Program Information
- ISBN
- 9781606653548
- 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 K
Supplemental Math (English) Kindergarten
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: MIND Education
Copyright: 2025
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 % |
|---|---|---|
| Kindergarten | 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
71% (15 out of 21 points)
Evaluation for 1.1a
The Texas Essential Knowledge and Skills (TEKS) are listed with each concept in thescope andsequence, as well as in eachtopicpage.Under the "Learning Objectives" tab, there is a link for the TEKS that corresponds with each objective.The materials include a document titled ST Math Puzzle Talks and the English Language Proficiency Standards (ELPS); however, specific ELPS are not embedded within the product, including when searched in ST Help. The document lists fewer than half of the ELPS for the grade level, and is not included with individual lessons.Under the "Learning Objectives" tab, users can select a specific objective and choose one or more grade levels to see how the standards for that objective align across grades.The "Curriculum" tab provides access to all learning objectives, organized by grade level and activity. By clicking on individual activities, users can also view the specific learning objectives associated with each one.Materials include an alignment guide that outlines theTEKSand concepts covered.The "Alignment Guide and Objective Learning Progression" shows vertical alignment from grades K–5, and how the concepts are connected. It includes a rationale for learning paths within the same grade level (horizontal alignment) as designed in the materials.Lesson pathways are outlined in the "Objective and Puzzle Talk Scope and Sequence," organized by grade level for easy reference.
Evaluation for 1.1b
The "Puzzle TalkFacilitation Guide" gives the teacher instructions on how to implement the program into the classroom.Activities and supports advanced learning. Within the "Support"tab, there is a link for ST Math Help with ideas for instructional practices for teachers, including supporting struggling students both individually and as a class, celebrating student successes, embedding the program within math instruction, and extendingST Math.The program provides a "Weekly Routine and Pacing Guide" for all grade levels as a resource for the teachers. Materials provide usage recommendations for adapting to meet student needs in various contexts.
Evaluation for 1.1c
According to the "Program Introduction" guide,kindergarten does not have assessments designed to determine student placement.Students work on one skill at a time, and teachers assign the next skill after mastery is demonstrated.Materials provided forST Mathinclude a "TEKS Correlation Guide for IMRA." Puzzle Talks have a direct correlation to the TEKS.
Evaluation for 1.1d
Materials include protocols with corresponding guidance for lesson and unit internalization.Each objective includes a video demonstration that shows what students will experience and do within the corresponding game.ST Mathalso lists theTEKS foreach objective. "Puzzle Talk" provides detailed lessons with teacher notes for each objective.Each Puzzle Talk activity has a guided introduction to introduceST Mathto the students through the gaming component. Under each activity, there is a "Game in a Minute" video that explains how to play each game inST Math.Under "Introducing ST Math," there is an introduction video that shows students how the program works and what is expected for each learning objective. It also includes a step-by-step guide for teachers to help introduce the program to students.
Evaluation for 1.1e
The materials include a variety of resources designed to support instructional leaders in helping educators implement the program as intended. These resources feature links and tools for introducing ST Math, such as a guided introduction activity, a Launch Toolkit, a "Weekly Routine and Pacing Guide," and a "Guided Introductory Guide." Additionally, the ST Math Help section includes a three-phase "Implementation Guide" for administrators, as well as walkthrough forms to further assist instructional leaders.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
ST Mathis an adaptive program with learning objectives aligned with the TEKSfor each activity. Puzzle Talk lessons include a lesson plan that has a breakdown of lesson components. The adaptive materials include blended model lesson components with suggested time allocations. Under Puzzle Talks: Lesson Notes, for each puzzle, there is a list of materials, vocabulary, details, discourse, and look-fors.According to the "Program Introduction Guide,"kindergarten does not have assessments that will place the students where they need to be. The students must work on a specific skill at a time, and then the teacher will move them to the next skill.
Evaluation for 1.2c
In ST Math Help, under "Resources and Printables," there are letters to families with links to resources and other support features. The ST Math Help site has a tab for Spanish resources, including an introduction letter for parents. The Family Introduction toST Mathincludes Facilitating Questions, available in English, Spanish, and Portuguese.Materials contain a video that can be sent to parents, which explains the math program and allows the parents to interact with the platform. This video can be played in English or Spanish.Specific information for each unit is not provided in Spanish.Materials provided forST Mathinclude the "Family Guidebook," which is available in English.
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.
2 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.
2 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
43% (10 out of 23 points)
Evaluation for 2.1a
WithinST Math, Journal Pages are available as formative assessment opportunities designed to support monitoring, student accountability, and writing in math. The materials include a description of the intended purpose for the journal pages, which allow students to see their progress, reflect on their learning, and work with their teacher to set and track goals through open-ended questions. The Journal Pages are not specific to lesson objectives or learning standards. Within the "Math Journal with Jiji" page, questions are general in nature and include prompts such as:"Write or draw something you learned.""Tell me something that was easy or hard.""Tell how this helps you with math.""Math vocabulary."
Evaluation for 2.1b
ST Math Grade Kdoes not include guidance for consistent and accurate administration of instructional assessments.
Evaluation for 2.1c
ST Mathprovides Journal Pages, which can be used as formative assessments. Journal Pages are available digitally and include printable versions. The Journal Pages include open-ended tasks for students to reflect on their learning, but are general in nature. The Journal Pages do not include accommodations, such as text-to-speech, content and language supports, and calculators for students to use.
Evaluation for 2.1d
While teachers can upload data from outside assessmentsintoST Math, the diagnostic assessments are not included in the product.
Evaluation for 2.1e
In the ST Math Journal, the student Journal Pages can be used as formative assessment opportunities designed to support monitoring, student accountability, and writing in math. The Journal Pages provide opportunities for students to use varying levels of complexity by representing or justifying their responses.Within ST Puzzles, Puzzle Talks can be used in a variety of ways, including formative assessment.ST Mathprovides equivalents to interactive item types in the form of drag and drop items, equation editors, text entry, and short constructed responses through journal entries.
Evaluation for 2.2a
ST Math Grade Kdoes not include instructional assessments, which have scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Evaluation for 2.2b
ST Math Grade Kmaterials do not provide guidance for the use of the included tasks and activities to respond to trends in performance on assessments.
Evaluation for 2.2c
WithinST Math, Journal Pages allow students to see their progress, reflect on their learning, and work with their teacher to set and track appropriate goals. Students can use the Progress Tracker to take ownership of their learning journey.Teachers can track entire class data using the "ST Math Progress Chart" poster. A Student Detail Report is available within the Educator Console, allowing teachers to generate reports based on Objective Name, Objective Type, Puzzle Goal Progress, Started Date, and Completed Date.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
Educators can monitorST Mathprogress through the Journey Progress feature, which provides a metric for educators to determine how far a student has progressed in their assigned grade level journey. The program has Objective Replay, which is one way the teacher can check for understandingof the objectiveduring the lesson.The lesson notes available within Puzzle Talks provide teachers with guidance on teacher-directed checks for understanding throughout the lesson. Each Puzzle Talk has tabs for the teacher to utilize to help facilitate discourse questions. Within the lesson notes, Details and Look-Fors are provided to help teachers note how students are responding to the lesson objectives.
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.
0 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
1 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 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.
0 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
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
Educator guidance for lessons or activities is provided. Within ST Math Help, in the "Foundational Practices" section, there is a video that gives guidance through a real-life teacher-student interaction, modeling how a teacher can support a struggling student who has not reached proficiency with a grade-level concept or skill.Also within ST Math Help, problem-solving bookmarks are available for teachers to use as they walk around the room to support students in solving the nonroutine problem-solving puzzles. There are also suggested lists of manipulatives, math mats, and game mats for students to use to help make connections between what they are learning on the screen and to try different ideas.A "Puzzle Talk Facilitation Guide" is available, which details the Problem-Solving Processlessons guiding scaffolded lessons and activities. The guide also provides detailed questions teachers can ask students who have not reached proficiency with grade-level concepts.
Evaluation for 3.1b
Within ST Math Help, under the Frequently Asked Questions section, a program rationale is provided, explaining how the use of visuals within the program breaks down language barriers.WithinST Math, materials include embedded support for students to develop vocabulary. Each activity is designed to promote the development of academic and nonacademic vocabulary using a game that students have already played.ST Mathoffers a workshop, "Strategies for Developing Language," which gives the teacher ideas and games they can play in the classroom to develop language.Since the design of the program does not include written text, opportunities for pre-teaching and embedded support for unfamiliar text are not available.
Evaluation for 3.1c
WithinST Math, explicit guidance for enrichment and extension activities for students is provided. ST Math Special Projects include a "JiJi Choice Board" for enrichment activities for students who demonstrate proficiency in both grade-level content and above-grade-level content. Teachers can change a student's grade level assignment after they complete their learning pathway for the current grade level. Puzzle Talks offer bonus puzzles for students to complete after each puzzle.ST Math Chats are available and provide guidance for 25- to35-minute classroom lessons that follow a Play–Discuss–Apply model. Each lesson has an introduction, designated time for students to play a specific game, whole class discussion, and a conclusion featuring an extension question designed to deepen conceptual understanding by having students apply what they have learned and discussed.
Evaluation for 3.1d
Within ST Math Help under Manage Classes and Curriculum, an explanation is provided describing the program's visual learning focus without a heavy reliance on language or accommodations. The use of additional resources, like calculators or hundreds charts, is not recommended.No evidence is found of text-to-speech or content and language supports.
Evaluation for 3.1e
WithinST Math, there is an overview of the Facts Objectives feature, which describes how visual models and tools offer a variety of ways for students to demonstrate understanding. There are also opportunities to engage in problem-solving games to strengthen math fact automaticity. Teachers can use the Assignments feature to assignMathFactObjectives to students.ST Mathincludes repeated exposure to objectives, which is intended to give students opportunities to extend and connect their understanding of concepts. Students are also able to explore and evaluate additional strategies, connect visuals to symbolic notation, and communicate their learning using a Math Journal or Exit Ticket.The "Puzzle Talk Facilitation Guide" provides the teacher with different ways for students to demonstrate and express their understanding within the lesson. The Journal Pages offer opportunities for students to analyze, express, and represent what they have learned.
Evaluation for 3.2a
WithinST Math, the "Puzzle TalkFacilitation Guide" provides educators with specific guidance through teacher-facilitated mini-lessons designed to engage students in their learning. Puzzle Talks focus on following student thinking, supporting the development of strategies, and understanding mathematical concepts. Materials do not include explicit prompts and guidance for educators to activate prior knowledge.Materials within Puzzle Talks include an "Engagement Strategies" resource that suggests structures/activities such as One Word Popcorn, Partner Talk, Voting, Strategy Compare, Think-Ink-Pair-Share, Gallery Walk, and Strategy Selection to support ways in which students can highlight and connect key patterns, features, and relationships between multiple means of representation.ST Mathprovides a research resource, "Spatial Temporal Math: Underlying Scientific Concepts and Mechanisms," which details the materials within the program, which include explicit prompts and guidance for educators to build knowledge through anchoring big ideas. This resource also highlights and connects key patterns, features, and relationships 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
ST Mathincludes features intended for use in intervention settings. The teacher can assign below-grade-level assignments, utilize strategies, use Puzzle Talks to reinforce learning, and move the student down a grade level in the ST Math Journey.Within Puzzle Talks, "Engagement Strategies" provides educator guidance to support effective implementation of multi-tiered intervention methods. Puzzle Talks has a "Routines and Correlations Guide" that states how this feature can be used for whole-group or small-group instruction. A demonstration video that illustrates multi-tiered intervention methods for guided, independent, and collaborative practice is also included within the product.In ST Math Help, there is a section that includes an action plan for teachers to use to evaluate the lesson and to identify successful students and those who are not.
Evaluation for 3.2d
Materials within Puzzle Talks include an "Engagement Strategies" resource that suggests structures/activities such as One Word Popcorn, Partner Talk, Voting, Strategy Compare, Think-Ink-Pair-Share, Gallery Walk, and Strategy Selection.ST Math Special Projects gives guidance to support educators in the effective implementation of enrichment and extension methods. There is a "JiJi Choice Board" that gives students opportunities to engage in enrichment and extension activities.
Evaluation for 3.2e
InST Math, every puzzle serves as a built-in opportunity for students to receive formative feedback. Students can also pause and fast-forward animations in the puzzles. While paused, students can write on their screen to show their work using the Annotation tool, providing timely feedback to the teacher.The "Puzzle Talk Facilitation Guide" provides guidance and prompts to support educators in providing timely feedback during the lessons, including discourse questions and other "look-fors" to help guide teacher questioning.A "JiJi's Math Strategies" poster provides teachers with feedback on how students are feeling as they are working on their ST MathPuzzles.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
Within ST Math Help, the resource "Strategies for Developing Language" is available, which describes the program's accessible design.ST Mathcan be used to support the development of language by promoting a language-rich classroom in which expressive and receptive language is not imposed on students, but rather comes from them. Each activity is designed to encourage the development of academic and nonacademic vocabulary using anST Mathgame that students have already played.Within "Strategies for Developing Language," the "Back to Screen Strategy Planner" and a "Language Strategy Planner" are designed to support students in developing language using the program. These resources include a language focus, sentence frames, and partner activities.In Puzzle Talks, students interact with tiered lessons that represent mathematical ideas through animations and visual models, which minimize demands for English learners. Academic language develops as students advance in their understanding of the content.
Evaluation for 3.3c
ST Mathhas a Launch Toolkit that allows the teacher to change the language from English to Spanish.Materials do not include implementation guidance to support the use of materials in state-approved bilingual/ESL programs.
Evaluation for 3.3d
ST Mathincludes Puzzle Talks lessons that featurediscoursequestions designed for teachers to use during instruction. These questions are intended to support student comprehension and the development of academic vocabulary through oral and written discourse. Puzzle Talks also include Exit Tickets, which provide prompts and activities for reflection and vocabulary reinforcement. Both the questions and exit prompts are available in English and Spanish and focus on encouraging students to explain their thinking, describe strategies used, and make math connections.ST Math Help has a "Back to Screen Strategy Planner" and a "Labeling Strategy Planner" that can be used to guide teachers to support emergent bilingual students in developing academic vocabulary.Materials do not include guidance to build students' background knowledge or to make cross-linguistic connections through oral or written discourse.
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
InST Math Grade K, practice opportunities within Puzzle Talks support students in demonstrating a depth of understanding aligned to theTEKS. Materials contain digital practice activities that guide students to compose and decompose numbers up to ten using interactive manipulatives. The students use drag-and-drop objects to find multiple ways to make the same number. Materials also include activities that guide students to count and recognize quantities from 0–20 using numerals and visual models. The students use ten frames as a tool to organize the objects in a recognizable pattern.The students have practice opportunities, which are broken down by grade level learning standard, and ask students to demonstrate learning in a variety of ways. Exit tickets can be used as other practice opportunities that require students to demonstrate their understanding.Formal instructional assessments are not available throughout learning pathways.
Evaluation for 4.1b
Within ST Math Puzzles, ST Math Activity Pages are available as practice opportunities for students and are designed to extend students' learning from theST Mathgame in a fun and engaging way. Students experience questions and tasks that increase in rigor and complexity for the lesson through Puzzle Talk eExitTickets.Learning objectives have different games for the student to learn the material in a variety of ways. Challenge Objectives are used for students who need a challenge or to finish their journey.WithinST Math, teachers can change a student's grade level assignment after they complete their learning pathway for the current grade level.Grade K materials contain tasks and questions in ST Math Puzzles Puzzle Talk activities that increase in rigor and complexity. "Puzzle Talk" activities contain discourse questions for teachers to ask within each lesson and challenges for students at the end of a lesson sequence called Challenges.
Evaluation for 4.2a
In the Educator Console, there is a scope and sequence by grade level that shows how learning objectives are connected.Materials within ST Math Help include a "Learning Progression Flow Chart," which shows how the curriculum was intentionally planned year-by-year and across grade levels. ST Math Help also has a "Building Schemas" video that demonstrates how math concepts are an interconnected web of schemas. The program is designed to build schema across concepts and grade levels. It demonstrates how fractions and number lines are used in a variety of ways across all grade levels.
Evaluation for 4.2b
An Objective Learning Progression is availablethatdemonstrates coherence across concepts horizontally and vertically.Within ST Math Help, a "Puzzle Talks and the Standards for Mathematical Practice" document is availablethatdetails Math Practices, Puzzle Talks and Extensions, and Facilitation Questions to connect prior knowledge and encourage the use of multiple strategies to solve problems. The "TEKS Standards Alignment" connects the scope and sequence of Puzzle Talks activities with the TEKS standards. The materials present connections across concepts and grade bands through patterns, overarching ideas, and mathematical relationships.
Evaluation for 4.2c
Within ST Math Help, the "Puzzle Talks and the Standards for Mathematical Practice," and "TEKS Standards Alignment" connect the scope and sequence of Puzzle Talks activities with the TEKS standards. It demonstrates coherence across lessons 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.ST Mathhas learning progressions across and within grades that follow aProblem-SolvingProcess, using multiple models for every concept within a grade level and connecting visual models that build in complexity across grade levels.A "Building Schemas" video is available within ST Math Help that demonstrates how math concepts are an interconnected web of schemas. The program is designed to build schema across concepts and grade levels.ST Mathprovides students with opportunities to engage in nonroutine problem-solving in order to build strong schemas of math concepts across grades.
Evaluation for 4.3a
TheST Mathcurriculum utilizes a spaced-retrieval design, as described in the Curriculum Design Principles in ST Math Help. A "TEKS Standards Alignment" document is also available, which shows how students have opportunities to practice previously learned skills and concepts through the learning pathway, including Puzzle Talks.The article "What is a Student's Journey" is also available within ST Math Help, which addresses Topic Spiraling, ensuring students get key exposure to critical topics before going deeper within each domain.
Evaluation for 4.3b
Materials include opportunities for interleaved practice, as found in Puzzle Talks and Math Challenge Objectives.Within ST Math Help, the "TEKS Standards Alignment" connects the scope and sequence of Puzzle Talks activities with the TEKS standards. It demonstrates that the materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.The product provides a "Problem-Solving Process and Math Practice Standards" document with ST Math Help, which lists Math Practices, Puzzle Talks and Extensions, and Facilitation Questions to connect prior knowledge and encourage the use of multiple strategies to solve problems.
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
WithinST Math, there is a "Puzzle Talk Facilitation Guide" that gives teachers structure for each lesson. Each Puzzle Talk has tabs for the teacher to utilize to help facilitate discussion. The questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations within the lessons.Within Puzzle Talks, students can use digital ten frames to compose and decompose numbers less than or equal to 20. Guidance is provided so that the teacher can lead a discussion, asking questions for tasks that have students interpret, analyze, and evaluate models and representations for mathematical concepts and situations.With Puzzle Talks, Exit Tickets are provided as an additional opportunity for students to interpret, analyze, and evaluate a math concept or situation.
Evaluation for 5.1b
WithinST Math, the "Puzzle Talk Facilitation Guide" gives teachers structure for each Puzzle Talk lesson. The questions and tasks require students to create concrete models and pictorial representations of mathematical situations within the Puzzle Talk lessons. In thegrade K Puzzle Talk lessons, students count digital sticks to make numbers up to ten. The teacher leads the discussion, asking questions for tasks that have students create concrete models and pictorial representations of mathematical situations.Additional opportunities for students to demonstrate their understanding of mathematical situations are found in ST Math Special Projects. The "Jiji Choice Boards" allow students to use a variety of models and representations to show what they have learned within the program.
Evaluation for 5.1c
ST Math Chats are available as opportunities for students to apply conceptual understanding to new situations and contexts. These 25- to35-minute classroom lessons follow a Play-Discuss-Apply model, and each lesson has an introduction, designated time for students to play a specific game, whole-class discussion, and a conclusion featuring an extension question designed to deepen conceptual understanding by having students apply what they have learned and discussed.ST Mathalso offers Game Mats as a math tool in which students can use mats to help them work through puzzles or even create their own. Guides are provided for selected mats.WithinST Math, the "Puzzle Talk Facilitation Guide" gives teachers structure for each Puzzle Talk lesson. The questions and tasks require students to apply conceptual understanding to new problem situations and contexts within the Puzzle Talk lessons.
Evaluation for 5.2a
ST Mathlearning is designed in a specific order that is scaffolded naturally within the design of the program. The order is made so that the students fully understand each objective before moving on. The Math Fact Objectivesin addition and subtraction helps students build fluency in math facts. At the end of each Math Fact Objective, one or two games provide opportunities to apply facts in multi-step problems and strengthen fact automaticity.
Evaluation for 5.2b
The"ST Math Texas Program Introduction Guide"describes how the materials provide opportunities for the students to practice efficient, flexible, and accurate mathematical procedures throughout all of theST Mathgames and lessons.ST Math Puzzle Talks are teacher-facilitated mini-lessons designed to engage students inProblem-Solvingand encourage mathematical discourse. The goal is to get students to communicate and deepen their understanding of mathematics. Puzzle Talks focus on following student thinking, supporting the development of strategies, and understanding the mathematical concepts.Game Mats and Math Mats are available so that students can demonstrate and evaluate mathematical representations. For example, the Fruit Monster Game Mat includes ten-frames in which students can create representationsand modelsof the values provided. The game mats also include Game Cards and a BINGO activity in which students demonstrate models, strategies, and solutions for different values. This activity supports efficient, flexible, and accurate math skills.
Evaluation for 5.2c
The "ST Math Texas Program Introduction Guide" describes how the materials provide opportunities for the students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout all of theST Mathgames and lessons.The "Puzzle Talk Facilitation Guide" provides opportunities for students to evaluate their learning, and it is divided into three sections: Set the Stage, Foster Discourse, and Extend Thinking. In the Extend Thinking section, teachers are guided to prompt students to show multiple models—demonstrating two different ways to solve a problem. Then, students are asked to compare the two and evaluate which problem-solving method was the most efficient.
Evaluation for 5.2d
ST Math Puzzle Talks provides a "Resource Guide" for teachers to support struggling students in selecting increasingly efficient approaches to solve the puzzles in the program. The "Problem-Solving Process" guide can be used to help students select efficient ways to solve puzzles in the program. A "Problem-Solving Process" bookmark, suggested manipulatives, and work mats allow the teacher to provide various levels of support for students.Within Puzzle Talks, students engage in evaluating their mathematical strategies through exit tickets, discourse questions, reflections, and games, which are intended to promote efficiency in problem-solving. The "Puzzle Talk Facilitation Guide" outlines strategies to support math discourse and is organized into three sections: Set the Stage, Foster Discourse, and Extend Thinking. The guidance encourages teachers to respond thoughtfully to student input by observing, listening, and asking follow-up questions. Suggestions include building on student responses to clarify or expand ideas, exploring a variety of potential solutions—including incorrect ones—as learning opportunities, and prompting students to reflect with questions such as, "What did you notice?" or "What would you change?"
Evaluation for 5.3a
Within ST Math Help, the Objective Learning Progression and a Texas Essential Knowledge and Skills correlation document detail the conceptual and procedural emphasis of the program. A conceptual example can be observed in agrade K lesson, "Understanding Addition and Subtraction within 10," in which students develop conceptual understanding of given addition and subtraction problems up to 10 through the use of digital manipulatives. A procedural example can be observed ingrade K, within the lesson "Addition and Subtraction to 5," in which students use basic facts to solve problems up to five.ST Math Help also has a document entitled "Curriculum Design Principles of ST Math." This document explicitly states how the conceptual emphasis of the state standards is addressed.
Evaluation for 5.3b
The "Welcome to ST Math" video presents an overview of the program. The video explains that the program's objectives build student understanding of math concepts by moving the students from the visual to the symbolic (abstract).In Puzzle Talks, materials including Game Mats and Math Mats are provided to students with opportunities to use concrete models, pictorial representations, and abstract models during their learning. Digital manipulatives, such as ten-frames with counters and base ten blocks, are available. Pictorial representations, such as ten-frames, number lines, and area models, are also available.
Evaluation for 5.3c
Puzzle Talks allow students to make connections between concrete, representational, and abstract concepts. In thegrade K "Understanding Addition and Subtraction within 10" lesson, students use concrete manipulatives to represent pictorial and abstract scenarios within the six game-based activities. Students create pictures to represent addition and subtraction problems.In ST Math Help, theProblem-SolvingProcess is designed to get students involved in the process of learning, which requires noticing what is going on (in an ST MathPuzzle, on the soccer field, or learning an instrument) and then starting a cycle of predicting, testing, and analyzing. When learning is successful, it is connected to what is already known and extends knowledge.
Evaluation for 5.4a
Materials withinST Mathinclude opportunities for students to develop academic mathematical language in a variety of ways. Puzzle Talks are specifically designed for students to develop academic math language using visual puzzles and concrete manipulatives. A list of manipulatives for each grade level and each subject objective is available.Within the Puzzle Talks lesson "Intro to Visual Addition Within 5," students use stacking boxes (visually) as well as counters and a ten frame (physically) to understand addition and subtraction. The teacher uses the discourse questions to guide the students to understand this concept. The students are also asked to write a number sentence and number bonds. Academic language is developed through the discussion and the explanations of what the students wrote.ST Math Help provides strategies for developing language, including the "Back to Screen Strategy Planner" and the "Labeling Strategy Planner" to help students develop expressive and receptive language, as well as academic and nonacademic language.
Evaluation for 5.4b
Materials withinST Mathinclude embedded educator guidance to support student learning and the use of academic mathematical vocabulary with peers and educators.Within Puzzle Talks, the materials include mathematical vocabulary to be developed in the lesson under the Materials section. ST Math Help also provides strategies for developing language, including the "Back to Screen Strategy Planner" and the "Labeling Strategy Planner," to help students develop expressive and receptive language, as well as academic and nonacademic language. The teacher can scaffold, support, and extend the student's academic mathematical vocabulary when communicating with peers and educators.In the Puzzle Talkskindergarten lesson, "Composing Numbers up to 10," the teacher discourse questions are scaffolded in a way to support students' use of academic vocabulary in context when communicating with peers and educators. In the Lesson Notes, guidance is provided to the teachers so that students use counters to compose the number 5. To extend students' use of mathematical vocabulary, the teacher then asks, "How many would we compose with a group of 2 and a group of (1, 2, 3, 4, 5, 6, 7, 8)?"
Evaluation for 5.4c
ST Mathprovides a "Puzzle Talk Facilitation Guide" thatgives the teacher several tools to foster discourse in the classroom and build on academic vocabulary. For example, "Subitizing to 5" has academic vocabulary listed and in the discourse. The vocabulary for this puzzle talk is "how many" and "group." The teacher uses these words in the discourse when talking to the students and asking, "How many dots are on each die?"Within the Puzzle Talkskindergarten lesson, "Composing Numbers up to 10," there are exit ticket questions to summarize the lesson. Exit tickets ask the students to write a story problem to match one of the puzzles that was worked on during the lesson and asks, "When could you use these math ideas in your life?"
Evaluation for 5.4d
Within the "Puzzle Talk Facilitation Guide," guidance includes ways to facilitate mathematical conversations, allowing the students to hear, refine, and use math language with their peers. Math Chats give teachers a flexible tool to mathematically engage students in the classroom and are aligned to grade-level standards. "Math Chats" can be used to introduce new math concepts, dive deeper into concepts, and review concepts, supporting the development of mathematical language.ST Mathprovides engagement strategies for teachers to use to help facilitate mathematical conversations and the use of mathematical language between students.Within the "Puzzle Talk Facilitation Guide," there are sections labeled Foster Discourse and Extend Thinking that can be used to guide students and support the application of appropriate mathematical language and academic vocabulary in discourse.ST Math Help has a Teacher Resource of Engagement Strategies that includes activitiescalled Partner Talk and Think-Ink-Pair-Share. With Partner Talk, students discuss their thoughts and ideas with a partner. A variation of the strategy has students try to convince their partner to adopt their idea, allowing them to summarize, reflect, evaluate, justify, and revise their thinking. With Think-Ink-Pair-Share, the teacher asks a question, and the students draw or write their idea. They use their words or illustrations to describe their thinking to their partner.
Evaluation for 5.4e
The "Puzzle Talk Facilitation Guide" gives embedded guidance for teachers to respond thoughtfully to student responses. The guide states, "thoughtful responses can provide a sense of safety to students as they share and explore their thinking and learn from others." Additionally, the guide encourages teachers to use incorrect solutions or misconceptions as learning opportunities and gives several suggestionsforquestions for teachers to ask students in these situations.Within Puzzle Talks, all lessons contain a Look-Fors section in the teacher's "Lesson Notes." This provides guidance for teachers to identify things to look for in student responses to assess understanding and drive student discourse.ST Math Help provides engagement strategies for teachers to use to help facilitate mathematical conversations and the use of mathematical language between students.Facilitation Bookmarks give teachers embedded guidance on what to say to the student when support or redirection is needed.
Evaluation for 5.5a
WithinST Math, Puzzle Talks support theTEKSprocess standards by promoting critical thinking, problem-solving, and mathematical communication. Puzzle Talks aim to get students talking about math, justifying their reasoning, and exploring multiple strategies, aligning closely with the goals of the TEKSprocessstandards.ST Math Help has a document titled "Problem-SolvingProcess and Process Standards," which integrates theTEKSprocess standards with ST Math Puzzle Talks. This document explains theproblem-solvingprocess and states that ST MathPuzzles and Puzzle Talks are built around theperception-actioncycle, orproblem-solvingprocess. Students are encouraged to (1) Notice and Wonder, (2) PredictandJustify, (3) Test and Observe, (4) Analyze and Learn, and (5) Connect and Extend to solve puzzles and learn from their mistakes.
Evaluation for 5.5b
ST Math Help includes a document titled "ST Math and the TEKS Process Standards," which outlines how Puzzle Talks are intended to align with the TEKSprocessstandards. The document describes Puzzle Talks as short, teacher-led mini-lessons that use program puzzles to encourage student reasoning, discussion, and exploration of multiple strategies.ST Math Help has a document titled "Problem-Solving Process and Process Standards," which explains theproblem-solvingprocess and states that ST MathPuzzles and Puzzle Talks are built around theperception-actioncycle, orproblem-solvingprocess." Students are encouraged to (1) Notice and Wonder, (2) PredictandJustify, (3) Test and Observe, (4) Analyze and Learn, (5) Connect and Extend to solve puzzles and learn from their mistakes.
Evaluation for 5.5c
ST Math Help has a document titled "Problem-Solving Process and Process Standards," which explains theproblem-solvingprocess and states that ST MathPuzzles and Puzzle Talks are built around theperception-actioncycle, orproblem-solvingprocess." This cycle, which aligns with identified process standards, is embedded into each Puzzle Talks lesson.Each Puzzle Talks lesson includes suggested Game Mats and Math Mats, which encourage independent student use duringST Mathgame play. Students use these mats to record their thinking and share with peers, which aligns with theTEKSprocess standards.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
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
ST Mathcontains materials that allow students to think mathematically. Within Puzzle Talks, in the lesson "Addition within 5," students share what they think they should do and explain their thinking. Students try different solutions and discuss what happened (Predict andJustify).Within ST Math Help, a "JiJi's Math Strategies" poster is available to help promote and support perseverance. This resource offers teachers feedback on how students are feeling as they are working on their ST MathPuzzles, as well as strategies students can use when they are engaged in productive struggle. The "How Are You Doing?" poster and cards can help teachers keep tabs on how students are feeling as they work. Students can place a clip or clothespin to indicate how they are feeling, so teachers can see when productive struggle may be becoming unproductive.ST Mathoffers a Journal Page for students to help them work through a problem or puzzle that they are struggling with mathematically. Once a student fills it out, it gives the teacher more direction on how to help the student with what they have already tried and what they plan to try next to be able to solve the problem.The materials within Puzzle Talks includediscoursequestions that provide students with opportunities to make sense of mathematics. Discourse questions help facilitate a discussion about how students used their understanding of place value to find the sum (Test andObserve,Analyze andLearn).
Evaluation for 6.1b
ST Mathmaterials support students in understanding, explaining, and justifying that there are multiple ways to solve problems. Within the Puzzle Talks lesson, "Composing Numbers to 10," students share what they think they should do and explain their thinking. Students try different solutions and discuss what happened. Through the discourse questions provided for teachers, students are supported as they demonstrate understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.Within ST Math Help, a "TeacherProblem-SolvingFacilitation Bookmark" is available and supports students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. The bookmark includes a ConnectandExtend section with questions such as:How does what you learned support your understanding of [the concept]?What would happen if ______?How would you apply this concept to [this] situation?ST Math Help also has a "Math Discourse Facilitation Strategies Bookmark" to help students share and discuss their mathematical thinking, encourage deep thinking, respond thoughtfully, and extend their thinking. The bookmark includes a section to encourage deep thinking through questions and prompts such as:How did you figure that out?Show me. Justify your solution.Why do you think that is the answer?
Evaluation for 6.1c
WithinST Math, there are various types of Journal Pages that allow students to make sense of mathematics through multiple opportunities for students to write about math with peers and educators. Some of the Journal Pages are adaptive for beginning writers or nonwriters to draw pictures, rather than use words, to demonstrate their understanding and learning. The pages can be printed for student use.Within the Puzzle Talks game, "Strategies for Addition within 10," students share what they think they should do and explain their thinking. Students try different solutions and discuss what happened. Thediscoursequestions provided for teachers require students to make sense of mathematics through multiple opportunities for students to do and discuss math with peers and educators.ST Mathprovides a "Puzzle Talk Facilitation Guide" to help support teachers in supporting students to do math, write about math, and discuss math with their peers and educators.
Evaluation for 6.2a
The "Puzzle Talk Facilitation Guide" supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. The guide lays out the sequence of the lessons, along with questions and sentence stems that encourage students to share their thinking with peers or educators. The questions and sentence stems also encourage students to reflect on what happened and what strategies they may have used to solve the problem.ST Mathprovides a "Problem-SolvingProcess Bookmark" that supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. The bookmark has a section for students to Analyze and Learn, and provides questions such as:"How does this compare to what you thought would happen?""What did you learn?""How will you use what you learned?"Another section on the bookmark is titled Connect and Extend, which includes questions such as:"How does what you learned support your understanding of [the concept]?""What would happen if______?""How would you apply this concept to [this] situation?"Within the Puzzle Talks game, "Strategies for Addition within 10," students share what they think they should do and explain their thinking. Students try different solutions and discuss what happened. Thediscoursequestions provided for teachers support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Evaluation for 6.2b
The "Puzzle Talk Facilitation Guide" includes guidance and prompts to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. In the section PredictandJustify, explanatory feedback is provided for the teacher as detailed below.Ask students to name or describe the strategy they will use to test their prediction. For example, a student may predict that they have to somehow move the shape from one side to the other. In this case, they would name the strategy of matching. "My strategy is to change the color of the triangle on the left to match the color of the triangle on the right by selecting the block that has the matching color."Also within the "Puzzle Talk Facilitation Guide" is a section titled Analyze and Learn. This section provides guidance to support educators with anticipated misconceptions as detailed below:Facilitate students in analyzing the feedback/results to gain an understanding of what worked and what did not work. If their strategy was correct, ask the students to demonstrate how the puzzle confirmed their answer. They might say, "My answer was correct so now I can. . ." If their strategy was incorrect, ask the students to use the animation to describe why the answer was incorrect and what they think should happen. They might say, "I need to change my strategy because. . ."
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