluating the reasonableness of that solution. Each day of the IBL, students take the given information, form a plan, and work toward a solution. At the end of the lesson, students present their findings to the class, applying TEKS 6.1A by using this problem-solving model to address a real-world task.
In the grade 6 “Divide by 2- & 3-Digit Divisors Using Standard Algorithm” Nearpod lesson, students apply TEKS process standard 6.1A by working through a real-world scenario in which they determine the price of a single ticket at a football game, given values such as “$5,625 for 82 tickets” and “$10,005 for 98 tickets.” Students also apply process standard 6.1C by using the standard algorithm to divide the total ticket revenue by the number of tickets sold. The Teacher Guide for this lesson further guides educators to have “students discuss their division process and how it is the same or different when there are larger or smaller dividends.”
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 Guide 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 only outlines content domains and does not explain how the TEKS process standards are incorporated or connected across those 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 there is no comparable table or narrative that shows where or how the process standards themselves 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 guide that clearly outlines the learning goals and the targeted process standard.” However, this description appears only in the guide’s general overview section. The guide does not show which process standard applies to any individual lesson.
The Teacher Guide template used for individual Nearpod skills, such as “Identify Opposites of Rational Numbers on Number Lines,” does not include a TEKS process standard reference in the lesson document. Nearpod’s standard Teacher Guide template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice—for example, MP4: Model with Mathematics 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 mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world 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 mathematical concepts and complex, real-world situations.
3 out of 3 points
The materials provide a complex, real-world design scenario that requires students to work with mathematical representations at multiple levels of thinking. In the “Physical Therapy Pools” IBL, students analyze pool dimensions and determine what the volume calculation means in the context of designing a physical therapy center. They then break a composite figure into its component parts, examining how each section contributes to the total volume. Next, students compare two pool designs, calculate the price per cubic foot for each, and weigh the efficiency and cost-effectiveness of each option to determine which pool is the better value.. Discussion sentence starters such as “The way that ___ explained the solution caused me to change my thinking because ___” further support students in reconsidering their own mathematical thinking based on peer reasoning.
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of 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 representations of mathematical situations.
2 out of 2 points
The materials include opportunities for students to create pictorial representations of mathematical situations. In the Nearpod “Compare & Order Rational Numbers” lesson, students plot rational numbers on both horizontal and vertical number lines—for example, integers such as 5 and 3—requiring them to generate their own number-line representations rather than relying on preconstructed visuals. The lesson’s skill progression further supports this creation of pictorial models. Students begin by plotting integers in context, then extend to fractions and decimals, and finally represent rational numbers in abstract form.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The materials provide opportunities for students to apply conceptual understanding to new and increasingly complex contexts. In the grade 6 “Compare and Order Rational Numbers” lesson, the skill summary outlines a progression in which students first apply their understanding to integers in real-world scenarios, such as fish below sea level and birds above sea level. Students then extend this understanding to positive and negative fractions and decimals on number lines, transferring their reasoning to a more complex set of values. Finally, the lesson directs educators to have students “gradually move away from relying on number lines and have them compare rational numbers abstractly,” requiring students to apply their understanding without visual support.
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 needed to complete grade-level mathematical tasks. In the grade 6 “Identify Quadrants & Graph Points on the Coordinate Plane” Nearpod lesson, students engage in repeated practice identifying the four quadrants and plotting points, thereby strengthening the efficiency and accuracy of their coordinate-graphing routines. Through these recurring tasks, students develop rapid recall of quadrant locations and increase their confidence in correctly placing ordered pairs.
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 lessons include tasks that require students to make strategic choices about how to approach and solve problems. First, a prompt instructs groups to “draw pictures or use any other strategies,” putting the responsibility on students to select the approach that best supports their reasoning. The Bonus task—“Display the age of each artifact on a number line”—requires students to use an alternative model to verify their work. Then, students determine how to organize an exhibit to create the “best experience” for guests, a task with no predetermined formula that requires them to sort, group, and arrange numerical data including dates and age ranges to satisfy a real-world constraint.
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
The materials provide inquiry-based lessons that prompt students to examine and respond to each other’s reasoning. 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 ______. The way that ____ explained the solution caused me to change my thinking because ______.”
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
The materials provide guidance to help students select increasingly efficient approaches to solving mathematical problems. In the Teacher Guide for the grade 6 “Compare & Order Rational Numbers” Nearpod lesson, the instructional progression focuses on integers before moving to fractions and decimals, building a strong foundation for understanding the relationships between numbers. The Teacher Guide prompts educators to use horizontal and vertical number lines as visual tools to help students compare and order integers before gradually introducing positive and negative fractions and decimals. As students develop their understanding, the Teacher Guide helps educators scaffold the shift from number-line support to abstract thinking, providing the following guidance: “As students gain confidence, gradually move away from relying on number lines and have them compare rational numbers abstractly.”
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 materials explicitly address the TEKS’ conceptual and procedural emphases. In the grade 6 “Identify Opposites of Rational Numbers” Nearpod lesson, the Teacher Guide states, “This skill is intended to support students’ understanding of opposite numbers as those that are the same distance from zero, but in opposite directions on the number line. Instruction should begin with investigating opposites of integers using number lines to reinforce understanding. Once students understand what opposite integers are and how their positions on the number line are related. Instruction should extend to identifying and plotting opposites of positive and negative fractions and decimals on number lines.”
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 include opportunities for students to progress through concrete, pictorial, and abstract representations of ratio relationships in the grade 6 “Solve Equivalent Ratio Problems Using Models Nearpod” lesson. Students use pictorial representations to identify ratio relationships. Students then manipulate virtual color tiles as a concrete model to represent those relationships. Students then write ratios using ratio notation as an abstract model.
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 6 “Place Opposites of Numbers on a Number Line” Nearpod activity, students plot integers and their opposites on a number line to determine and verify the abstract numeric relationship between a number and its opposite. The materials support the definition and explanation of representational models by directing educators to “encourage students to explain their plotting process and how plotting opposite integers, like 3 and -3, is different or the same.” This exercise requires students to articulate the reasoning and connect the visual plotting process to the abstract numeric relationship.
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
In an Order of Operations vocabulary lesson, students independently write their own reasoning and computed values for each step. Rather than dragging preset numeric answers into the frames, the lesson prompts students to “show your work for each step below.” This requires students to apply the same word-bank vocabulary practiced in the sentence frames to their own constructed written explanations, extending vocabulary use from term selection to full mathematical justification.
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
Although the materials prompt educators to encourage students to explain their thinking during Nearpod activities, they do not provide educator-facing guidance to support or extend students’ use of academic vocabulary. For example, the Teacher Guide for the grade 6 “Identify Opposites of Rational Numbers on Number Lines” lesson includes guiding questions, such as “Where is the opposite of –2.5 located on the number line? How do you know?” and “What does it mean if a number is the opposite of an opposite?” However, the materials do not include detailed guidance, such as modeled prompts, targeted questioning strategies, or structured discourse routines, to help educators scaffold students’ use of terms like opposite numbers and rational number when responding to these questions.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
In the Teacher Guide for each Nearpod lesson, guiding questions provide embedded support to help students apply mathematical language as they explain their thinking. For example, the grade 6 “Identify Opposites of Rational Numbers on Number Lines” lesson includes the questions, “Where is the opposite of –2.5 located on the number line? How do you know?” and “What does it mean if a number is the opposite of an opposite?” These prompts encourage students to explain their reasoning using academic vocabulary, including “opposite numbers” and “rational number,” during mathematical discourse.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
In the grade 6 “Identify Independent & Dependent Variables in 2 Variable Relationships” Nearpod lesson, the Teacher Guide prompts educators during the “Matching Pairs” activity to “encourage students to explain their reasoning by referring to patterns in the data or clues in the descriptions, and to critique their peers’ conclusions by asking questions or suggesting alternative interpretations.” This guidance structures peer-to-peer dialogue in which students share their reasoning, listen to classmates’ explanations, and evaluate the mathematical validity of different interpretations, giving students repeated opportunities to hear, use, and revise their use of data-analysis vocabulary in conversation with peers.
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
Within the IBLs 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 educators get no anticipated-response or redirection support at the point of grading.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
In the grade 6 “Divide by 2- & 3-Digit Divisors Using Standard Algorithm” Nearpod lesson, students apply TEKS process standard 6.1A by working through a real-world scenario in which they determine the price of a single ticket at a football game, given values such as “$5,625 for 82 tickets” and “$10,005 for 98 tickets.” Students also apply process standard 6.1C by using the standard algorithm to divide the total ticket revenue by the number of tickets sold. The Teacher Guide for this lesson further guides educators to have “students discuss their division process and how it is the same or different when there are larger or smaller dividends.”
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 only outlines content domains and does not explain how the TEKS process standards are incorporated or connected across those 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 there is no comparable table or narrative that shows where or how the process standards themselves 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 Guide template used for individual Nearpod skills, such as “Identify Opposites of Rational Numbers on Number Lines,” does not include a TEKS process standard reference in the lesson document. Nearpod’s standard Teacher Guide template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice—for example, MP4: Model with Mathematics 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
90% (19 out of 21 points)
Evaluation for 6.1a
The materials engage grade 6 students in mathematical thinking, perseverance, and sense-making through varied problem-solving contexts. The Daily Review prompt asks students to mentally compute 48,265 − 423 “in as many different ways as possible,” which encourages flexible, place-value-based reasoning rather than a single memorized procedure. Students build perseverance across the four-day “Tour de France” project, which progresses from constructing equivalent ratio tables to graphing ratio pairs on the coordinate plane to comparing ratios across multiple riders to applying ratio reasoning to a real-world materials-ordering and design task. Each day opens with a “Developing the Question: What are we trying to answer?” prompt, requiring students to make sense of the problem before beginning any calculations.
The “Divide & Multiply Decimals to Solve Word Problems” Nearpod lesson builds grade 6 students’ mathematical reasoning, problem-solving stamina, and sense-making using decimal multiplication and division contexts. The lesson opens with a real-world scenario in which a student measures the dimensions of a rectangular poster to determine wall placement, prompting students to reason about area using decimal measurements. A “What Is the Problem Asking?”segment then guides students through two questions, “What is the problem asking us to find?” and “Which operation can we do to find the solution? How do we know?,” requiring students to identify the mathematical goal before selecting an operation. In the drag-and-drop activity, students determine which operation to use to solve each of several word problems and sort the problems into the correct category, requiring them to interpret varied real-world contexts and apply consistent reasoning across problems.
Evaluation for 6.1b
The grade 6 “Physical Therapy Pools” project supports students in understanding, explaining, and justifying multiple solution paths across its three-day sequence. On day 2, students find the volume of a two-section therapy pool by decomposing it into two non-overlapping rectangular prisms and adding their volumes—a composite figure that can be split into smaller prisms in more than one valid way while producing the same total volume, giving students a concrete opportunity to work through and compare alternative decomposition strategies. On day 3, students evaluate two different company plans for the same pool concept, calculating and comparing the total volume and price per cubic foot for each, and then justify which plan offers the better value based on that evidence.
The grade 6 “Fluently Multiply & Divide Rational Numbers” Nearpod Lesson bundle gives students opportunities to work through, explain, and justify multiple solution paths. In the drag-and-drop activity, students “create and solve multiplication problems with rational numbers,” which introduces them to multiple valid ways to represent and solve the same situation. This supports understanding that more than one approach can lead to a correct solution. After students complete the activity, the educator guidance instructs educators to “encourage students to share their reasoning with peers and critique each other’s methods, providing explanations or alternative approaches if there are differences.” This structure requires students to explain their chosen strategy, compare it to peers’ approaches, and articulate why their method works. As students evaluate and respond to one another’s reasoning, they justify multiple approaches by determining whether different strategies are mathematically sound and offering corrections or alternative methods when needed. This guided discourse reinforces the idea that multiple solution paths can be valid when supported by clear evidence.
Evaluation for 6.1c
The grade 6 Freckle Inquiry-Based Lesson “Tour de France” task engages students in doing math, writing about math, and discussing math with peers and educators as they make sense of mathematical relationships across a multi-day scenario. Students do math as they build equivalent ratio tables, plot ratio pairs on the coordinate plane, construct comparison tables for three riders, and scale four material ratios to complete a 60-bike order. Students write about math through the Developing the Question prompt on each day’s inquiry sheet, requiring them to frame the mathematical question they’re solving before beginning work. Students discuss math during the structured class discussion following each group’s solution presentation, using sentence starters such as “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 decisions aloud.
The Nearpod lesson “The Volume of Rectangular Prisms: 6” engages students in writing about math and discussing math with peers and educators as they make sense of volume relationships. Students write about math in response to prompts such as, “Explain how the volume formula V = lwh accurately finds the volume for rectangular prisms,” and “Think back to the freezer in the grocery store… What is the volume of the freezer?” Students discuss math through the Collaborate Board prompt, “What is the most interesting or surprising thing you learned about the volume of rectangular prisms?”, sharing observations and responding to peers’ ideas.
Evaluation for 6.2a
The “Therapy Pools” IBL equips educators to guide students through sharing and reflecting on their problem-solving approaches, including their explanations, arguments, and justifications. Within the day 1, 2, and 3 slide decks, prompts invite students to explain their approach, such as “One group will be selected to explain how they arrived at the solution and what their solution is.” Sentence frames support this sharing and reflection, including “I agree with ___ because ___,” “I solved it differently than ___ because ___,” and “The way that ___ explained the solution caused me to change my thinking because ___.” Day 1 closes with reflection questions: “Explain how to find the volume of a right rectangular prism,” a fish-tank problem asking whether a 12-by-8-by-8-inch tank meets an 800-cubic-inch minimum, “What did you or your group do best during today’s inquiry?”, and “If you could start the inquiry over again, what would you do differently?” Each day, sentence frames such as “The way that ___ explained the solution caused me to change my thinking because ___” prompt students to reflect on multiple entry points for solving a problem.
The “Solve Problems by Finding the Volume of Right Rectangular Prisms with Fractional Edge Lengths” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. The lesson presents two entry points for finding volume: packing the prism with fraction unit cubes or applying the formulas V = l × w × h and V = B × h, and directs teachers to “encourage student discourse on the similarities and differences between using unit cubes and the volume formulas.” This guidance allows students to reflect on the method they used, explain how it compares to the alternative, and justify why both approaches produce the same volume. The guiding question, “How is finding the volume of a right rectangular prism with whole-number side lengths similar to finding the volume of a right rectangular prism with fractional side lengths? How is it different?,” further prompts students to reflect on how their approach carries across problem types.
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, and then allows the student to reattempt the problem after working through these supports.
The Teacher Guide document accompanying a Nearpod lesson provides educators with information about student misconceptions but does not offer guidance on how to translate that information into student feedback. A common misconceptions section identifies the errors students are likely to make on the lesson’s content, and an item analysis for the pretest/posttest explains, for each answer choice, why the response is correct or incorrect, supported by an answer key for the lesson’s activities. None of these resources, however, direct educators on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors, without offering prompts to support educators in 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 “Divide & Multiply Decimals to Solve Word Problems” Nearpod lesson builds grade 6 students’ mathematical reasoning, problem-solving stamina, and sense-making using decimal multiplication and division contexts. The lesson opens with a real-world scenario in which a student measures the dimensions of a rectangular poster to determine wall placement, prompting students to reason about area using decimal measurements. A “What Is the Problem Asking?”segment then guides students through two questions, “What is the problem asking us to find?” and “Which operation can we do to find the solution? How do we know?,” requiring students to identify the mathematical goal before selecting an operation. In the drag-and-drop activity, students determine which operation to use to solve each of several word problems and sort the problems into the correct category, requiring them to interpret varied real-world contexts and apply consistent reasoning across problems.
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 grade 6 “Fluently Multiply & Divide Rational Numbers” Nearpod Lesson bundle gives students opportunities to work through, explain, and justify multiple solution paths. In the drag-and-drop activity, students “create and solve multiplication problems with rational numbers,” which introduces them to multiple valid ways to represent and solve the same situation. This supports understanding that more than one approach can lead to a correct solution. After students complete the activity, the educator guidance instructs educators to “encourage students to share their reasoning with peers and critique each other’s methods, providing explanations or alternative approaches if there are differences.” This structure requires students to explain their chosen strategy, compare it to peers’ approaches, and articulate why their method works. As students evaluate and respond to one another’s reasoning, they justify multiple approaches by determining whether different strategies are mathematically sound and offering corrections or alternative methods when needed. This guided discourse reinforces the idea that multiple solution paths can be valid when supported by clear evidence.
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 Nearpod lesson “The Volume of Rectangular Prisms: 6” engages students in writing about math and discussing math with peers and educators as they make sense of volume relationships. Students write about math in response to prompts such as, “Explain how the volume formula V = lwh accurately finds the volume for rectangular prisms,” and “Think back to the freezer in the grocery store… What is the volume of the freezer?” Students discuss math through the Collaborate Board prompt, “What is the most interesting or surprising thing you learned about the volume of rectangular prisms?”, sharing observations and responding to peers’ ideas.
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 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, justifications, and multiple points of entry.
8 out of 8 points
The “Solve Problems by Finding the Volume of Right Rectangular Prisms with Fractional Edge Lengths” Nearpod lesson equips educators to guide students in reflecting on their problem-solving approaches. The lesson presents two entry points for finding volume: packing the prism with fraction unit cubes or applying the formulas V = l × w × h and V = B × h, and directs teachers to “encourage student discourse on the similarities and differences between using unit cubes and the volume formulas.” This guidance allows students to reflect on the method they used, explain how it compares to the alternative, and justify why both approaches produce the same volume. The guiding question, “How is finding the volume of a right rectangular prism with whole-number side lengths similar to finding the volume of a right rectangular prism with fractional side lengths? How is it different?,” further prompts students to reflect on how their approach carries across problem types.
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 Guide document accompanying a Nearpod lesson provides educators with information about student misconceptions but does not offer guidance on how to translate that information into student feedback. A common misconceptions section identifies the errors students are likely to make on the lesson’s content, and an item analysis for the pretest/posttest explains, for each answer choice, why the response is correct or incorrect, supported by an answer key for the lesson’s activities. None of these resources, however, direct educators on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors, without offering prompts to support educators in giving feedback.