Program Information
- ISBN
- 9781606653586
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 483.79 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 175.16 KB)
ST Math Texas Grade 4
Supplemental Math (English) Grade 4
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: MIND Education
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 4 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
76% (16 out of 21 points)
Evaluation for 1.1a
In grade 4, the materials include well-organized scope and sequence documents that align with theTexas Essential Knowledge and Skills (TEKS) and show a consistent vertical and horizontal progression of skills and objectives. Puzzle Talks are embedded throughout the units and are directly linked to specific TEKS, supporting a clear instructional path.In grade 4, the materials do not include explicit integration of the English Language Proficiency Standards (ELPS). There are no clearly defined language objectives or embedded supports to build academic vocabulary. As a result, the materials lack consistent strategies to support language development alongside math content for English learners.
Evaluation for 1.1b
In grade 4, the materials offer a comprehensive "Educator Implementation Guide" with clear and flexible usage recommendations. The guide supports diverse instructional contexts, such as just-in-time interventions, enrichment for advanced learners, and full-course implementation. It includes tools like sample daily and weekly schedules, strategic questioning prompts, and a Teacher Facilitation Bookmark to support effective planning and instruction.In grade 4, additional guidance is provided through the "Puzzle Talk Facilitation Guide"and the "Weekly RoutineandPacing Guides," which help educators with lesson pacing and incorporating math discourse. These resources are consistent across grade levels and support various classroom settings,offeringactionable strategies to help educators adapt instruction tomeet the needs of all students.
Evaluation for 1.1c
In grade 4, the materials include a TEKS-alignedscope andsequence that clearly outlines how eachST Mathobjective and its corresponding Puzzle Talk align with the state standards. These correlations are organized by grade level and presented consistently across the Scope and Sequence documents, helping teachers plan instruction aligned to the TEKS.In grade 4, the materials also provide objective-level pre- and post-quizzes found in resources such as the Objective Pre-Post Quizzes: Learning Objectives. These assessments support monitoring student progress within specific objectives.In grade 4, the materials do not include a diagnostic tool or a correlation guide that links student performance on these assessments to individualized skill entry points. This limits the ability to tailor instruction based on student data, as a tool is not provided to recommend where students should begin based on their specific needs.
Evaluation for 1.1d
In grade 4, the materials include protocols and guidance to support both unit- and lesson-level internalization. For unit internalization, educators can access the Puzzle Talk Overview Page and the Preparing for This Puzzle Talk section. These tools outline key vocabulary, instructional objectives, and puzzles to be taught, helping teachers preview and plan instruction aligned to the TEKS.In grade 4, for lesson internalization, the materials provide specific learning targets through theST Math"All Learning Objectives: Overview and Standards" document. This resource outlinesadetailed instructional flow and supports teachers in aligning daily instruction to grade-level goals.In grade 4, the Professional Learning Hub offers asynchronous training modules that guide educators through internalization routines. These modules support teacher planning and ensure consistency in lesson preparation across classrooms.
Evaluation for 1.1e
In grade 4, the materials include resources and guidance to support instructional leaders in implementing the program effectively. Tools such as the ST Math Walkthrough: Strategies and Puzzle Talks Walkthrough: Strategies provide practical guidance aligned with implementation goals. These walkthrough tools assist leaders in monitoring instructional fidelity and recognizing where teachers may need additional coaching or support.In grade 4, the "Administrator Resource"documentation offers additional guidance for classroom observations and program implementation. These resources support leaders in conducting progress monitoring and providing targeted feedback to educators.In grade 4, the materials do not present these resources as formal professional development modules; they still offer valuable support. The tools help leaders plan, coach, and guide teachers throughout the implementation process to ensure instructional consistency and student success.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
In grade 4, the materials include TEKS-aligned pre- and post-assessments, mastery checks connected to Puzzle Talks, and ELPS-aligned supports. These tools allow teachers to monitor student understanding and track progress. Additionally, theST Math"Weekly Routine and Pacing Guide" provides suggested time frames and structured overviews for instructional planning.In grade 4, the materials reference ELPS and include some general language supports; they do not embed ELPS objectives directly into lesson overviews or assessments. This limits clarity on how language development is integrated into daily instruction.In grade 4, the materials lack comprehensive support for English learners within instructional planning and assessment tools. The absence of embedded ELPS-aligned objectives in lessons and assessments reduces opportunities for targeted language development alongside math instruction.
Evaluation for 1.2c
In grade 4, the materials provide general family support resources available in both English and Spanish. Tools such as the "Math Family Guide," "Facilitating Questions"poster, and printable activities from the ST Math Help tab offer families ways to support students at home. These resources encourage consistent routines, math games, and support for productive struggle during problem-solving.In grade 4, the materials do not offer unit-specific family guidance or align resources with particular learning pathways. The support provided is general in nature and is not linked to pacing guides or individual objectives within the curriculum.In grade 4, there are no unit-specific materials available in Spanish. This lack of targeted, timely, and bilingual support may limit how effectively families can assist with specific math content as students progress through the program.
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.
4 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.
4 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
1 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
1 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
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
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.
Not scored
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.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
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).
1 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).
1 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
78% (18 out of 23 points)
Evaluation for 2.1a
In grade 4, the materials clearly define instructional assessments and their intended purposes. Journal Pages are identified as formative tools that promote progress monitoring, student accountability, and mathematical writing. These resources help track student thinking and understanding over time.In grade 4, the Understanding Objective Pre and Post Quizzes section explains how teachers can assess student growth and identify gaps between conceptual understanding and symbolic representation. Additional support is provided through the ST Math Help FAQs and Student Quiz Experience sections, which offer guidance to ensure consistent and effective assessment practices.
Evaluation for 2.1b
In grade 4, the materials provide clear and consistent guidance for accurately administering instructional assessments. Resources such as the Student Quiz Experience (Grades 2+) and Understanding Objective Pre and Post Quizzes clearly outline expectations, timing, and procedures for effective implementation.In grade 4, the materials also include quiz-taking norms, recommended materials, and suggested strategies to support assessment reliability. These tools help ensure that teachers can administer quizzes with confidence and maintain consistency across classrooms and grade levels.
Evaluation for 2.1c
In grade 4, the materials include a language toggle between English and Spanish and incorporate some visual supports to aid comprehension. Teachers also have the option to print journal pages and quizzes, allowing for paper-based assessments when needed.In grade 4, the digital platform does not offer most of the required accessibility accommodations. Features such as text-to-speech, calculators, or customizable content and language support are not available for individual student needs.In grade 4, the lack of educator-controlled accommodations within the digital assessments limits flexibility and accessibility. Without the ability to enable or disable supports, the materials do not fully meet the diverse needs of all learners.
Evaluation for 2.1d
In grade 4, the materials include diagnostic assessments aligned to the TEKS that support conceptual understanding. These assessments are delivered through interactive tasks that increase in complexity, helping students engage with grade-level content in a meaningful way.In grade 4, students work through sequenced puzzle levels that mirror item types, such as drag-and-drop and application-based formats. These assessments are embedded throughout gameplay and instruction, allowing teachers to monitor student progress and address learning needs in real time.
Evaluation for 2.1e
In grade 4, the materials include a range of formative assessments with TEKS-aligned tasks that vary in complexity and format. Students interact with assessments through puzzles, Puzzle Talks, and exit tickets that feature item types, such as drag-and-drop, text entry, graphing, and model manipulation.In grade 4, these assessments are embedded throughout instruction and increase in complexity as students progress. This structure allows for continuous progress monitoring and provides valuable data to inform differentiated instruction and support individual learning needs.
Evaluation for 2.2a
The materials provide basic scoring information and performance data through pre- and post-quizzes. Teachers can access student progress via color-coded dashboards and standards-based reports, allowing them to monitor performance at both the individual and class levels.The materials do not offer rationales for correct or incorrect answers. Additionally, there is no support provided for interpreting assessment results in a way that directly informs instructional adjustments.
Evaluation for 2.2b
In grade 4, the materials provide clear guidance to help teachers respond to assessment trends. Educators can reassign objectives, review printed post-quizzes with students, and incorporate manipulatives to address identified learning gaps.In grade 4, the materials offer tools for facilitating targeted instruction and differentiating support based on student performance data. These supports help teachers plan responsive lessons that meet the diverse needs of learners.
Evaluation for 2.2c
In grade 4, the materials include tools that help both teachers and students monitor progress and growth. Teachers have access to editable data trackers and action plans to evaluate class and individual performance. Real-time assessment data is displayed on the educator dashboard through visual reports, supporting targeted planning and instructional decisions.In grade 4, students are also encouraged to take ownership of their learning by using percent trackers and usage logs to monitor their progress. These tools help students reflect on their learning, set academic goals, and engage in meaningful conversations with teachers about their academic development.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
In grade 4, the materials provide frequent and adaptive checks for understanding embedded within lessons and activities. Students receive immediate feedback through puzzle animations that visually demonstrate the outcomes of their mathematical decisions. This real-time feedback helps students identify and correct errors during the learning process.In grade 4, Puzzle Talks further support understanding by including end-of-discussion questions that reinforce comprehension. These built-in tools help teachers assess student understanding, adjust instruction as needed, and guide students in refining their problem-solving strategies.
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.
2 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 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.
4 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 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.
1 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
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
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
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.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
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
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
70% (26 out of 37 points)
Evaluation for 3.1a
In grade 4, the materials include explicit guidance to support students who have not yet reached proficiency. Teachers have access to facilitation bookmarks, a strategy progression for assisting students who are stuck, and video models that demonstrate effective support techniques. These resources help educators provide responsive instruction and intervene when students encounter difficulties.In grade 4, the materials also offer small-group activities, printable math mats, and opportunities to replay objectives,all designed to scaffold learning. These tools enable teachers to observe student thinking, ask targeted questions, and deliver support that is closely aligned with the lesson content.
Evaluation for 3.1b
In grade 4, the materials include embedded supports to build academic vocabulary and address unfamiliar references in text. Tools such as the "Labeling Strategy Planner," "Problem-Solving Process" posters, and sentence stems guide students in using precise mathematical language during instruction. These resources help students engage more confidently in mathematical discussions.In grade 4, additional supportssuch asthe "Back to Screen Strategy Planner" provide contextual language assistance to help students understand academic terms within the lesson framework. These tools promote language development and help clarify mathematical ideas during problem-solving.In grade 4, the materials do not include structured pre-teaching routines or lesson-specific strategies to introduce academic vocabulary or unfamiliar references before instruction begins. The lack of explicit pre-teaching supports may limit students' ability to fully access and engage with new content.
Evaluation for 3.1c
In grade 4, the materials provide clear guidance for enrichment and extension activities to support students who have mastered grade-level content. Resources include BonusandChallenge Objectives, Extension Routines, and creative tasks, such as storyboards, that encourage students to make deeper connections to real-world and curricular concepts.In grade 4, Puzzle Talks include extension questions designed to push student thinking and promote critical reasoning beyond core instruction. These prompts help students explore multiple strategies and apply their knowledge in new ways.In grade 4, additionally, teachers have the option to assign next-grade-level content to meet the needs of advanced learners. This flexibility allows for personalized learning pathways and helps ensure continued growth for students ready for more complex material.
Evaluation for 3.1d
In grade 4, the materials do not provide educator-controlled accommodations, such as text-to-speech, language supports, or calculators. While visual representations and Puzzle Talks support conceptual understanding, these features are static and cannot be modified for individual learners.In grade 4, the platform lacks functionality that allows teachers to enable or disable specific supports based on individual student needs. Without customizable tools, educators are limited in how they can provide accommodations aligned to student individualized education programs (IEPs) or learning plans.In grade 4, the materials do not include flexible content or language support features—such as adaptive calculators or audio assistance—that can be adjusted to enhance accessibility for diverse learners.
Evaluation for 3.1e
In grade 4, the materials provide guidance and support for students to demonstrate mathematical understanding invariousways. Math Mats and Game Mats serve as hands-on and visual tools, and each includes teacher guides to support effective implementation. For instance, the Decimal Place Value Math Mat used in Puzzle Talks helps students model concepts using manipulatives.In grade 4, students are also given options for how they demonstrate learning. "Jiji's Choice Board" offers a range of student-friendly activities for showing mastery, allowing learners to choose methods that align with their strengths and preferences.In grade 4, the Labeling Strategy supports both verbal and written expression by offering sentence stems that help students articulate their thinking. These resources collectively encourage flexible and diverse ways for students to represent and communicate their mathematical ideas.
Evaluation for 3.2a
In grade 4, the materials support educators in highlighting mathematical patterns, relationships, and big ideas through multiple representations. Puzzle Talks provide targeted discourse questions that guide students in reasoning about key concepts such as angle measurements, decimals, and place value. These discussions are supported by tools like base-ten blocks, Hundreds Grid Mats, and visual models.In grade 4, these resources help students make meaningful connections and visualize mathematical relationships. By engaging with a variety of representations, students deepen their conceptual understanding and develop flexible problem-solving strategies.In grade 4, there are some opportunities to connect new learning to prior knowledge; however, the materials do not consistently include explicit prompts to activatethis connectionacross all lessons. Additionally, there is a lack of clear educator guidance for consistently highlighting and connecting key features through multiple means of representation.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
In grade 4, the materials provide comprehensive support for multi-tiered intervention across various practice types and instructional formats. The ST Math Tools and Resources section includes Tier 1 supports such as Journeys and Puzzle Talks, as well as Tier 2 and 3 toolssuch astracking systems, facilitation guides, and targeted assignments. These resources support differentiated instruction to meet diverse learner needs.In grade 4, the materials also address whole-group, small-group, and one-on-one instruction, offering planning toolssuch asSchedules and Stations to guide implementation. Educators receive step-by-step support through the Data-Driven Action Plan and Targeting Action Plan, which help them analyze data, design targeted interventions, and monitor student progress effectively.
Evaluation for 3.2d
In grade 4, the materials include enrichment and extension opportunities that promote meaningful, creative, and critical thinking. Students participate in tasks such as creating word problems based on puzzles, recording videos to demonstrate their understanding, and engaging in ST Math Special Projects that extend learning beyond the core content.In grade 4, these opportunities are supported through Extension Routines, Puzzle Talks, and resources designed for early finishers. Educators receive guidance through routine summaries, sample activities, and instructional prompts that help tailor instruction and extend student learning in a purposeful way.
Evaluation for 3.2e
In grade 4, the materials provide clear prompts and educator guidance to support timely, responsive feedback during instruction. Resources such as the Problem-Solving Process and Math Discourse Facilitation Strategies include sentence stems that help teachers prompt students to justify and extend their thinking during discussions and problem-solving.In grade 4, real-time dashboards and Look-Fors embedded in Puzzle Talks assist educators in identifying misconceptions and adjusting instruction as needed. The Student Support Strategies Quick Reference also offers practical tips to help teachers tailor feedback to individual student needs, ensuring that feedback remains immediate, targeted, and supportive of ongoing learning.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
In grade 4, the materials provide embedded linguistic accommodations for all levels of English language proficiency as defined by the ELPS. Within ST Math Help, the Strategies for Developing Language resource outlines how the program creates a language-rich environment where students naturally develop expressive and receptive language through problem-solving. Each activity is designed to build both academic and nonacademic vocabulary by usingST Mathgamesthatstudents have previously played, supporting comprehension, and a deeper understanding of math concepts.The Strategies for Developing Language section includes the "Back to Screen Strategy Planner" and "Language Strategy Planner," which offer language-focused supports, sentence frames, and partner activities that are differentiated by complexity. Puzzle Talks enhance this support by presenting mathematical ideas with visual models and animations, reducing language barriers while encouraging the development of academic vocabulary. These features ensure students at different proficiency levels can engage meaningfully with the content.
Evaluation for 3.3c
In grade 4, the materials provide Spanish resources and general sentence stems; however, they lack specific guidance for implementation within state-approved bilingual or ESL program models. The supports are generic and not tailored to meet the unique instructional needs of emergent bilingual students.In grade 4, sentence stems are included in general instructional routines but are not scaffolded according to language acquisition stages. Additionally, the materials do not offer embedded instructional strategies, professional development tools, or differentiated guidance aligned with Texas-approved bilingual or ESL frameworks.
Evaluation for 3.3d
In grade 4, the materials support emergent bilingual students in building academic vocabulary and comprehension through oral discourse. English and Spanish sentence stems and structured peer discussions during Puzzle Talks promote language development. Students also engage in written discourse using graphic organizers and journal prompts to explain their thinking. Guided discussions help activate background knowledge by connecting familiar concepts to new learning.In grade 4, the materials do not offer guidance for making cross-linguistic connections. They lack explicit strategies, such as the use of cognates, translation comparisons, or bridging activities that connect students'homelanguages to English. This limits opportunities for deeper language transfer and understanding.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
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
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
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
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.
0 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.
0 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
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
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.
4 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.
4 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
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.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
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
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
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
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.
Not scored
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 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 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.
4 out of 4 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
4 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.
4 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
In grade 4, the materials provide structured practice opportunities that require students to demonstrate deep understanding aligned to the TEKS. The Journey pathway sequences objectives and puzzles in increasing complexity, reinforcing conceptual mastery through scaffolded learning experiences.In grade 4, Puzzle Talks extend learning by incorporating visual models and promoting rich mathematical discourse. The spatial-temporal design allows students to manipulate digital objects and connect those representations to mathematical language. Embedded assessments align with the TEKS and support data-driven instruction to guide targeted teaching.
Evaluation for 4.1b
In grade 4, the materials present a clear progression of questions and tasks that increase in rigor and complexity, supporting students in mastering both grade-level and advanced TEKS content. This progression ensures that students build skills over time and are continually challenged to think more deeply.In grade 4, enrichment and extension opportunities are embedded throughout the curriculum, including in Puzzle Talks, adaptive challenges, and special projects. Teacher resources provide scaffolded guidance, discourse prompts, and look-fors that help deepen student understanding and encourage critical thinking.
Evaluation for 4.2a
In grade 4, the materials promote horizontal coherence by connecting concepts through consistent patterns and relationships across topics. Angle measurement lessons require students to apply addition and subtraction to find unknown angle measures, effectively linking geometry to operations. Number lines are used across multiple concepts—such as fractions, multiplication, rounding, and proportional relationships—to reinforce their function as a key visual model.In grade 4, the materials also emphasize prerequisite skills and incorporate a spiral design that revisits key ideas throughout the year. This approach helps educators reinforce connections between concepts and support students in building a more cohesive and integrated understanding of mathematics.
Evaluation for 4.2b
In grade 4, the materials support vertical coherence by providing a clear alignment document that connects learning objectives across grades K–5. This document helps educators understand how content builds over time and ensures instruction is developmentally appropriate.In grade 4, visual tools, such as strip diagrams and number lines, appear consistently across grade levels, helping students build on prior knowledge while preparing for future concepts. This structure reinforces the progression of mathematical understanding and supports long-term skill development.
Evaluation for 4.2c
In grade 4, the materials promote vertical coherence by building on students' prior knowledge and preparing them for future learning. Tasks are carefully sequenced to connect related ideas, such as multiplication and division, ensuring a logical progression of concepts across grade levels.In grade 4, visual models—such as number lines, area models, and diagrams—are used consistently to support concept development. Teacher guidance and visual learning pathways reinforce both conceptual understanding and procedural fluency over time, helping students build a strong foundation in mathematics.
Evaluation for 4.3a
In grade 4, the materials support spaced retrieval by revisiting key concepts through a spiral design that increases in complexity. For example, in the "Multiplying Two-Digit by Two-Digit" Puzzle Talk, students progress from using area models to decomposing factors and calculating partial products. This approach builds on prior knowledge while introducing more advanced strategies.In grade 4, this structure reinforces previously learned skills and promotes long-term retention. Repeated exposure to concepts across various games and lessons helps students apply their understanding flexibly and confidently in new contexts.
Evaluation for 4.3b
In grade 4, the materials offer strong interleaved practice by revisiting key concepts across learning pathways. Students apply prior knowledge—such as multiplication and division—within increasingly complex tasks. The spiral design returns to earlier topics in new contexts, reinforcing skills over time.In grade 4, Math Challenge 4 integrates multiple math domains, encouraging students to use flexible strategies. Puzzle Talk promptssuch as"Where have you seen this before?" help students make meaningful connections. These features support retention, problem-solving, and deep conceptual understanding.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
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
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
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
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
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
100% (38 out of 38 points)
Evaluation for 5.1a
In grade 4, the materials provide frequent opportunities for students to interpret, analyze, and evaluate mathematical models and representations. In the "Decimal Place Value" Puzzle Talk, students examine patterns in the base-ten system to understand how place value changes by powers of ten.In grade 4, in the Multiplying Teens by One-Digit game, students evaluate visual multiplication models and begin to transition from concrete representations to abstract reasoning. This supports their ability to visualize mathematical relationships and apply them effectively.In grade 4, tasks such as Generating Equivalent Fractions and Recognizing Equivalent Fractions prompt students to assess visual models to determine fraction equivalency. These activities consistently encourage flexible thinking and deepen conceptual understanding across mathematical domains.
Evaluation for 5.1b
In grade 4, the materials provide multiple opportunities for students to create concrete models and pictorial representations of mathematical concepts. The "Suggested Manipulatives–Grade 4" document lists specific tools aligned to each objective to support hands-on modeling and deepen conceptual understanding.In grade 4, the "Angle Measurements" Puzzle Talk, students draw to explore and represent the size of angles, helping them visualize abstract geometric concepts. Similarly, in the "Generating Equivalent Fractions" Puzzle Talk, students use fraction strips and math mats to build visual models and explain their thinking.In grade 4, Puzzle Talk Math Mats further encourage students to represent mathematical situations through drawings, reinforcing visual learning. These components consistently integrate tactile and pictorial strategies, aligning with the intent of the indicator and supporting diverse learners.
Evaluation for 5.1c
In grade 4, the materials provide consistent opportunities for students to apply conceptual understanding in new contexts and real-world situations. For example, in the "Angle Measures"bonuspuzzle, students explore multiple solution paths, explain their reasoning, and compare strategies to deepen mathematical thinking.In grade 4, the "Applying Area and Perimeter" Puzzle Talk presents a real-world scenario where students calculate the area and perimeter of a farm. This activity encourages them to apply prior knowledge in a novel setting, reinforcing the relevance of math in everyday life.In grade 4, the Adding and Subtracting Fractions games offer progressive challenges that require students to transfer their learning across levels. Scaffolded tasks throughout the learning pathway support critical thinking and flexible problem-solving. These features help students make meaningful connections and apply their understanding in nonroutine ways.
Evaluation for 5.2a
In grade 4, the materials support the development of both automaticity and fluency in grade-level math tasks. Fact Objectives guide students through a progression from visual models to symbolic understanding in multiplication and division, strengthening foundational skills.In grade 4, activities such as identifying factors and multiples, building factor trees, and determining whether numbers are prime or composite help reinforce number sense. These tasks encourage flexible thinking and efficient problem-solving.In grade 4, the program also includes short fluency routines and interactive games that gradually increase in difficulty. To progress through ST Math Journeys, students must demonstrate fluency, ensuring consistent practice with efficient computation strategies.
Evaluation for 5.2b
In grade 4, the materials support the application of efficient, flexible, and accurate mathematical procedures through scaffolded practice across key topics. In the Addition and Subtraction Algorithmgames, students use number lines and visual models to estimate and compute with multi-digit numbers, promoting accuracy and strategic thinking.In grade 4, the Multi-Digit Multiplicationgames guide students through area models, partial products, and place value strategies to build procedural fluency. These scaffolded steps help reinforce understanding of multiplication while encouraging the use of efficient strategies.In grade 4, in the "Intro to Adding Mixed Numbers on the Number Line" Puzzle Talk, students develop accuracy by converting improper fractions and adding mixed numbers step by step. Real-time feedback and diverse task formats throughout the materials support procedural mastery and deepen conceptual understanding.
Evaluation for 5.2c
In grade 4, the materials provide consistent opportunities for students to evaluate mathematical representations, strategies, and solutions for efficiency, flexibility, and accuracy. In the "Intro to Adding Mixed Numbers on the Number Line" Puzzle Talk, students are prompted with questions such as, "What strategy works best for you?" and "Would you agree or disagree with this answer? Why?" These discussions promote reflection and justification of their mathematical thinking.In grade 4, the Adding and Subtracting Fractionsgames further reinforce accuracy by offering embedded feedback as students work through problems. This immediate response helps students evaluate their methods and make necessary adjustments during problem-solving.In grade 4, Puzzle Talks and Look-Fors—such as those involving modeling decimals or interpreting fraction tiles—encourage students to identify and apply efficient strategies. These experiences support the development of flexible thinking and accurate problem-solving approaches.
Evaluation for 5.2d
In grade 4, the materials provide clear guidance to help students select increasingly efficient mathematical strategies. The "Puzzle Talk Facilitation Guide" includes prompts such as "Show two ways to solve it. Compare the two. Which is the most efficient?" to encourage students to reflect on and compare different problem-solving approaches.In grade 4, lessons are intentionally sequenced to build from foundational strategies—like multiplying by 10s and 100s—toward more advanced methods, including area models, partial products, and the standard algorithm. This progression supports both strategic thinking and procedural fluency.In grade 4, in the "Multiplying Two-Digit by Two-Digit" Puzzle Talk, students decompose factors using place value and recombine partial products to solve problems. This approach reinforces the importance of efficiency while strengthening conceptual understanding.
Evaluation for 5.3a
In grade 4, the materials clearly address both the conceptual and procedural focus of the TEKS. The Objective and Puzzle Talkscope andsequence links each learning objective directly to the TEKS and provides step-by-step instructional breakdowns using games to build understanding.In grade 4, in the"Modeling Decimals" Puzzle Talk, students use concrete models to represent tenths and hundredths. They complete hundreds grids and explain place value relationships, developing a strong conceptual foundation for understanding decimals.In grade 4, the Multi-Digit Multiplication section supports procedural fluency by guiding students from area models and place value strategies to partial products and, eventually, the standard algorithm. This intentional instructional progression helps balance conceptual meaning with procedural skills, aligning well with the intent of the TEKS and supporting deeper student learning.
Evaluation for 5.3b
In grade 4, the materials provide consistent opportunities for students to engage with concrete, pictorial, and abstract models aligned to the TEKS. The "Suggested Manipulatives" document highlights tools such as the Alien BridgeGameMat, which promotes hands-on exploration of fraction concepts. In the Alien Bridge game, students use physical models to solve fraction problems, helping reinforce their conceptual understanding.In grade 4, the Scale Fraction Addition and Subtraction task introduces number lines and visual fraction models to build students' pictorial understanding before transitioning to symbolic notation. These visual tools help students make meaningful connections between representations and operations.In grade 4, activities like Fraction Bricks and related Puzzle Talks further guide students in reasoning through visual models and abstract expressions. This structured use of multiple representations supports the concrete–pictorial–abstract (CPA) model and deepens mathematical understanding across key concepts.
Evaluation for 5.3c
In grade 4, the materials provide strong support for students to connect, create, define, and explain concrete and representational models as they build toward abstract mathematical concepts. Students begin with hands-on tools like fraction bricks and decimal grids to model ideas such as fractions and place value.In grade 4, Puzzle Talks and ST Math Journey games guide students through this progression by introducing symbolic equations and abstract reasoning. For example, students apply concepts like common denominators or analyze decimals using visual models before moving to equations.In grade 4, embedded guidance, including targeted discourse questions and visual feedback, helps students connect their models to mathematical language and symbolic understanding. This structured approach supports the full concrete–representational–abstract (CRA) progression and deepens students' conceptual understanding.
Evaluation for 5.4a
In grade 4, the materials provide multiple embedded opportunities for students to develop academic mathematical language using visuals, manipulatives, and structured language development strategies. Students use hands-on tools such as Alien Bridge Game Mats, fraction tiles, fraction circles, number lines, and Fraction Strips Math Mats to represent and discuss concepts like addition and subtraction of fractions with equal denominators. These visual and concrete models support students in internalizing key vocabulary such as numerator, denominator, and equivalent fractions.In grade 4, the "Labeling Strategy Planner" includes sentence stems and prompts that require students to label and describe what they observe using mathematical terms. Students are encouraged to work with peers to express their thinking in English or theirhomelanguage, promoting oral language development and reinforcing understanding of mathematical vocabulary. Additionally, the ST Math Help resources offer explicit strategies and sentence frames that guide academic discussions throughout instruction. These features are integrated across instructional materials and promote consistent, structured use of academic math language aligned to the TEKS.
Evaluation for 5.4b
In grade 4, the materials provide embedded educator guidance that scaffolds and extends students' use of academic mathematical vocabulary in context. In Strategies for Developing Language–"Back to Screen Strategy Planner," students describe what is happening in a Puzzle Talk while their partner cannot see the screen. The planner includes sentence frames that support vocabulary use during peer communication and promote precision in mathematical language.In grade 4, the ST Math Puzzle Talk:Student Discoursesection, the materials include questions that prompt students to explain or justify their answers using academic terms after completing tasks. In" ST Math Help–The Problem-Solving Process: Sentence Stems," educators access sentence frames aligned to different phases of problem-solving. These frames support students as they express reasoning with appropriate vocabulary in structured formats.In grade 4, "Lesson-Level Resources–Exploring Decimal Place Value with Expanded Notation: Discourse Questions," the materials provide teacher prompts that guide vocabulary-rich discussion related to decimal concepts. However, the materials do not include structured opportunities for students to apply mathematical vocabulary in writing. There are no tasks requiring written explanations using academic language, and there are no specific writing supports such as vocabulary journals or written reflection tasks.
Evaluation for 5.4c
In grade 4, the materials include embedded guidance that supports student application of academic mathematical language in discourse. In "Exploring Decimal Place Value with Expanded Notation–Discourse Questions," the materials provide prompts that guide students to explain their reasoning using key vocabulary.In grade 4, the "Puzzle Talk Facilitation GuideFoster Discourse" sectionincludes educator prompts designed to encourage students to define and clarify mathematical terms during discussion. In "Multiplying Two-Digit by Two-Digit Puzzle Talk–Discourse Questions," the materials provide questions such as "Can you explain why all of the options are correct?" which prompt students to justify their thinking with precise language.In grade 4, ST Math Puzzle Talk, students discuss vocabulary terms and visualize them through interactive digital tools, reinforcing language in context. While the materials support oral discourse using mathematical vocabulary, they do not include tasks that require students to apply academic language in writing, such as written justifications or vocabulary-based explanations.
Evaluation for 5.4d
In grade 4, the materials include embedded guidance to facilitate mathematical conversations that allow students to hear, refine, and use math language with peers. In "Exploring Decimal Place Value with Expanded Notation–Discourse Questions" and "Multiplying Two-Digit by Two-Digit Puzzle Talk–Discourse Questions," students respond to open-ended prompts that promote dialogue, explanation, and comparison of strategies.In grade 4, the "Puzzle Talk Facilitation Guide" Foster Discourse section provides teacher guidance to support peer discussions, including how to respond when students need help refining their math language. In the ST Math "Puzzle Talk – Grade 4–Student Discourse"section, structured prompts guide students to justify their reasoning and engage in meaningful math talk.In grade 4, the materials support verbal peer conversations using structured prompts and facilitation strategies but do not include collaborative writing tasks or opportunities for students to respond to peers in written form.
Evaluation for 5.4e
In grade 4, the materials include embedded guidance that anticipates a variety of student answers and provides strategies to support or redirect inaccurate responses. In "Exploring Decimal Place Value with Expanded Notation–Look-Fors" and "Multiplying Two-Digit by Two-Digit Puzzle Talk–Look-Fors," the materials outline common student responses, exemplar answers, and strategies, such as trying multiple solution paths, using base-10 blocks, and recording methods. These resources help educators recognize typical approaches and possible misconceptions during tasks.In grade 4, "Student Support Strategies–Problem-Solving Process," the materials provide prompts to guide students when they encounter difficulties, such as "What are you trying to figure out?" and "What is known in the problem?" The "Facilitate Using the Problem-Solving Process–When Your Students Struggle With. . ."section adds more targeted teacher prompts aligned to different phases of problem-solving, helping address misunderstandings as they arise.In grade 4, the materials effectively support verbal feedback, redirection, and anticipated student responses. However, they do not include annotated student work or written student samples with commentary to illustrate how to address misconceptions through written explanations, which limits support for written feedback and analysis.
Evaluation for 5.5a
In grade 4, the materials appropriately integrate the TEKS process standards into instructional tasks. In "ST Math and the TEKS Process Standards–TEKS Process Standards," the materials include a resource that explicitly connects each TEKS process standard toST Mathand Puzzle Talk activities. This document includes examples and additional resources that clarify how the standards are embedded throughout instruction.In grade 4, the Problem-Solving Process, the materials embed a multistep problem-solving framework aligned to the TEKS process standards. Students are guided through steps such as NoticeandWonder, PredictandJustify, TestandObserve, AnalyzeandLearn, and ConnectandExtend. This structured model supports the development of critical thinking and reflection during problem-solving.In Math Mats, students have tools to record and communicate their mathematical thinking, which supports justification and peer collaboration during independent and guided tasks. In All Learning Objectives–Grade 4, the materials offer tasks that apply math to real-world scenarios and reinforce connections across concepts. However, while process standards are consistently embedded, there is limited explicit instruction directing students to independently select tools or techniques during problem-solving.
Evaluation for 5.5b
In grade 4, the materials clearly describe how theTEKS process standards are both incorporated and connected across the learning pathways. The "Examples and Resources" document highlights specific activities where students reason, model, and justify their thinking, helping educators see how process standards are embedded in instruction.In grade 4, thefacilitationquestions in the Puzzle Talks offer consistent opportunities for students to engage in mathematical communication and reflection. These prompts connect directly to process standards and guide students through problem-solving steps.In grade 4, the Connection to Puzzle Talks section shows how students apply the standards in real-world tasks and structured routines. While the materials describe where and how process standards are used, they could provide more clarity on how these connections build progressively across all units to support long-term learning.
Evaluation for 5.5c
In grade 4, the materials include an overview of the TEKS process standards in each lesson. The "TEKS Process Standards" document shows how each standard is embedded across grade-level content and references specific applications within Puzzle Talks. The All Learning Objectives resource lists the process standards aligned to each lesson, giving educators clear guidance for instructional planning.In grade 4, the Puzzle TalksandExtensionsfacilitationquestions further reinforce these standards by offering prompts that guide student reasoning and discussion. While the materials describe where process standards are addressed, they would be stronger with more direct links between standards and student-facing tasks or assessments.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
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
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 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.
2 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
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
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.
2 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.
2 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 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.
2 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 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.
1 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (19 out of 19 points)
Evaluation for 6.1a
Thegrade 4materials provide students with frequent opportunities to think mathematically and make sense of math through puzzle-based games,learn-by-doing tasks, and reflective journaling. These activities encourage students to apply prior knowledge, explore patterns, and build connections among mathematical concepts. Math journals guide students in noticing, wondering, predicting, and explaining their thinking using words, visuals, or equations, which promotes deeper conceptual understanding.To support perseverance, the materials include scaffolded problem-solving tasks that promote trial and error and productive struggle. Students use structured graphic organizers to reflect on what strategies they have used, identify errors, and revise their approaches. Tasks increase in complexity and are supported by prompts and visual tools, helping students develop independence, resilience, and confidence in solving challenging problems. These features collectively support all three components of the indicator.
Evaluation for 6.1b
Grade 4 materials support students in understanding that multiple strategies can lead to the same solution by engaging them in tasks that increase in complexity, such as combining mixed numbers where fractional parts form new wholes. These tasks are supported by guiding questions and sentence stems that prompt students to reflect on different strategies and discuss the efficiency of each.The materials also encourage students to explain and justify their reasoning through structured discourse. Prompts like "Is there another way to solve this puzzle?" and "Which strategy is the most efficient?" guide students in articulating their thinking and comparing methods. Puzzle Talks and facilitation tools provide built-in opportunities for students to share, evaluate, and justify alternative solution paths, supporting all three components of the indicator.
Evaluation for 6.1c
Grade 4 materials are intentionally designed to support students in making sense of mathematics through multiple opportunities to do, write about, and discuss math. Puzzle Talks provide consistent discourse prompts that guide students in sharing strategies, explaining their reasoning, and engaging in mathematical conversations with peers and educators.Students write about math through structured journal pages that accompany lessons, encouraging them to reflect on problem-solving processes and express their thinking in writing. These tasks can be completed independently or collaboratively. Teachers are supported with facilitation guides that promote rich discussions and writing opportunities connected to student work and data. These integrated components fully meet all three criteria for the indicator.
Evaluation for 6.2a
In grade 4, the Grade 4 Puzzle Talk materials include discourse prompts such as "What is your strategy?", "Which strategy is more efficient?", and "Do you agree with your partner? Why or why not?" These prompts require students to share explanations, construct arguments, and provide justifications. Students then reflect on these elements by comparing methods, evaluating efficiency, and revising their thinking, as seen in "Intro to Adding Mixed Numbers on the Number Line." These structured prompts create multiple points of entry and ensure mathematical discussions focus on reasoning and critique.The Problem-Solving Process bookmark establishes a consistent routine of choosing, explaining, justifying, comparing alternatives, and revising strategies. The "My Reflections" journals prompt students to state what they learned, identify challenges, connect the puzzle to prior knowledge, and explain why their strategy works. These components ensure that students consistently engage in explanation, argumentation, and justification, as well as reflection on efficiency and alternative strategies.
Evaluation for 6.2b
In grade 4, the "Puzzle Talk Facilitation Guide" includes the Respond Thoughtfully section, which provides teachers with prompts to address both correct and incorrect student responses. It guides educators to use misconceptions as learning opportunities and to give explanatory feedback that deepens understanding. Lesson-specific Look-Fors, such as those in "Intro to Adding Mixed Numbers on the Number Line," help teachers identify anticipated misconceptions and include prompts to address these challenges.In grade 4, the Puzzle Talk Details and Look-Fors/Discourse sections offer structured questions and strategies for responding to student thinking in real time.ST Math's Discourse Facilitating Strategies further equip educators with clear methods to restate, clarify, and guide student reasoning. These combined resources ensure that teachers have both the prompts and guidance needed to provide explanatory feedback based on student responses and anticipated misconceptions.
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
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
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
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.
4 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.
4 out of 4 points