Step Up to the TEKS 3rd Math Full Program

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.

The 3rd Grade Math Implementation Guide includes a scope and sequence that outlines the Texas Essential Knowledge and Skills (TEKS) and concepts taught in the course. It provides a suggested timeline per unit and allows educators to ensure that lessons align with the state standards and cover all required content, promoting consistency and completeness.

The scope and sequence resource does not include the ELPS. The ELPS are instead listed in a separate table of contents chart.

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).

The 3rd Grade Math Implementation Guide includes suggested pacing calendars to support effective implementation for various instructional calendars, including 165, 180, and 210 instructional days.

The materials do include a suggested pacing guide for schools or districts that run for 165 days, 180 days, and 210 days. For example, the data analysis unit is to be taught in 10 days if educators are in school for 165 days, 11 days if educators are in school for 180 days, and 13 days if educators are in school for 210 days.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

The 3rd Grade Math Implementation Guide provides each unit with a unit rationale, Big Ideas, and background knowledge. The unit rationale includes connections with other concepts and background knowledge from prior grade levels.

Materials include how the concepts learned are connected throughout the course. For example, in the 3rd Grade Math Implementation Guide, the unit rationale in the unit 3 overview states, “This unit strengthens students’ understanding of addition and subtraction through concrete, pictorial, and abstract representations. Students use place value, strategies, and properties of operations to solve problems efficiently and accurately. These concepts bridge students’ number sense to multi-step problem solving and prepare them for multiplication and division in later units. Throughout the unit, students apply the mathematical process standards by analyzing relationships, representing problems with models and equations, and communicating mathematical reasoning.”

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The beginning of the lesson provides a conceptual learning goal of what students will understand. There are also explicit instructions on how an educator can best run a lesson. For example, unit 8, lesson 1 says to “put the students in groups of four. Have each group look at one type of graph and list the attributes they notice about the graph. Have the groups share out.” The unit includes possible educator misconceptions to watch for. For example, “Students may not understand scaled intervals. Students need to understand that the scale shows the intervals and how it can help represent the data.” This allows educators to thoroughly understand and prepare to teach lessons.

Each unit includes “Unit Rationale,” “Big Ideas,” “Background Knowledge,” “Instructional Notes,” “Key Academic Vocabulary,” “Required Materials,” and “Unit Assessment Overview” sections to help educators internalize the unit. The “Unit Rationale” section includes connections with other concepts and background knowledge with prior grade levels.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The materials provide guidance such as look-fors, implementation pitfalls, and coaching questions. The 3rd Grade Math Implementation Guide includes a “Leadership Lens” at the unit level that provides guidance to instructional leaders on supporting educators in implementing the materials as designed. The “Leadership Lens” includes “Implementation Priorities,” “Classroom Look-Fors,” “Common Implementation Pitfalls,” “Coaching Questions,” and “Evidence to Review” sections for guidance.

However, the materials do not include resources for instructional leaders to support educators in implementing them as designed. The materials do not provide a framework or tools to assist instructional leaders to monitor implementation or specific resources to help instructional leaders build their capacity to support educators, such as exemplar responses to the coaching questions.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

Materials include unit overviews in the 3rd Grade Math Implementation Guide that address background content knowledge and academic vocabulary. For example, the unit 4 overview states, “Background Knowledge for Students (Prior-Grade TEKS Alignment): Students should already understand Skip counting by 2s, 5s, and 10s (Grade 2 TEKS 2.4C), Addition and subtraction within 1,000 (Grade 2 TEKS 2.4A, 2.4B), Grouping objects equally (Grade 2 TEKS 2.1B).” Additionally, the materials include a vocabulary chart with key words, definitions, and cognates.

The unit overview within the 3rd Grade Math Implementation Guide provides educators with key academic vocabulary, which includes terms, definitions, and Spanish cognates. Unit 8 contains seven key terms, such as data, which is defined as “information collected” and whose Spanish cognate is datos.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The family letter describes in both English and Spanish the concepts the students will learn based on the topic. The letter also provides strategies to reinforce TEKS-aligned content and support student progress.

In the 3rd Grade Math Implementation Guide, family letters inform families in both English and Spanish about what students are learning, why it is important, and how families can support their students. For the data analysis unit, families are informed that students will learn to summarize data by “organiz[ing] data into frequency tables, dot plots, pictographs, and bar graphs with scaled intervals” and solve problems using data by “solv[ing] one- and two-step problems.” The letter further elaborates, “Data analysis is a critical life skill that extends beyond the classroom,” helping students “develop logical thinking and decision-making abilities.” Families can help support their children by “encouraging [their] child to collect and organize data on topics of interest such as favorite sports or daily weather patterns.”

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The materials include aligned activities, math talks, reflections, journal writing, vocabulary activities, and formative assessments. The “Background Information,” “General Information,” and “Teacher Notes” pages include the ELPS. The materials also include directions, components and pages to be used, facilitating Questions, blackline masters, and formative assessment answer keys. The 3rd Grade Math Implementation Guide contains “Lesson-at-a-Glance” components that include daily objectives and TEKS.

The materials include structured lesson plans aligned to TEKS 3.2A that incorporate daily objectives, educator questioning, instructional tasks, and embedded assessments. Each lesson follows a clear progression from direct instruction (“teach lesson”) to guided practice, collaborative partner practice, and independent practice. This structure ensures that students develop conceptual understanding before applying skills independently and provides educators with all components necessary to deliver TEKS-aligned instruction.

Lessons in the 3rd Grade Math Implementation Guide contain TEKS, lesson objectives in plain language for student understanding, and the “Lesson-at-a-Glance” section. For example, the first lesson of the data analysis unit teaches TEKS3.8A: “summarize a data set with multiple categories using a pictograph or bar graph with scaled intervals.” The student objective states, “I can collect and organize data to answer a question.” The two offered pathways for educators each have a “Lesson-at-a-Glance” section that includes how long each component should take and if the component should be taught individually, to the whole class, in small groups, or in pairs. The suggested assessment aligned to the lesson objectives is in the “Power Review” section’s formative check for 3.8A, according to the “Lesson-at-a-Glance” section.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.

In the 3rd Grade Math Implementation Guide, the “Lesson-at-a-Glance” section gives suggested time frames for each portion of the lesson. For unit 8, lesson 1, educators who use the Practice Book pathway are spending five minutes on the warm-up, 10 minutes on the “I-Do: Explicit Instruction,” seven minutes on the “We Do: Guided Practice,” eight minutes on the “Partner Practice,” 10 minutes on the “Independent Practice,” and 10 minutes on the “Exit Ticket,” for a total of 50 minutes.

The “Lesson-at-a-Glance” section provides materials and timing. While a materials list is provided, it is not differentiated by educator or student materials. For example, unit 7, lesson 2 includes the following: “Materials & Notes: Problem of the Day -Warm-Up 3.7B, Practice SE (Eng/Span) -TEKS Lesson 3.7B, Practice SE (Eng/Span) -Guided Practice 3.7B, Practice SE (Eng/Span) -Partner Practice 3.7B, Practice SE (Eng/Span) - Independent Practice 3.7B, Power Review - Formative Check 3.7B.”

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The materials include a generic list of practice activities for students, but do not provide guidance on how to use these materials, such as determining assignments based on student performance or academic needs.

At the end of each lesson, suggested extended practices are provided for students to complete. The suggestions for lesson 2 of the data analysis unit are “Homework: Practice SE (Eng/Span) - Independent Practice 3.8B, Enrichment: Write two questions about a graph and answer them, Intervention: TEKS-tivity - Activity 3.8B with guided graph reading.” However, there is no specific guidance on how to use the materials that align with a student’s performance, whether they need review and additional practice or require extensions and enrichment activities.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials include a variety of formative instructional assessments embedded within each book. The practice books include “Guided Practice,” “Partner Practice,” and “Independent Practice” sections. The TEKS-tivity books include daily activities, “Math Talks,” reflection questions, journaling, and “Exit Tickets.” The “Problem of the Day Journal” has initialization questions, including vertically and horizontally aligned items for entry into the lesson, along with activities.

The materials include a variety of instructional assessments at the unit and lesson levels, including summative assessments that vary in the types of tasks/questions. For example, in the 3rd Grade Math TEKS-tivity Book Student Edition, students can complete activities, such as reflecting by answering “Why do you need scaled intervals?” or answering STAAR-style questions.

Additionally, the materials include diagnostic assessments that vary in the types of tasks/questions. Diagnostics are provided for use at the beginning of each unit within the TEKSnology digital platform.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

In the 3rd Grade Math Practice Book Teacher Edition, the “Purpose of Instructional Assessments” section explains the key instructional features such as hands-on activities, STAAR-style questions, and collaborative learning. The purpose of each is to “allow students to practice and apply concepts while providing educators with opportunities to assess understanding and adjust instruction,” “solidify understanding,” and “foster discussion and collaboration...extensive exercises, readiness, and supporting standards ensure individual mastery.”

The materials include the definitions and purpose of the included assessments. For example, the introduction to the book states, “Formative Assessment: Each lesson includes a short formative assessment designed to help educators monitor student understanding and identify misconceptions. These checks provide actionable information to support instructional decisions, differentiation, and targeted intervention as needed.”

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The 3rd Grade Math Assessment Teacher Edition provides “Teacher Guidance for Consistent and Accurate Administration ofInstructional Assessments,” which instructs educators to “Create Uniform Instructions,” “Maintain Testing Conditions,” “Use Approved Tools,” “Provide Accommodations,” and “Give Language Support.” This ensures the administration of included assessments is consistent and standardized across examiners.

The materials provide a standardized assessment format that supports consistent administration across classrooms. The benchmark includes clear directions, uniform item structure, and embedded reference materials, ensuring that all students are assessed under consistent conditions

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The 3rd Grade Math TEKS-tivity Book Teacher Edition includes formative assessments that are aligned to the TEKS and unit objectives. Each unit includes formal and informal formative assessments in the form of activities, Math Talks, reflections, journal writings, vocabulary development, and a formative unit assessment. Each piece is aligned to the proper TEKS and objective of the unit. Activities also include facilitating questions that educators can use to assess students’ learning throughout the activity.

The summative assessments are aligned to the TEKS of the course and the objectives of the unit. For example, the unit 8 assessment labels each question item with correlating TEKS. For example, question 1 is aligned with TEKS 3.8A, which is to summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. Question 1 asks students to identify the statement about the data in the frequency table that is aligned to the TEKS.

Additionally, each unit includes a diagnostic aligned with the TEKS and the unit objectives. Diagnostic assessments are included in the TEKSnology platform, and educator guidance for using the diagnostic is included in the 3rd Grade Math Implementation Guide.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The formative and summative assessments within the materials are aligned to the TEKS. At the beginning of the unit, the TEKS are outlined. Then, for each activity, reflection, and/or assessment, there is a TEKS labeled. For example, activity 3 for data analysis and personal financial literacy is labeled with TEKS 3.9B.

Instructional assessments include various TEKS-aligned item types throughout the materials. For example, “Benchmark A” in the 3rd Grade Math Assessment Teacher Edition includes questions with multiple choice, multi-select, fraction model, and text entry.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials include an online assessment scoring through their TEKSnology platform. This platform automatically grades most items and provides a gradebook view for educators to review the grading or make changes. Reports are generated so educators can view the results by course, strand, or reporting category. A visual is provided so educators have consistent information when interpreting student performance.

The TEKSnology digital platform provides instructional assessment reports and educator guidance for interpreting student assessment performance and using assessment data to inform instruction. TEKSnology.com automatically generates multiple report types, including “Item Analysis Reports,” “TEKS Mastery Reports,” “Question Analysis Reports,” and “Class Achievement Reports.” These reports allow educators to analyze student performance from multiple perspectives. “Item Analysis Reports” identify student performance on specific skills, “Question Analysis Reports” reveal trends in student responses, “TEKS Mastery Reports” display progress toward standards mastery, and “Class Achievement Reports” compare individual and class performance. “Standards Reports” can be viewed by reporting category or strand and include class percentages and mastery color-coding to help educators identify strengths and areas of need. Selecting “Details” provides student-level performance data, allowing educators to interpret individual progress. Similarly, the “Course Report” displays class averages for each assessment with access to individual student reports, and Assignments > Gradebook includes both details and standards views for reviewing assessment results. Collectively, these reports provide guidance for interpreting student performance and support data-informed instructional and curricular decisions.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials provide guidance on how to use tasks and activities in response to students’ needs based on assessments. The 3rd Grade Math Assessment Teacher Edition provides educators with a flow of the lesson. The materials indicate educators are to make a “data-informed decision” after students take an “Exit Ticket” (formative assessment). Based on the data, educators then do extensions, enrichments, reteach, or power review found in the 3rd Grade Math Implementation Guide.

When students complete their “Exit Tickets,” educators decide whether students receive an “Extend/Enrich” activity or a “Reteach/Power Review” activity based on “Exit Ticket” data. For unit 8, lesson 2 “Interpreting Pictographs and Bar Graphs,” students who need enrichment should “write two questions about a graph and answer them.” Students who need Intervention should complete “TEKS-tivity - Activity 3.8B with guided graph reading.” When educators go to the specified activity, there are directions, materials, and facilitating questions to guide them.

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.

Materials include tools for students to track their own progress and growth. For example, at the end of each Benchmark assessment, students have a “My STAAR Chart” that they use to “chart [their] progress by coloring in each star that [they] got correct on the Benchmark.” The “My STAAR Chart” allows students to visualize and monitor their own progress.

The materials include tools for educators to track student progress and growth. For example, the TEKSnology digital platform has reports that educators can use to track student progress and growth with assessments and assignments. The data shows if students are at Does Not Meet, Approaching, Meets, and/or Masters on assessments and assignments by clicking “Details” to see how students are doing individually.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

The 3rd Grade Math Practice Book Teacher Edition includes educator guidance for students who have not yet reached proficiency. For example, the “Misconceptions” section states, “Some students may not recognize a problem as requiring more than one step and attempt to represent it by using only a single step process. Remove the numbers from two-step problems and ask students to analyze the actions and form a plan for solving before using the numbers.” The guidance is part of the “Independent Practice” pages, so it appears in both the Practice Book pathway and the TEKS-tivity pathway.

In the 3rd Grade Math Implementation Guide, educators are directed to activities within the 3rd Grade Math TEKS-tivity Book should students need intervention. For example, in unit 8, lesson 1 “Collecting and Organizing Data,” students who require intervention must complete “TEKS-tivity - activity 3.8A with guided templates.” When educators navigate to that activity in the 3rd Grade Math Practice Book Teacher Edition, there are facilitating questions with sample answers, such as “How do you create a frequency table?”.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).

The materials provide educator guidance that highlights key academic terms in each lesson and provide guidance for addressing common language misunderstandings, utilizing visuals to reinforce learning. For example, within the TEKS-tivity pathway, every lesson begins with a “Math Talk,” which can serve as a pre-teach for students who are unfamiliar with the vocabulary. These questions facilitate discussions that encourage further understanding of new terms and the lesson’s content.

Additionally, in the Practice Book pathway, lessons preview vocabulary with students for unfamiliar vocabulary and/or references in text. In unit 8, lesson 1 “Summarizing Data,” key vocabulary terms, such as frequency table, dot plot, pictograph, and bar graph, are defined. Visuals also accompany the terms and their definitions. Then, during the guided practice, students are asked to “explain why this (a graph used to solve the problem) is called a frequency table.”

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.

The 3rd Grade Math Practice Book Teacher Edition includes educator guidance for students who have demonstrated proficiency. For example, the 3.5E lesson section, “Extension Learning Opportunity,” states, “Challenge students to extend a pattern in a table and write the rule in words (e.g., “Multiply by 2,” and “Add 3 each time”). Ask students to create their own real-world scenarios (e.g., earning money, saving stamps, growing plants) and generate matching tables and verbal descriptions.” The guidance is part of the “Independent Practice” pages, so it appears in both the Practice Book pathway and the TEKS-tivity pathway.

The “Lesson-at-a-Glance” section of the 3rd Grade Math Implementation Guide includes an activity the educator can use for enrichment for each lesson. For example, unit 4, lesson 3 guidance states, “Enrichment: Draw two arrays for the same product.”

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The “TEKS Lesson” component provides explicit instruction through direct teaching of grade-level concepts before student practice. This structure ensures that educators model new learning aligned to TEKS before students engage in guided and independent work. For example, in the 3rd Grade Math Practice Book Teacher Edition of the Practice Book pathway, there are explicit prompts such as “put the students in groups of four...ask students to look at the graph for the problem and identify parts of the graph they find important”. Lessons also include an “Important Concepts” section that outlines what students need to understand.

The materials include facilitating questions throughout the 3rd Grade Math Practice Book Teacher Edition that provide guidance to support the educator during “Guided Practice” when using the Practice Book pathway. Questions and sample student responses support the educator in explaining the concepts to students. For example, lesson 3.4E includes, “Facilitating Questions: Ask the students these questions as they are working the problems (Answers will vary, sample answers are provided.) 1. What strategies can be used to represent multiplication facts? (Some strategies include repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting) 2. What is the relationship between repeated addition and multiplication? (Repeated addition is adding equal groups, which can also be thought of as a multiplication problem).”

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The 3rd Grade Math TEKS-tivity Book Teacher Edition includes a variety of instructional approaches with educator guidance and recommendations. The introduction of the book explains, “TEKS-tivity resources are designed to help students deepen conceptual understanding, strengthen reasoning, and build confidence with grade-level TEKS through structured learning routines that promote engagement and meaningful thinking. Rather than focusing primarily on repetitive practice, the lessons in this book emphasize: Hands-on and discussion-based learning, Productive struggle and sense-making, Multiple representations and strategies, Student reflection and metacognition, [and] Ongoing formative assessment.”

The materials support differentiation through multiple instructional pathways, including direct instruction and hands-on TEKS-tivity activities. These options allow educators to adjust instruction based on student readiness and learning preferences, ensuring that all students can access TEKS-aligned content. The 3rd Grade Math Teacher Guide includes a description of the two-pathway instructional model. It states, “The Two-Pathway Model reflects research demonstrating that no single instructional approach sufficiently addresses the range of student needs in elementary mathematics. Instead, effective instruction blends explicit modeling, guided practice, conceptual exploration, and structured discourse.”

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

Lessons are created to facilitate a gradual release model through the Practice Book pathway. The “Lesson-at-a-Glance” provides time stamps on how long each component and activity should take and what the component and activity are for each lesson. For example, unit 8 “Data Analysis,” lesson 1 “Collection and Organizing Data” has the suggested time stamps for the following components and activities: “five minutes, Warm-Up/Spiral; 10 minutes, I Do: Explicit Instruction; seven minutes, We Do: Guided Practice; eight minutes, Partner Practice; 10 min, Independent Practice; 10 min, Exit Ticket.” By providing the “Lesson-at-a-Glance,” educators can effectively deliver lessons with diverse practice opportunities with active engagement from students.

The 3rd Grade Math Teacher Guide has detailed lesson plans with step-by-step instructions, suggested pacing, and differentiation strategies for each lesson. For example, unit 5 of the 3rd Grade Math TEKS-tivity Book Teacher Edition includes “Math Talks,” “Tickets Out the Door,” journal and vocabulary activities, and formative assessments. Each component has guidance for implementation as an independent or collaborative activity. “Math Talks” include instructions to “place students in pairs. Have the students spend three to five minutes discussing each of the prompts provided in their student books.” Step 2 of the directions for activities 1 and 2 says, “Students may work in pairs or individually on this activity.” Facilitating questions are included with each activity to help educators guide students during the lesson component and monitor understanding. The “Reflection,” “Ticket Out The Door,” “Journal,” and “Vocabulary sections and the formative assessment are independent activities.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various 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.

The materials include educator guidance on providing linguistic accommodations for various levels of language proficiency for each lesson in the 3rd Grade Math Implementation Guide. The “Emergent Bilingual Oral and Written Discourse Support” is provided for each lesson and includes guidance for “Embedded Oral Discourse Guidance,” “Embedded Written Discourse Guidance,” and “ELPS Sentence Stem.”

The “ELPS Sentence Stem” section includes the five levels of language proficiency, with sentence stems that increase in academic language as students progress through the levels.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials include “Guiding Principles to Support Emergent Bilinguals in Mathematics” in the 3rd Grade Math Teacher Guide to support educators in better using the materials within bilingual/ESL programs. Implementation guidance includes 10 different ways educators can effectively differentiate the material to fit the needs of emergent bilingual (EB) students.

The 3rd Grade Math Teacher Guide states, “Create Opportunities for Meaningful Interaction. Collaborative Learning: Use pair and group activities where students engage in mathematical discussions. Encourage Talk: Provide opportunities for emergent bilinguals to verbalize their thinking, both in English and their home languages. Use Turn-and-Talk: Structure peer interactions to allow processing and verbal rehearsal of mathematical ideas.”

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials include embedded guidance for educators to develop vocabulary and increase comprehension through oral discourse using “Math Talks” and working in pairs to complete activities. The “Reflection,” “Ticket Out The Door,” and “Journal” sections allow students to use vocabulary and improve comprehension through written discourse of the math concept using prompts like, “Write a verbal description representing the table.” These resources are found in the 3rd Grade Math TEKS-tivity Book Student Edition within the TEKS-tivity pathway.

The 3rd Grade Math Implementation Guide includes “Emergent Bilingual Oral and Written Discourse Support” at the lesson level. The chart provides examples of connections, guidance on embedded oral discourse, guidance on embedded written discourse, and ELPS sentence stems. The embedded oral and written discourse guidance includes sections that address vocabulary, comprehension, background knowledge, and cross-linguistic connections for each lesson.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Materials include practice opportunities throughout a lesson that require students to demonstrate depth of understanding aligned with the TEKS. For example, in the TEKS 3.6C lesson within the 3rd Grade Math Practice Book Student Edition in the Practice Book pathway, students apply multiplication to determine the area of rectangles using array models, then practice solving area problems in real-world situations such as pools, walls, or tile floors.

Instructional assessments throughout the course include practice opportunities that require students to demonstrate depth of understanding aligned to the TEKS. Throughout the unit 6 assessment, included in the 3rd Grade Math TEKS-tivity Book in the TEKS-tivity pathway, students apply their understanding of area and perimeter to real-world situations. For example, item 6 states, “Kevin counted the square pieces of a rectangular blanket. He counted 6 rows, and each row had 8 squares. How many squares were in the blanket? (3.6C, RS, RC3)” Educators can use the assessments to collect data on the TEKS taught and make informed decisions based on student needs.

Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.

The materials include questions and tasks that progressively increase in rigor and complexity throughout the lesson cycle presented in the 3rd Grade Math Practice Book Student Edition. Lessons move from educator modeling during the mini-lesson to “Guided Practice,” “Partner Practice,” and “Independent Practice,” gradually requiring students to demonstrate greater independence and deeper understanding aligned to the TEKS.

For example, the TEKS lesson in the 3rd Grade Math Practice Book Student Edition included in the Practice Book pathway for TEKS 3.6C begins with an educator-modeled lesson that connects multiplication arrays to finding the area of a rectangle. Additionally, there is space in the notes to follow along to find the dimensions and determine the area. Students then complete the engaging activity in the appendix. In this activity, students determine area using a model where they count square units and make connections to the related multiplication fact. Students then work through guided and partner practice questions, both multiple-choice and open-ended, all using a given model. The independent practice questions continue to increase in rigor and complexity, with multi-select items, and the last question does not provide a model.

Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.

In the 3rd Grade Math Implementation Guide, the “Sequence Rationale” states, “The sequence of these units reflects a progression from foundational to applied concepts. Beginning with number relationships ensures students have the skills needed for all other topics. Introducing fractions and operations in separate units allows for a focused understanding of each before integrating them into complex problem-solving. Geometry and measurement follow naturally, as they require operational fluency. Finally, data analysis and financial literacy synthesize the year’s learning into meaningful, real-world contexts, fostering both academic and practical proficiency.”

In the 3rd Grade Math Implementation Guide, the “Sequence Rationale” explains that unit 5 “Algebraic Reasoning,” occurs after students master operations because “this builds on prior knowledge of multiplication and division, preparing them for more abstract mathematical concepts in later grades.” This demonstrates coherence, as students will use knowledge of operations from previous units to identify patterns and relationships in this unit.

The materials explicitly connect patterns and relationships between math concepts at the lesson level in the 3rd Grade Math Practice Book Teacher Edition as part of the Practice Book pathway. For example, the following guidance is provided when introducing grade 3 students to area: “Project the lesson and ask a volunteer to read the information about area. Discuss any connections students might make between arrays used to represent multiplication and finding area.” Additionally, the following facilitating question is included for use during the “Guided Practice” section of the lesson: “How is finding area related to arrays that represent multiplication problems? To find area, multiply the number of rows in an array by the number of squares in each row.” This guidance ensures that the educator connects the previously taught skill of multiplication to the new learning of area, helping students make meaningful math connections between concepts.

Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.

The materials demonstrate coherence across units by connecting content and language learned in previous grade levels, the current grade level, and what will be learned in future grade levels, as outlined in the 3rd Grade Math Implementation Guide. The materials connect prior-grade knowledge to current grade-level learning by explicitly identifying prerequisite skills and foundational understandings necessary for new mathematical concepts. The “Unit Sequence Rationale” demonstrates how students extend their prior learning and connect it to the next unit’s concept. The “Background Knowledge for Students” lists the TEKS and concepts that students should already understand prior to the unit. The “Key Academic Vocabulary” section pulls vocabulary words directly from the unit’s TEKS, allowing the TEKS to provide a natural coherence of language.

The 3rd Grade Math TEKS Checklist includes a vertical alignment component that connects current grade-level standards to prior and future learning. For example, grade 3 TEKS 3.8A states, “summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.” This is aligned to grade 2 TEKS 2.10B, grade 4 TEKS 4.9A, and grade 5 TEKS 5.9A, which progressively extends students’ data representation skills using more complex numerical data. The vertical alignment component demonstrates coherence across grade levels and supports the progression of mathematical concepts and academic vocabulary.

Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..

The materials demonstrate coherence at the lesson level by connecting students’ prior knowledge of concepts and procedures from previous grade levels to new mathematical knowledge. For example, when teaching place value, educators are told in the 3rd Grade Math Implementation Guide that students should already understand “using number lines to represent whole numbers (Grade 2 TEKS 2.2D).” Students build on this knowledge in the TEKS 3.2C lesson when rounding numbers using a number line. Materials demonstrate coherence at the lesson level within the current grade level as the students continue to build their place value knowledge in the next lesson. For example, the TEKS 3.2D lesson guidance in the Practice Book pathway states, “Post a sample number line similar to those from previous lessons, perhaps showing 11,000 to 14,000. Listen as students discuss in small groups the placement of the four numbers on the number line using the questions to the right of the table. Ask volunteers from the groups to share with the large group to ensure that everyone understands that the digits of each number must be considered, beginning with the largest place value.” Using the familiar number line procedure, students can make connections as they learn new mathematical knowledge and skills.

The “Problem of the Day Journal” activities in the TEKS-tivity pathway provide this coherence by systematically spiraling prior and current grade-level concepts and procedures, using diverse methods to support vertical alignment and ensure that students consistently build on foundational knowledge for future success.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.

Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units using the “Problem of the Day Journal” within the Practice Book pathway. For example, “The ‘Problem of the Day Journal’ incorporates research-based instructional practices shown to strengthen retention and transfer of learning: Spaced Retrieval to reinforce long-term retention of essential concepts.” Additionally, the framework of how questions are designed follows “Instructional Structure: Monday–Thursday. Students complete five problems per day: Problems 1–2: Spiral Review. Prior grade-level standards that support readiness [and] previously taught 3rd grade concepts. Problems 3–5: New Learning Current 3rd grade TEKS focus. This intentional balance promotes retention of prerequisite skills while building depth in grade-level standards.”

During the financial literacy unit, “Problem of the Day” questions include concepts and skills from the data analysis and multiplication units. These activities bridge learning across lessons and units to ensure that students maintain proficiency and achieve long-term mastery.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.

Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons within the “Problem of the Day Journal” included in the TEKS-tivity pathway. Daily problem sets include five problems designed for “interleaved practice to develop flexible thinking across mathematical domains.” For example, students represent the same data set using both a pictograph and a frequency table and later use the pictograph data to create a bar graph. Students also apply previously learned multiplication skills when interpreting scaled pictographs. These activities provide interleaved practice opportunities that connect previously learned concepts across units.

The 3rd Grade Math Practice Book Teacher Edition instructs educators to have students solve multiple problems using different methods. This practice strengthens mathematical proficiency and aligns with interleaved practice opportunities for previously learned skills and concepts across lessons and units. This approach encourages students to shift between varied strategies, fostering the cognitive flexibility necessary to integrate new knowledge with past learning. For example, lesson 3.4E presents students with a graphic organizer that asks them to represent multiplication facts in a variety of ways, using equal groups, arrays, repeated addition, or a number line. The guided, partner, and independent practice activities present a mixture of opportunities to use a variety of strategies. Some of these same strategies can be found in later lessons, such as number lines in 3.5A to represent addition and subtraction, and arrays in 3.5B to represent multiplication and division. Students will later use multiplication arrays to solve perimeter and area. This demonstrates skills and concepts being used across lessons and units. By consistently applying these interleaved techniques, the curriculum ensures that students not only solve individual problems but also develop a deeper, more cohesive understanding of mathematical concepts over time.

Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

Materials include opportunities for students to interpret, analyze, and evaluate mathematical data representations. For example, in the 3rd Grade Math TEKS-tivity Book within the TEKS-tivity pathway, students analyze a dot plot and respond to the question, “Which statement about the data in the dot plot is NOT true?” Students are required to interpret the data, analyze multiple statements, and evaluate the accuracy of mathematical claims based on the representation.

In the 3rd Grade TEKS-tivity Book Student Edition, unit 4, “Engaging Activity 1” for lesson 3.4D provides a task in which students interpret and analyze a collection of arrays to determine which number is represented. “Reflection Activity 1” for lesson 3.4D also asks students, “What multiplication problem does this array represent?” These tasks provide students the opportunity to interpret, analyze, and evaluate given representations to make connections to mathematical concepts and situations when learning basic multiplication facts.

Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.

Questions and tasks require students to create models to represent math situations. For example, students match a variety of models to fraction values in the “Reflection Activity 1: 3.3A” in the 3rd Grade Math TEKS-tivity Book within the TEKS-tivity pathway. After the activity, students draw their models of fractions.

In the Practice Book pathway of the 3rd Grade Math Practice Book Student Edition, students are directed to draw a model with objects to represent multiplication. The question states, “Lisa arranged the cookies that she baked into equal rows. She made three rows with eight cookies in each row. Draw a model for Lisa’s cookies and explain how to find the total number of cookies.” This provides students the opportunity to create a model before they begin the guided, partner, and independent practice of analyzing and evaluating given models.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

The materials provide students with opportunities to apply conceptual understanding to new problem situations and concepts. For example, the TEKS lesson 3.7C in the 3rd Grade Math Practice Book Teacher Edition included in the Practice Book pathway has students determining time intervals starting with the connections between an analog clock and a digital clock, as well as how one hour is equivalent to 60 minutes. Students then use skip counting to determine the answer to, “Kris began working in Mr. Ruiz’s yard at 7:15 PM and worked for 15 minutes. At what time did he finish?” During guided practice, students use the given analog clocks and a number line to determine times and to solve problems using addition or subtraction. Students then apply what they have learned to a variety of new real-world solutions involving time intervals. For example, question 2 of independent practice states, “Olivia’s school starts at 8:00 AM. She spends 20 minutes eating breakfast, 15 minutes getting dressed, and 10 minutes packing her backpack. If it takes her 30 minutes to walk to school, what time does she need to wake up to arrive on time?”

Students first determine the value of simple coin combinations, such as a quarter, four dimes, and a penny. As the questions progress, students solve more complex tasks such as “Harold has exactly $20.06. Which set of money could be Harold’s money?” This progression supports students in applying their conceptual understanding of money to new mathematical situations and contexts.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.

The materials support automaticity and fluency through repeated opportunities for cumulative practice, retrieval, and ongoing application of previously learned mathematical concepts and procedures using the “Problem of the Day Journal” in the Practice Book pathway. Monday through Thursday, students complete five problems per day, each designed to take only five to seven minutes as a structured warm-up or instructional launch. The first two questions are a spiral review, and the last three questions focus on new learning. For example, the “Week 19 Problem of the Day” practice set on Monday includes spiral practice of expanded notation and ordering whole numbers. It also includes multiplication and division word problems from the current unit. This daily routine builds the automaticity and fluency needed to complete grade-level tasks by reinforcing concepts during the first five to seven minutes of class each day.

In the 3rd Grade Math TEKS-tivity Book within the TEKS-tivity pathway, students develop fluency by solving multiplication and division equations, determining unknown factors and dividends, and applying related facts in a variety of mathematical situations. The “Reflection,” “Journal,” and “Math Talk” prompts require students to explain how to determine unknowns, describe the relationship between multiplication and division, and identify multiple multiplication strategies. These activities promote accurate, efficient, and flexible application of mathematical procedures while encouraging students to select and justify appropriate strategies.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.

The materials provide opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures. For example, the TEKS lesson 3.4A in the 3rd Grade Math Practice Book within the Practice Book pathway has students solve addition and subtraction word problems using a variety of strategies after the educator-guided lesson, where different strategies were shown. During independent practice, students have the flexibility to solve additional real-world addition and subtraction problems accurately.

In the 3rd Grade Math TEKS-tivity Book within the TEKS-tivity pathway, students develop accurate, efficient, and flexible mathematical procedures by solving multiplication and division equations, determining unknown factors and dividends, and applying related facts in multiple problem types. “Reflection,” “Journal,” and “Math Talk” activities require students to explain how to determine unknowns; identify multiple multiplication strategies; and describe the relationship between multiplication and division, providing opportunities to accurately apply procedures, efficiently use fact relationships, and flexibly select and explain solution strategies.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.

The materials provide opportunities for students to evaluate procedures and processes for efficiency, flexibility, and accuracy through analysis of multiple solution strategies. In the 3rd Grade Math Practice Book Teacher Edition, TEKS 3.4K, students are instructed to “study the strategies shown” and determine whether each representation could be used to solve the problem by placing a check mark or an X beside each strategy. This task requires students to evaluate whether different procedures and representations lead to a correct solution. The lesson also directs educators to assign each group one of the strategies and have students explain how the strategy works and whether it will help solve the problem. These discussions require students to analyze and justify the effectiveness of different solution methods and to compare alternative approaches. Additionally, the “Why Do I Need to Know This?” section states, “Understanding operational relationships by using appropriate strategies in a variety of situations helps you solve problems efficiently, accurately, and flexibly.” Together, these embedded opportunities engage students in evaluating mathematical procedures and solution strategies by considering their effectiveness and supporting their reasoning with mathematical evidence.

The materials provide opportunities for students to evaluate procedures and solutions for accuracy through error analysis tasks. For example, in the 3rd Grade Math Practice Book, TEKS 3.4B, the “Engaging Activity” presents two students’ estimation strategies and asks students to determine which solution is correct. Students are instructed to analyze the work of Lyn and Wendy by responding to the prompt, “Lyn and Wendy wanted to estimate the total cost of their items purchased on a shopping trip. Look at their work and determine which girl estimated the cost correctly.” Students evaluate the accuracy of each solution, identify the correct estimation procedure, and justify their reasoning using mathematical evidence. These embedded opportunities require students to analyze solution processes, determine the correctness of mathematical work, and explain why one solution is accurate and the other is not.

Across the materials, students engage in tasks that require them to refine accurate and flexible mathematical procedures throughout units. For example, in the 3rd Grade Math Practice Book, students progress from the “TEKS Lesson” to “Guided Practice,” “Partner Practice,” and “Independent Practice” as they solve one- and two-step problems using frequency tables, pictographs, dot plots, and bar graphs. Throughout the unit, students repeatedly apply mathematical procedures across multiple graph representations, helping them build accuracy while demonstrating flexibility in selecting and interpreting different representations to solve problems.

Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

The materials contain embedded supports to help educators guide students towards increasingly efficient approaches. For example, the following guidance is provided in the “Misconceptions” section of the TEKS lesson on area in the 3rd Grade Math Practice Book Teacher Edition: “Students may count the total number of squares within a rectangle to determine the area without making the connection to multiplication. Anchor charts with visual models of arrays that show the number of rows and columns written as factors and the area written as the product should be prominent.” Since this guidance is provided in the “Independent Practice” section, it appears in both instructional pathways.

In the 3rd Grade Math Practice Book within the Practice Book pathway, the TEKS 3.4B lesson supports increasingly efficient approaches by having educators facilitate a discussion comparing two estimation methods: rounding and compatible numbers. Educators explain that compatible numbers are “friendly” numbers for mental computation, ask students to estimate using either strategy, and compare the results as a class. This helps students recognize that different estimation methods can be selected based on the problem. During the “Guided Practice” and the “Extension Learning Opportunity,” the materials prompt educators to discuss how rounding and compatible numbers are similar and different, identify when each estimation strategy is appropriate, and have students compare multiple estimation strategies, including front-end estimation. These embedded supports guide educators in helping students evaluate and select efficient estimation approaches rather than relying on a single procedure.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials explicitly state how the conceptual and procedural emphasis of the TEKS is addressed for the Practice Book pathway at the beginning of each new TEKS lesson in the 3rd Grade Math Practice Book. For example, the “Conceptual Learning Goal” section for TEKS lesson 3.6C states, “Students will understand that the area of a rectangle can be found by multiplying the number of rows by the number of unit squares in each row, connecting area to repeated addition and arrays.”

In the TEKS-tivity pathway, the 3rd Grade Math TEKS-tivity Book Teacher Edition includes a “Unit Overview” at the beginning of unit 4 “Multiplication and Division” that states, “The focus of this unit is on the concepts of multiplication and division. Students will start by developing the concept of multiplication through a variety of models.” Additionally, it mentions that students will use the strategies to multiply two-digit numbers by one-digit numbers and use their knowledge of multiplication to develop the concept of division. It ends by saying, “Throughout this unit, students need to explain their thinking of how they represent and solve multiplication and division problems.” This connects conceptual understanding of multiplication and division to the ability to use procedural strategies, such as algorithms, to solve problems.

Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.

The materials include questions and tasks to use concrete models and manipulatives, pictorial representations, and abstract representations throughout the 3rd Grade Math Practice Book Teacher Edition within the Practice Book pathway. For example, TEKS 3.2A lesson provides the following guidance: “Provide students with base ten blocks and spend a few minutes reviewing how to model numbers up to 1,000. Discuss the blocks and their values as pictured at the top of the page. Ask students to work in small groups to find three ways to model the number 174. Walk among the groups and listen to discussions, asking questions if students are challenged regarding how to decompose the numbers in different ways. Record several of the ideas from the groups on an anchor chart.” Students then work with a variety of pictorial models and abstract questions throughout the place value unit.

In the TEKS-tivity pathway” the 3rd Grade Math TEKS-tivity Book Teacher Edition, unit 4 includes activities and tasks related to computations and algebraic relationships. Activity 2 has students identify the correct equation that shows how objects in a visual representation are arranged. Activity 5 presents real-world situations such as “Bridget has 15 snacks that she will share equally with her 2 friends and herself.” Students are expected to match the corresponding number sentences to each scenario, thereby emphasizing practice with abstract representations.

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.

The materials include supports for students to connect, create, define, and explain concrete and representational models of abstract concepts, as required by the TEKS. For example, in the 3rd Grade Math Practice Book, students participate in a paper-folding activity using strips divided into equal-sized parts to model fractions concretely. Students then label the corresponding fractions on a number line and discuss how each fraction’s location represents its distance from zero. This activity supports students in creating concrete models, connecting those models to abstract fraction concepts, and explaining the relationship between visual models and symbolic representations.

Students use pictorial fraction models and connect them to symbolic fraction notation. Students shade parts of a whole, identify the numerator and denominator, and explain how each part of the fraction relates to the model and the whole. Students then create pictorial representations for symbolic fractions such as 1/2, 2/3, and 5/8. These activities support students in creating, connecting, and explaining representational models and abstract fraction concepts.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.

Materials provide opportunities for students to develop academic mathematical language through the use of visuals, manipulatives, and structured language-development strategies. For example, in TEKS lesson 3.2A of the 3rd Grade Math Practice Book within the Practice Book pathway, the TEKS lesson guidance directs the educator to provide base 10 blocks for students to model composing and decomposing numbers. Students work collaboratively in groups to represent the number 174 in three different ways using the manipulatives. As the educator circulates, they are instructed to listen to students’ discussions, ask probing questions to support understanding, and record multiple student strategies on an anchor chart. This instructional routine encourages students to use academic mathematical vocabulary as they explain and justify different representations of the same number. Later in the lesson, students create visual representations of place value and use both the manipulatives and visuals to complete a place-value table in their notes. The combination of concrete manipulatives, visual models, collaborative mathematical discourse, and educator-facilitated questioning provides meaningful opportunities for students to develop and communicate academic mathematical language.

In the 3rd Grade Math TEKS-tivity Book within the TEKS-tivity pathway, students respond to prompts such as “Describe how you can summarize data” and “Describe how to represent a set of data on a dot plot and a pictograph,” requiring them to explain mathematical concepts using academic language. Additionally, each unit includes a “Vocabulary” section where students interact with key mathematical terms. For example, in unit 8, students work with the terms dot plot, frequency table, bar graph, and pictograph and respond to prompts such as “Choose two words and compare them” and “Choose two more words and compare them.” These activities provide opportunities for students to develop and use academic mathematical vocabulary through oral and written language.

Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.

Materials include embedded educator guidance to scaffold and support students’ development and use of academic mathematical vocabulary in context. For example, in the TEKS 3.6A lesson in the 3rd Grade Math Practice Book in the Practice Book pathway, the students are provided visuals within the student edition. The educator guidance states, “Provide small groups of students with cutouts of 2D shapes and models of 3D shapes. Project the lesson and begin by focusing on the important vocabulary involved in describing the attributes of geometric figures. Allow time for students to identify angles, sides, and vertices of the 2D shapes as well as the faces, edges, and vertices of the 3D shapes. Discuss the difference between the side of a 2D shape and the faces and edges of 3D shapes.”

In the 3rd Grade Math Practice Book, TEKS 3.2D lesson, the following guidance appears in the “Misconceptions” section of the educator edition: “Students may not understand the vocabulary more than, less than, or closer to as they describe how to round on a number line. Clearly labeled anchor charts can serve as a reference.” Since this guidance is listed during the “Independent Practice” section, it is present in both instructional pathways.

Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.

The “Math Talks” in the TEKS-tivity pathway support the use of appropriate mathematical language through academic vocabulary and structured mathematical discussions. Educator guidance encourages students to share their thinking during “Math Talks” and other collaborative learning experiences, providing opportunities to hear and refine the mathematical language used by their peers and to engage in mathematical discourse.

The 3rd Grade Math Implementation Guide provides “Emergent Bilingual Oral and Written Discourse Support” for each lesson. This chart provides guidance for vocabulary support, exemplar responses to tasks, and sentence stems for syntax support.

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

The materials integrate the TEKS process standards appropriately throughout. For example, in the 3rd Grade Math Practice Book Student Edition, TEKS 3.8B, students apply mathematical process standards while solving one- and two-step real-world problems using frequency tables, dot plots, pictographs, and bar graphs. The TEKS lesson directs educators to have students determine what information is needed from a graph; explain the mathematical operation they will use; and justify their reasoning during the “Guided Practice” section, integrating problem solving, multiple representations, mathematical communication, and justification into the lesson.

Additionally, in the 3rd Grade Math TEKS-tivity Book, unit 8 “Data Analysis,” students apply mathematical process standards while creating and interpreting frequency tables, pictographs, dot plots, and bar graphs to solve one- and two-step problems. Students explain mistakes; justify solutions during “Math Talk” discussions; and communicate their reasoning using multiple representations, integrating problem-solving, mathematical communication, reasoning, and representation throughout the lesson.

Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.

The materials include a description of how the process standards are incorporated and connected throughout the course. The 3rd Grade Math Practice Book Teacher Edition explicitly describes how the TEKS mathematical process standards are integrated throughout the program. The guide explains that “Practice Lessons,” “TEKS-tivities,” “Problem of the Day,” and “Power Review” intentionally embed problem-solving, reasoning, communication, representation, and strategic use of tools and further states that the 3rd Grade Math Practice Book Teacher Edition and 3rd Grade Math TEKS-tivity Book Teacher Edition provide supports that guide educators in incorporating these process standards throughout daily instruction.

The 3rd Grade Math Practice Book Teacher Edition includes a “Process Standards” alignment matrix that crosswalks each grade-level content TEKS with the applicable mathematical process standards (3.1A–3.1G). The matrix demonstrates that the process standards are intentionally embedded across the curriculum rather than addressed in isolated lessons, supporting their incorporation throughout the course.

Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.

The materials include a description within each unit of how the TEKS process standards are incorporated and connected throughout the unit. Each lesson includes the section “Incorporation and Connection Through the Learning Pathway” in the 3rd Grade Math Implementation Guide, which outlines the process standards and connects them to the learning objectives throughout the unit.

For example, the unit 1 overview states, “Throughout the unit, students apply the mathematical process standards by analyzing relationships, representing problems with models and equations, and communicating mathematical reasoning.” This is then elaborated on in each lesson overview.

Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.

The materials include an overview of how the process standards are incorporated into each lesson within the 3rd Grade Math Implementation Guide. Each lesson includes an “Incorporating and Connection Through the Learning Pathway” section that specifies how and where the process TEKS are incorporated throughout the lesson.

For example, unit 1, lesson 1 states, “The learning pathway begins in the TEKS lesson as students compose and decompose numbers through 100,000 and connect place value to equivalent forms. Through base-ten blocks, place-value charts, standard form, expanded form, word form, and expanded notation, students build a shared conceptual model, communicate ideas in more than one form, and analyze the relationships that define the content (3.1C, 3.1D, 3.1E, 3.1F, 3.1G). Guided Practice preserves these representations while reducing educator modeling and increasing student decision-making. Students apply the same relationships to new examples, select relevant information or techniques, and receive feedback that connects their procedures to the underlying concept (3.1A, 3.1C, 3.1D, 3.1E, 3.1F). Partner Practice extends the pathway through mathematical discourse. Students compare representations and strategies, explain how their evidence supports a solution, and use precise vocabulary to resolve differences or confirm equivalent reasoning (3.1A, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G). Independent Practice completes the pathway by asking students to transfer the same reasoning to varied formats and contexts. Students determine what the problem requires, choose and use an appropriate model or technique, solve, and evaluate or justify the result without immediate support (3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G).”

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

The materials provide opportunities for students to think mathematically and make sense of mathematics. In the 3rd Grade Math TEKS-tivity Book, unit 8 “Data Analysis,” students engage in “Math Talks” by discussing prompts such as “What strategies can you use to solve one- and two-step problems using a dot plot?” and “What is categorical data?” Students also respond to questions such as “Why do you need scaled intervals?”, “How do you solve problems using dot plots?”, and “How do you solve problems using pictographs?” These prompts require students to analyze mathematical concepts, explain the purpose of mathematical representations, and connect how graphs are used to solve problems, providing opportunities to think mathematically and develop conceptual understanding of mathematics.

In the “Problem of the Day Journal,” students engage with open-ended questions, multi-part tasks focused on the problem-solving process, and diverse visual models to connect math concepts. Built-in tools help students persevere through challenges by gradually increasing task difficulty and facilitating educator-led questioning.

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.

The materials support students in understanding and explaining that there are multiple ways to represent mathematical information. In unit 8 “Data Analysis” of the 3rd Grade Math TEKS-tivity Book, students work with multiple representations of data, including frequency tables, dot plots, pictographs, and bar graphs. “Reflection” activities and “Math Talk” prompts require students to explain their thinking using these representations through questions such as, “How do you solve problems using dot plots?”, “How do you solve problems using pictographs?”, and “What strategies can you use to solve one- and two-step problems using a dot plot?” These opportunities support students in understanding that data can be represented using different mathematical models and in explaining how those representations are used to solve problems.

The materials support students in understanding and explaining that there can be multiple ways to solve mathematical problems. For example, in the 3rd Grade Math Practice Book Teacher Edition, “TEKS Lesson: Using Strategies and Algorithms for Multiplication,” students are introduced to multiple solution strategies, including mental math, partial products, mathematical properties, and the standard algorithm. Educator guidance directs students to discuss their strategies, share the reasoning behind each approach, and compare how they solved the same multiplication problem. “Extension Learning Opportunities” further instruct students to solve problems using two or more strategies and explain how each demonstrates the same mathematical reasoning.

Although the materials frequently ask students to explain their mathematical thinking, they do not support students in justifying that multiple representations or solution methods are valid. In unit 8 “Data Analysis” in the 3rd Grade Math TEKS-tivity Book, “Reflection” activities ask students to respond to prompts such as “How do you solve problems using dot plots?”, “How do you solve problems using pictographs?”, and “Why do you need scaled intervals?” “Math Talk” prompts similarly ask students questions such as “What strategies can you use to solve one- and two-step problems using a dot plot?” These prompts require students to explain how they solved problems or describe the strategies they used. However, the materials do not consistently require students to defend why one data representation should be selected over another, justify why one representation is more appropriate than another for a given data set, or compare and justify multiple solution strategies for solving the same problem.

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 teachers.

Materials are designed to require students to make sense of mathematics through multiple opportunities to do, write about, and discuss mathematics with peers and educators. In the 3rd Grade Math Practice Book within the Practice Book pathway, students engage in an educator-guided lesson, followed by “Guided Practice” and “Partner Practice,” in which they solve mathematical tasks and record their work. Teacher guidance incorporates turn-and-talk prompts throughout the “TEKS Lesson,” providing opportunities for students to discuss their mathematical thinking with peers and educators. For example, in the 3rd Grade Math Practice Book Teacher Edition, the “TEKS Lesson” section for 3.4B says, “Have students discuss the two estimation methods in small groups and share out their noticings.” Students continue working with partners to generate compatible numbers that add to 100, estimate solutions, and compare results as a class. The “Partner Practice” section provides four additional questions for students to work out. The 3rd Grade Math Practice Book Teacher Edition suggests that educators should be “asking questions to ensure they understand how to use estimation to solve the problems.” This emphasizes allowing students to make sense of mathematics through opportunities to do math and discuss it with peers. The “Facilitating Questions” section provides opportunities for students to discuss math with their educator as questions are asked during “Guided Practice.”

The materials require students to make sense of mathematics through multiple opportunities to do, write about, and discuss mathematics with peers and educators. Within the 3rd Grade Math TEKS-tivity Book in the TEKS-tivity pathway, students engage in collaborative mathematical activities with peers, participate in “Math Talks” to discuss mathematical ideas, and complete written “Reflection” and “Journal” prompts to explain and record their mathematical thinking. For example, during unit 8 “Data Analysis,” students discuss prompts such as “What is categorical data?” and “What strategies can you use to solve one- and two-step problems using a dot plot?” Following the discussion, students complete “Reflection” activities by responding in writing to prompts such as “Why do you need scaled intervals?”, “How do you solve problems using dot plots?”, and “How do you solve problems using pictographs?” These routines provide opportunities for students to communicate their mathematical thinking through both discussion and written responses with peers and educators.

Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

In the 3rd Grade Math Teacher Guide section titled “The Importance of Productive Struggle in Mathematics,” educators guide students to share and reflect on their problem-solving approaches by providing explicit guidance for facilitating reflection after solving mathematical problems. Educators are directed to ask reflective questions such as, “What strategies worked well?” and “What would you do differently next time?” to encourage students to explain and evaluate their problem-solving approaches. The materials also encourage educators to have students use math journals to document challenges, strategies, and breakthroughs, providing opportunities for students to reflect on and justify their mathematical thinking.

In the 3rd Grade Math Teacher Guide section titled “Using Facilitating Questions to Extend and Enrich Student Learning,” educators guide students to share and reflect on their problem-solving approaches by providing guidance for using facilitating questions to promote mathematical discourse. The educator guidance recommends using reflection questions to help students think about their learning processes and outcomes, questions that require explanation and justification to help students articulate their reasoning, and facilitating questions that drive group discussions in which students share ideas and learn from one another. These supports encourage educators to facilitate discussions that deepen students’ mathematical understanding through explanations, reflection, and justification.

Additionally, materials support educators in guiding students to share and reflect on their problem-solving approaches at the lesson level. For example, in the 3rd Grade Math Practice Book Teacher Edition, the “TEKS Lesson” section for 3.5C instructs educators to “ask a volunteer to read the verbal description to the class and choose another student to justify the statement or offer suggestions if they disagree.” This prompts students to share their thinking, justify the reasoning behind a solution, or argue an alternative solution during a mathematical discussion about how multiplication can describe comparison relationships.

Evaluation for 6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.

Although the materials include a “Misconceptions” box in each lesson, the materials do not provide prompts or educator guidance for delivering explanatory feedback based on those anticipated misconceptions. For example, in unit 8 “Data Analysis,” lesson 1 “Summarizing Data,” the 3rd Grade Math Practice Book Teacher Edition states, “Students may not understand the purpose of the different ways they can summarize data. Students need to understand that a frequency table is used to organize the data by making tally marks to count the number of times the data point appears.” While the misconception is identified and the mathematical concept is explained, the materials do not include educator prompts or instructional guidance describing how to respond to the misconception or provide principle-based explanatory feedback when students demonstrate this misunderstanding.

The materials do not provide prompts or guidance to support educators in providing explanatory feedback based on student responses. In unit 8 “Data Analysis,” students are asked to “Explain how to find the frequency of each category.” The 3rd Grade Math Practice Book Teacher Edition answer key states, “Answers will vary,” and further explains, “This question asks students to explain the relationship between the tally marks in a frequency table and the values.” While the answer key identifies the mathematical concept being assessed, it does not provide educator prompts or guidance on how to respond to students’ explanations, nor does it provide principle-based feedback when a student’s response is correct or incorrect.