Program Information
- ISBN
- 9781970651584
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 884.25 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 181.54 KB)
Step Up to the TEKS 5th Math Practice
Supplemental Math (English) Grade 5
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2022
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 5 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
74% (17 out of 23 points)
Evaluation for 1.1a
The materials do not include a rationale for learning paths within the same grade level (horizontal alignment) as designed in the materials. For example, the “Unit Rationale” explains how the unit’s math concepts connect to future topics; however, the rationale provides generic topics rather than specific skills, units, or lessons. Additionally, how the rationale explains the interconnections of the sequencing is generic.
The materials include an alignment guide that outlines the TEKS, lessons, and ELPS. For example, in the 5th Math Practice Teacher Edition, each lesson provides TEKS information, vertical alignment, ELPS, and a “Conceptual Learning Goal” in the page sidebar.
Evaluation for 1.1b
The 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. For example, the 5th Math Implementation Guide in the digital bookcase includes sample “Implementation Guidance” with suggested time-by-minute pacing.
The materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts. For example, the 5th Math Implementation Guide includes a section for differentiation. The material also includes explicit intervention strategies for students needing support (starting with “Guided Practice,” using visual representations, parsing multi-step problems, engaging in guided questioning, and revisiting prerequisite skills) and enrichment strategies for advanced learners (encouraging multiple solution strategies, creating their own problems, applying concepts to the real world, and comparing methods). The student group table also distinguishes support by level (“needing support,” “on-level,” or “advanced”).
Evaluation for 1.1c
The materials include a TEKS correlation guide. For example, within the scope and sequence, educators can view the TEKS and focus skills for each unit of study.
The materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results. For example, the “Item Map” lists the TEKS from the diagnostic, along with the entry points if students did not master that standard, and a “Diagnostic Look-For.”
Evaluation for 1.1d
In the 5th Math Implementation Guide, each lesson has an “Internalize the Lesson” section for educators to thoroughly understand and prepare to teach lessons.
The materials do not include a protocol with corresponding guidance for unit internalization. For example, the 5th Math Implementation Guide includes a rationale, “Big Ideas” for the unit, and some “Instructional Notes,” but the materials do not provide clear steps or expectations for how educators should internalize units.
Evaluation for 1.1e
The materials include resources such as the “Program Overview” and “Instructional Design” for instructional leaders to support educators with implementing the materials as designed. The “Program Overview” and “Instructional Design” resources outline how instructional leaders should use the program in the classroom.
The materials include guidance for instructional leaders to support educators with implementing the materials as designed. For example, the “Leadership Lens” section includes guidance for priorities, “Classroom Look-Fors,” coaching, and evidence review.
Evaluation for 1.2a
The educator pages for each lesson provide relevant information for preparation of the lesson. The materials provide TEKS information, vertical alignment, ELPS, conceptual goals, and lesson information along with timing information for each “TEKS Lesson.” The “Guided Practice” and “Partner Practice” also contain “Facilitating Questions,” and the “Independent Practice” provides “Important Concepts,” extension opportunities, and “Misconceptions” sections in order to help educators best prepare for the lesson.
The materials include digital books for educators, paper workbooks for students, and an online platform. For example, the digital books include the 5th Math Teacher Guide, 5th Math Implementation Guide, 5th Math TEKS Checklist, 5th Math Practice Student Edition, and 5th Math Practice Teacher Edition.
The materials do not indicate that educators can utilize the “Partner Practice” and “Independent Practice” portions of lessons as formative assessments. However, when considered as assessment resources, the questions found in the “Partner Practice” and “Independent Practice” sections align with the particular TEKS and ELPS as indicated at the beginning of each lesson.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
Evaluation for 1.2c
The materials do not include English support for families with suggestions on supporting the progress of their students. The educator-facing materials are in English and include real-world problem contexts and accessible representations that can connect to learning outside of the classroom.
The materials do not include Spanish support for families with suggestions on supporting the progress of their students. The educator-facing and student-facing materials are all 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
The materials include an alignment guide that outlines the TEKS, lessons, and ELPS. For example, in the 5th Math Practice Teacher Edition, each lesson provides TEKS information, vertical alignment, ELPS, and a “Conceptual Learning Goal” in the page sidebar.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts. For example, the 5th Math Implementation Guide includes a section for differentiation. The material also includes explicit intervention strategies for students needing support (starting with “Guided Practice,” using visual representations, parsing multi-step problems, engaging in guided questioning, and revisiting prerequisite skills) and enrichment strategies for advanced learners (encouraging multiple solution strategies, creating their own problems, applying concepts to the real world, and comparing methods). The student group table also distinguishes support by level (“needing support,” “on-level,” or “advanced”).
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results. For example, the “Item Map” lists the TEKS from the diagnostic, along with the entry points if students did not master that standard, and a “Diagnostic Look-For.”
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
The materials do not include a protocol with corresponding guidance for unit internalization. For example, the 5th Math Implementation Guide includes a rationale, “Big Ideas” for the unit, and some “Instructional Notes,” but the materials do not provide clear steps or expectations for how educators should internalize units.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The materials include guidance for instructional leaders to support educators with implementing the materials as designed. For example, the “Leadership Lens” section includes guidance for priorities, “Classroom Look-Fors,” coaching, and evidence review.
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.
5 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
The materials include digital books for educators, paper workbooks for students, and an online platform. For example, the digital books include the 5th Math Teacher Guide, 5th Math Implementation Guide, 5th Math TEKS Checklist, 5th Math Practice Student Edition, and 5th Math Practice Teacher Edition.
The materials do not indicate that educators can utilize the “Partner Practice” and “Independent Practice” portions of lessons as formative assessments. However, when considered as assessment resources, the questions found in the “Partner Practice” and “Independent Practice” sections align with the particular TEKS and ELPS as indicated at the beginning of each lesson.
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.
Not applicable.
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.
Not applicable.
This guidance is not applicable to the program.
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).
0 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).
0 out of 2 points
The materials do not include Spanish support for families with suggestions on supporting the progress of their students. The educator-facing and student-facing materials are all in English.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
75% (15 out of 20 points)
Evaluation for 2.1a
The “Unit Assessment Overview” lists the definitions and purposes of diagnostic, formative, and summative assessments.
The “Diagnostic Assessment Purpose and Use” section states, “This document provides a 12-item pre-instruction diagnostic for each Grade 5 mathematics unit . . . mixes response interactions . . . STAAR mathematics environment.”
Evaluation for 2.1b
The materials provide administration guidance for embedded formative assessments through lesson sequencing and educator implementation supports. For example, the “Suggested Daily Implementation” section outlines the progression of instruction from warm-up through core instruction, “Guided Practice,” “Partner Practice,” supplemental practice, and discussion/“Reflection,” while including recommended pacing and educator actions to support consistent implementation of instructional and assessment activities.
The 5th Math Practice Teacher Edition embeds directions and “Facilitating Questions” in the “Guided Practice” and “Partner Practice” to support the administration of formative assessments. These lesson-specific educator supports help educators prepare for instruction and facilitate embedded assessment opportunities throughout lessons.
Evaluation for 2.1c
The assessments available on the digital platform mirror those included in the printable 5th Math Practice Student Edition. However, educators cannot print the assessments directly from the digital platform and must, instead, access the printable 5th Math Practice Student Edition.
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
Evaluation for 2.1d
The materials include diagnostic assessments featuring TEKS-aligned tasks and questions at varying levels of complexity. For example, each unit includes an assessment such as “Diagnostic Unit 2: Fractions” that addresses the specific supporting and readiness TEKS covered in the unit, and educators can use the “Item Map” to identify next steps based on the TEKS.
The materials include diagnostic assessments with TEKS-aligned tasks and questions using various interactive item types. For example, the assessments include multi-select, drag-and-drop, inline choice, hot-spot, and text-entry item types.
Evaluation for 2.1e
Each lesson includes an “Independent Practice” aligned with the lesson’s TEKS. For example, the 5th Math Practice Teacher Edition gives educators suggestions for the “Independent Practice” section such as “Make sure the students understand the meaning of place value.”
The materials include embedded formative assessment opportunities with varying complexity levels throughout each lesson. For example, “TEKS Lesson 5.2B” includes “Facilitating Questions” such as “Explain your strategy to compare decimals” and “Why is placement of additional zeros important when comparing numbers?” “Guided Practice” and “Partner Practice” then progress from application-level questions to higher-level reasoning tasks that require students to justify their thinking. These formative assessments incorporate multiple item types, including multiple-choice and free-response questions.
Evaluation for 2.2a
Materials include scoring information and guidance for interpreting student performance in lessons. The educator pages include answer keys in the student inset, important concepts, misconceptions, and additional notes intended to support instructional decisions.
Materials include rationales for incorrect responses in the “Misconceptions” section, helping educators identify likely student errors and instructional next steps. However, this indicator references instructional assessments, while the evidence provided in the materials primarily associates with “Independent Practice” pages.
The material’s digital platform provides correctness feedback only by indicating whether responses are right or wrong and does not provide explanations for incorrect answers for lesson assignments. The test builder includes assessment functionality; however, the platform does not generate additional items, preventing further verification of scoring guidance and response rationales.
Evaluation for 2.2b
The materials include tasks and activities for responding to performance trends but do not include guidance on their use. For example, there is a “How Teachers Use the Evidence” section for diagnostic, formative, and summative assessments, but there are no activities based on the specific unit in which the educator administers those formative and summative assessments for specific skills.
The materials do not provide guidance for the use of included tasks and activities to respond to student trends in performance on all assessments. For example, the materials include a “Scoring and Instructional Response” section specifically for the diagnostic but not for formative and summative assessments.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth through TEKSnology.com reporting features. Educators can look at various reports, including “Course” and “Standards Reports,” that show results by assignment or TEKS and can be filtered down to the individual student level. Educators can then print and review these reports with individual students.
However, the materials do not include tools for students to track their own progress and growth. The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own, or allow students to track progress over time, observe trends, or compare their progress with the class.
Evaluation for 2.2d
The “TEKS Lessons” include instructional guidance that educators utilize throughout each lesson, highlighting key points and instructional strategies. The material also provides insight into what educators should monitor for during lessons and discussions. For example, the “Misconceptions” section of “TEKS Lesson 5.4C” states, “Students may not understand how to graph an equation. Students may want to create a table to help determine what points they should use to graph the equation.”
The “Guided Practice” and “Partner Practice” include prompts that contain “Facilitating Questions” to help the educator better monitor student progress and students’ ability to grasp the concept. Each lesson’s “Independent Practice” portion includes “Important Concepts” and “Extension Learning Opportunity” sections to help focus the learning in the direction of the stated goals of the standard.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The “Diagnostic Assessment Purpose and Use” section states, “This document provides a 12-item pre-instruction diagnostic for each Grade 5 mathematics unit . . . mixes response interactions . . . STAAR mathematics environment.”
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.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The 5th Math Practice Teacher Edition embeds directions and “Facilitating Questions” in the “Guided Practice” and “Partner Practice” to support the administration of formative assessments. These lesson-specific educator supports help educators prepare for instruction and facilitate embedded assessment opportunities throughout lessons.
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The materials include diagnostic assessments with TEKS-aligned tasks and questions using various interactive item types. For example, the assessments include multi-select, drag-and-drop, inline choice, hot-spot, and text-entry item types.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The materials include embedded formative assessment opportunities with varying complexity levels throughout each lesson. For example, “TEKS Lesson 5.2B” includes “Facilitating Questions” such as “Explain your strategy to compare decimals” and “Why is placement of additional zeros important when comparing numbers?” “Guided Practice” and “Partner Practice” then progress from application-level questions to higher-level reasoning tasks that require students to justify their thinking. These formative assessments incorporate multiple item types, including multiple-choice and free-response questions.
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
Materials include rationales for incorrect responses in the “Misconceptions” section, helping educators identify likely student errors and instructional next steps. However, this indicator references instructional assessments, while the evidence provided in the materials primarily associates with “Independent Practice” pages.
The material’s digital platform provides correctness feedback only by indicating whether responses are right or wrong and does not provide explanations for incorrect answers for lesson assignments. The test builder includes assessment functionality; however, the platform does not generate additional items, preventing further verification of scoring guidance and response rationales.
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
The materials do not provide guidance for the use of included tasks and activities to respond to student trends in performance on all assessments. For example, the materials include a “Scoring and Instructional Response” section specifically for the diagnostic but not for formative and summative assessments.
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.
1 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.
1 out of 2 points
However, the materials do not include tools for students to track their own progress and growth. The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own, or allow students to track progress over time, observe trends, or compare their progress with the class.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
The “Guided Practice” and “Partner Practice” include prompts that contain “Facilitating Questions” to help the educator better monitor student progress and students’ ability to grasp the concept. Each lesson’s “Independent Practice” portion includes “Important Concepts” and “Extension Learning Opportunity” sections to help focus the learning in the direction of the stated goals of the standard.
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.
Not applicable.
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.
Not applicable.
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
79% (31 out of 39 points)
Evaluation for 3.1a
The materials include a “Scoring and Instructional Response” section specifically for the diagnostic assessment with some quick strategies to incorporate.
The “Item Map” includes entry points and look-fors based on the addressed TEKS.
Evaluation for 3.1b
The materials include “Strategies for Teaching Vocabulary,” which provides explicit strategies for pre-teaching and developing academic vocabulary. For example, one strategy reads, “Role Play: Encourage students to act out the meaning of terms, such as drawing a line and labeling it ‘line segment’ to reinforce understanding through movement and kinesthetic learning.”
The materials include a vocabulary list for each unit and either a matching or fill-in-the-blank activity. For example, in unit 1, lessons 5.2A, 5.2B, and 5.2C include lists of vocabulary words and fill-in-the-blank activities.
The materials do not include preteaching or embedded supports for unfamiliar references in text. For example, in “TEKS Lesson 5.3H,” there is no recommended preteaching of the words or objects found in word problems such as plank and punch, and there are no embedded supports to help students define the terms.
Evaluation for 3.1c
The materials include “Extension Learning Opportunity” sections with every “Independent Practice” to provide ways to extend the lesson for those who need additional practice. These activities encourage higher levels of thinking through problem-solving, real-world applications, and opportunities for students to create, design, or explain mathematical ideas. Because each lesson includes and clearly identifies the extension tasks, each lesson provides educators with practical guidance for challenging students who have already mastered the lesson objectives, but the materials do not include this guidance for students who are above grade level.
The materials include a section for “Working with Diverse Learners” that aligns the “TEKS Lesson” page vertically and notes that this feature supports advanced learners. The materials direct educators to “introduce future grade level concepts for extended learners.” The materials do not include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in content and skills above grade level.
Evaluation for 3.1d
The digital materials include a basic calculator as an accommodation, which educators can enable or disable for individual students. For example, within assignments and assessments, students can access and use the basic calculator tool. The calculator works properly and students can use it once they click on the corresponding calculator image.
The materials include text-to-speech and a few content and language supports that educators can enable or disable to support individual students. For example, text-to-speech is functional when users first highlight the desired text before selecting the speak option. The materials also include some content and language supports such as a dictionary that appears when students highlight, as well as visual supports. However, the materials do not include additional embedded language supports such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
Evaluation for 3.1e
“TEKS Lesson 5.3F” exemplifies a lesson in which students must create a representation, solve a problem (and show their work), and then explain how they solved the problem. In this lesson, students demonstrate learning by representing division of decimals using area models and real objects.
The materials include multiple problem-solving options and support online. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
Evaluation for 3.2a
To anchor big ideas and connect patterns and relationships, the materials include “Facilitating Questions” that ask students to explain their strategies for solving problems. This section also provides explicit guidance for the educator to listen for answers, including using objects and pictorial models such as arrays, area models, etc. For example, one lesson asks students about strategies for solving using a table and a graph.
The “TEKS Lesson” section of lessons expects students to activate prior knowledge. For example, in one lesson about multiple representations of data with tables and graphs, the lesson directs the educator to have students reflect on previous learning about ordered pairs and input-output tables.
Evaluation for 3.2b
The materials provide clear guidance for multiple instructional approaches in every lesson. The lesson cycle includes direct instruction, “Guided Practice,” partner collaboration, “Independent Practice,” and hands-on activities, with descriptions of how the educator should implement each component. Additional guidance highlights the role of collaborative learning and hands-on experiences in helping students practice new skills, apply concepts, and demonstrate understanding. This structure ensures that educators have clear direction for using a variety of instructional methods throughout instruction.
The materials include individual lessons that provide detailed guidance for a variety of instructional approaches. The materials direct educators to use strategies such as small-group learning, whole-class discussions, partner collaboration, hands-on exploration with manipulatives, and think-alouds to model thinking. Lessons also include step-by-step directions for facilitating transitions between instructional formats, along with suggested questions, timing, and expected student responses. This guidance helps educators effectively engage students through multiple instructional methods throughout the lesson.
Evaluation for 3.2c
The program provides all students with the same materials and tasks with no differentiation or tiers of support based on need. For example, all students receive support in the “TEKS Lesson” and “Guided Practice” sections, collaborate with peers in the “Partner Practice,” and engage with tasks independently in the “Independent Practice” section. However, these structures are part of the lesson design, not interventions. The materials do not include guidance for educators on implementing multi-tiered intervention methods.
The “Flexible Use” section states that the program acts as supplemental practice that educators can implement across multiple instructional settings, including intervention blocks. The “Flexible Use” section states that this flexibility allows educators to adapt the materials to meet their students’ needs and classroom schedules. However, the program does not include multi-tiered intervention methods for various types of practice or structures.
The “Guided,” “Partner,” and “Independent Practice” structures do not provide multi-tiered interventions based on student need. The materials provide different ways for students to engage with the same 5th Math Practice Student Edition components such as educator-led activities, “Partner Practice,” “Independent Practice,” and “Engaging Activities” but do not provide differentiated interventions within these structures. All students engage with the same materials and tasks without targeted or intensive supports based on identified needs. Although the 5th Math Implementation Guide suggests using the materials for small-group instruction or intervention, it does not provide criteria for determining which students need additional support, guidance for forming groups based on student data, specific intervention activities, or direction for selecting and targeting identified skill deficits. The flexibility to use the same materials across different instructional groupings does not demonstrate a multi-tiered system of increasingly targeted intervention supports.
Evaluation for 3.2d
The materials include an extension section but do not offer various forms of engagement. For example, in “TEKS Lesson 5.4B,” while students are studying multi-step problems, the lesson asks students to write their own multi-step story problems and represent them using equations with a letter for the unknown, but students do not use various forms of engagement such as virtual simulations, reports, or manipulatives.
The materials do not provide guidance to support educators in effectively implementing extension methods. For example, the 5th Math Implementation Guide includes a “Differentiation” section that lists scaffolding strategies such as using concrete models and providing sentence stems. However, these are not incorporated into lessons with guidance for the educator to follow.
Evaluation for 3.2e
The materials include prompting for the educator to check for understanding and provide feedback. For example, the “Guided Practice” and “Partner Practice” sections include “Facilitating Questions” to help the educator better monitor students’ progress and ability to grasp the concept.
During the “TEKS Lessons” and “Guided Practice” sections of lessons, educators can use the program’s online tool, the “Teacher Notepad,” to record and provide feedback to students. However, the materials do not include guidance on when or how to use the tool.
Evaluation for 3.3a
The materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency. For example, the “Emergent Bilingual Oral and Written Discourse Support” section provides educators with ELPS sentence stems based on students’ level and discourse guidance.
The materials include “ELPS Sentence-Stems” that target students at the pre-production, beginning, intermediate, high-intermediate, and advanced levels. For example, a student at the intermediate level may use the sentence stem “I used __ to explain how a digit’s place value changes with its place because __.”
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The materials offer a cross-linguistic recommendation for emergent bilingual (EB) discourse. This strategy recommends displaying and discussing place-value vocabulary cognates and comparing their sounds, spellings, and meanings. This strategy helps educators adapt to students’ linguistic and academic needs while staying aligned to the target TEKS.
Each lesson includes a cross-linguistic section for guidance on oral and written discourse.
Evaluation for 3.3d
The 5th Math Practice Teacher Edition includes blackline masters of vocabulary activities to use in lessons. This embedded support covers the academic vocabulary for each unit of instruction, helping students develop vocabulary and increase comprehension. The “Strategies for Teaching Vocabulary” includes oral and written discourse.
In the “TEKS Lesson” video, before introducing a new math concept, the materials present key terms and related vocabulary with visual aids and context. For example, before discussing expressions, the video defines and shows parentheses and brackets and gives examples of how to use them.
The materials include building background knowledge and making cross-linguistic connections through oral and written discourse. For example, the “Embedded Oral Discourse Guidance” and the “Embedded Written Discourse Guidance” sections provide educators with guidance on activating background knowledge and strategies for cross-linguistic connections.
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
The “Item Map” includes entry points and look-fors based on the addressed TEKS.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
The materials include a vocabulary list for each unit and either a matching or fill-in-the-blank activity. For example, in unit 1, lessons 5.2A, 5.2B, and 5.2C include lists of vocabulary words and fill-in-the-blank activities.
The materials do not include preteaching or embedded supports for unfamiliar references in text. For example, in “TEKS Lesson 5.3H,” there is no recommended preteaching of the words or objects found in word problems such as plank and punch, and there are no embedded supports to help students define the terms.
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.
1 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.
1 out of 2 points
The materials include a section for “Working with Diverse Learners” that aligns the “TEKS Lesson” page vertically and notes that this feature supports advanced learners. The materials direct educators to “introduce future grade level concepts for extended learners.” The materials do not include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in content and skills above grade level.
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.
3 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.
3 out of 3 points
The materials include text-to-speech and a few content and language supports that educators can enable or disable to support individual students. For example, text-to-speech is functional when users first highlight the desired text before selecting the speak option. The materials also include some content and language supports such as a dictionary that appears when students highlight, as well as visual supports. However, the materials do not include additional embedded language supports such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include multiple problem-solving options and support online. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
The “TEKS Lesson” section of lessons expects students to activate prior knowledge. For example, in one lesson about multiple representations of data with tables and graphs, the lesson directs the educator to have students reflect on previous learning about ordered pairs and input-output tables.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The materials include individual lessons that provide detailed guidance for a variety of instructional approaches. The materials direct educators to use strategies such as small-group learning, whole-class discussions, partner collaboration, hands-on exploration with manipulatives, and think-alouds to model thinking. Lessons also include step-by-step directions for facilitating transitions between instructional formats, along with suggested questions, timing, and expected student responses. This guidance helps educators effectively engage students through multiple instructional methods throughout the lesson.
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.
0 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.
0 out of 3 points
The “Flexible Use” section states that the program acts as supplemental practice that educators can implement across multiple instructional settings, including intervention blocks. The “Flexible Use” section states that this flexibility allows educators to adapt the materials to meet their students’ needs and classroom schedules. However, the program does not include multi-tiered intervention methods for various types of practice or structures.
The “Guided,” “Partner,” and “Independent Practice” structures do not provide multi-tiered interventions based on student need. The materials provide different ways for students to engage with the same 5th Math Practice Student Edition components such as educator-led activities, “Partner Practice,” “Independent Practice,” and “Engaging Activities” but do not provide differentiated interventions within these structures. All students engage with the same materials and tasks without targeted or intensive supports based on identified needs. Although the 5th Math Implementation Guide suggests using the materials for small-group instruction or intervention, it does not provide criteria for determining which students need additional support, guidance for forming groups based on student data, specific intervention activities, or direction for selecting and targeting identified skill deficits. The flexibility to use the same materials across different instructional groupings does not demonstrate a multi-tiered system of increasingly targeted intervention supports.
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.
0 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.
0 out of 2 points
The materials do not provide guidance to support educators in effectively implementing extension methods. For example, the 5th Math Implementation Guide includes a “Differentiation” section that lists scaffolding strategies such as using concrete models and providing sentence stems. However, these are not incorporated into lessons with guidance for the educator to follow.
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
During the “TEKS Lessons” and “Guided Practice” sections of lessons, educators can use the program’s online tool, the “Teacher Notepad,” to record and provide feedback to students. However, the materials do not include guidance on when or how to use the tool.
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.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
The materials include “ELPS Sentence-Stems” that target students at the pre-production, beginning, intermediate, high-intermediate, and advanced levels. For example, a student at the intermediate level may use the sentence stem “I used __ to explain how a digit’s place value changes with its place because __.”
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.
Not applicable.
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.
Not applicable.
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.
1 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.
1 out of 1 points
Each lesson includes a cross-linguistic section for guidance on oral and written discourse.
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.
8 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.
8 out of 8 points
In the “TEKS Lesson” video, before introducing a new math concept, the materials present key terms and related vocabulary with visual aids and context. For example, before discussing expressions, the video defines and shows parentheses and brackets and gives examples of how to use them.
The materials include building background knowledge and making cross-linguistic connections through oral and written discourse. For example, the “Embedded Oral Discourse Guidance” and the “Embedded Written Discourse Guidance” sections provide educators with guidance on activating background knowledge and strategies for cross-linguistic connections.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
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
63% (10 out of 16 points)
Evaluation for 4.1a
In “TEKS Lesson 5.4H,” students begin by reviewing the difference between perimeter and area, then solve for perimeter, and finally apply that practice to questions about volume. Later, the lesson presents students with problems in which one or more side lengths are unknown. In this way, this practice opportunity further deepens students’ understanding.
The materials provide a variety of practice opportunities in each lesson, including guided, collaborative, and independent tasks. This structure allows students to engage with content through multiple instructional formats, supporting skill development and conceptual understanding.
Evaluation for 4.1b
The materials include questions and tasks that increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS. For example, in the “Representing Multiplication of Decimals” lesson, students use area models to build the concept of multiplying decimals, followed by a “Solving Multiplication of Decimals” lesson in which students advance to strategies that connect decimal multiplication to whole-number multiplication and place value. Students then analyze the strategy (12 x 2) + (12 x 0.25) to find the cost of 12 watermelons and describe the strategy they used to solve a related problem. These tasks require students to apply decimal multiplication at the rigor of the grade-level TEKS.
The materials include extension materials that increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS. For example, an extension focused on adding and subtracting positive rational numbers guides educators in designing a “Real Life Math Menu” where students choose meals with prices (decimals) or quantities (fractions), and then students calculate the total cost or remaining change, showing fluent reasoning in both addition and subtraction.
The materials do not include questions, tasks, enrichment, or extension activities that lead to above grade-level proficiency. For example, in the 5th Math Practice Teacher Edition, the lessons, all based on current grade-level TEKS, including the “Extension Learning Opportunity” sections, do not challenge students beyond grade-level proficiency.
Evaluation for 4.2a
The materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns and relationships. For example, the “Numerical Patterns from Equations” lesson connects equations, tables, and coordinate-plane graphs as representations of the same relationship. Students graph the ordered pairs that satisfy y = 2x on the coordinate plane and complete a table that represents the equation. The lesson establishes that an equation, a graph, and a table can all represent the same mathematical relationship, thereby connecting these concepts.
The materials demonstrate coherence across concepts horizontally within the grade level by connecting big ideas. For example, in the 5th Math Practice Student Edition, each lesson begins with a “TL: TEKS Lesson” section that reviews a focus question, defines previously learned vocabulary, and connects any patterns. Each lesson ends with a “Why Do I Need to Know This?” section that ties to the big idea of the lesson.
Evaluation for 4.2b
The materials expect students to describe the process for graphing ordered pairs of numbers in the first quadrant of a coordinate plane, which connects to the fraction concepts they learned in grade 3, which they will apply in grade 6 when they have to graph points in all four quadrants.
In the lesson about keeping financial records, the materials include an educator note stating that this skill connects to grade 6, where students will balance a check registry.
Evaluation for 4.2c
The materials expect students to describe the process for graphing ordered pairs of numbers in the first quadrant of a coordinate plane, which connects to grade 6 when they have to graph points in all four quadrants.
In this grade 5 program, students learn the procedure for simplifying expressions. In grade 6, they will generate equivalent expressions using the same order of operations learned in grade 5.
Evaluation for 4.3a
The materials focus only on current learning; their intention is to target a specific TEKS standard for a single lesson; and they do not include spaced-retrieval opportunities. For example, “TEKS Lesson 5.6B” includes “Guided Practice,” “Partner Practice,” and “Independent Practice” focused on determining the volume of a rectangular prism, but this skill is not covered again after this lesson.
The materials do not provide spaced-retrieval opportunities with previously learned concepts across learning pathways. For example, “Mathematics Appendix A: Additional Activities” only includes an engagement activity for each specific TEKS lesson. The materials do not include spiraled activities, assessments, or retrieval opportunities.
Evaluation for 4.3b
The materials do not require students to review different skills or mixed problem types within a single lesson or learning pathway. For example, “TEKS Lesson 5.3E” includes “Guided Practice,” “Partner Practice,” and “Independent Practice” focused on solving decimal multiplication problems, but it focuses on a single skill.
The materials do not require students to review multiple concepts within a single lesson or learning pathway. For example, the “Representing Multiplication of Decimals” lesson only addresses the current TEKS for these concepts and does not have students engage in any additional practice or review of previously learned concepts.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The materials provide a variety of practice opportunities in each lesson, including guided, collaborative, and independent tasks. This structure allows students to engage with content through multiple instructional formats, supporting skill development and conceptual understanding.
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.
2 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.
2 out of 4 points
The materials include extension materials that increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS. For example, an extension focused on adding and subtracting positive rational numbers guides educators in designing a “Real Life Math Menu” where students choose meals with prices (decimals) or quantities (fractions), and then students calculate the total cost or remaining change, showing fluent reasoning in both addition and subtraction.
The materials do not include questions, tasks, enrichment, or extension activities that lead to above grade-level proficiency. For example, in the 5th Math Practice Teacher Edition, the lessons, all based on current grade-level TEKS, including the “Extension Learning Opportunity” sections, do not challenge students beyond grade-level proficiency.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
The materials demonstrate coherence across concepts horizontally within the grade level by connecting big ideas. For example, in the 5th Math Practice Student Edition, each lesson begins with a “TL: TEKS Lesson” section that reviews a focus question, defines previously learned vocabulary, and connects any patterns. Each lesson ends with a “Why Do I Need to Know This?” section that ties to the big idea of the lesson.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
In the lesson about keeping financial records, the materials include an educator note stating that this skill connects to grade 6, where students will balance a check registry.
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
In this grade 5 program, students learn the procedure for simplifying expressions. In grade 6, they will generate equivalent expressions using the same order of operations learned in grade 5.
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.
0 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.
0 out of 2 points
The materials do not provide spaced-retrieval opportunities with previously learned concepts across learning pathways. For example, “Mathematics Appendix A: Additional Activities” only includes an engagement activity for each specific TEKS lesson. The materials do not include spiraled activities, assessments, or retrieval opportunities.
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.
0 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.
0 out of 2 points
The materials do not require students to review multiple concepts within a single lesson or learning pathway. For example, the “Representing Multiplication of Decimals” lesson only addresses the current TEKS for these concepts and does not have students engage in any additional practice or review of previously learned concepts.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
87% (33 out of 38 points)
Evaluation for 5.1a
In the “Numerical Patterns from Equations” lesson, students interpret an equation, a table, and a coordinate graph as representations of the same relationship and analyze that relationship by completing a table for the equation and graphing the ordered pairs it represents.
In “TEKS Lesson 5.4B,” “Extension Learning Opportunity,” students write a multi-step word problem, trade problems with a partner to solve, and then explain the reasoning behind each step. This lesson exemplifies how students interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Evaluation for 5.1b
A lesson on multiplying whole numbers and fractions asks students to “draw a model to represent 3/4 of 16.”
In a lesson about prime and composite numbers, students create displays using rectangle arrays on centimeter graph paper to represent the multiplication facts for those numbers. In another lesson about volume, students use centimeter cubes and dimensions of rectangular prisms to build and then find the volume.
Evaluation for 5.1c
During lessons’ “Independent Practice” sections, students must demonstrate understanding, which allows educators to assess their mastery of TEKS-aligned skills. These tasks serve as measurable evidence of student learning.
The “Engaging Activity” for determining quotients asks students to practice multiplication fact families, and then the “TEKS Lesson” refers to previous strategies of arrays and triangle flashcards for students to apply to division.
Evaluation for 5.2a
The materials provide tasks designed to build student fluency necessary to complete grade-level mathematical tasks. For example, some of the “Engaging Activity” tasks include practice with comparing decimals using only symbols and with matching fraction multiplication equations to pictorial models. In “TEKS Lesson 5.4B,” students use a variety of strategies to solve problems and choose two correct answers that build upon their flexible thinking and fluency.
The materials do not provide tasks designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, the materials do not include automatic recall of common fraction-to-decimal equivalents, multiplication or division sprints or fluency routines, or tasks requiring students to use mental math. All lessons begin with a “TEKS Lesson” component and end with word problems in the “Independent Practice.”
Evaluation for 5.2b
In the “Solving Multiplication of Decimals” lesson, students apply efficient procedures by connecting decimal multiplication to whole-number multiplication and place value, and they practice flexibility through prompts asking which method they could use to solve a real-world problem, requiring them to select among procedures.
“Independent Practice” and “Engaging Activity” opportunities emphasize correct answers rather than the process used to obtain them or the efficiency of the selected method. “Engaging Activity” pages include only answer keys for educator use. The materials present misconception notes, “Important Concepts,” and extension suggestions for educators but do not prompt students to evaluate or refine the accuracy or efficiency of their own procedures. Additionally, the materials do not provide opportunities for students to independently verify the accuracy of their procedures beyond educator feedback.
Evaluation for 5.2c
In the “Engaging Activity: Estimating for Solutions,” the problem-solving process directs students to “evaluate whether your answer is reasonable and explain why.” Students also respond to the prompt “Is it more helpful for an estimate to be slightly high or slightly low in a shopping situation? Explain.” These prompts require students to evaluate the reasonableness and usefulness of their solutions within the context of a problem. In “Multiplying Using the Standard Algorithm,” students compare two solutions, determine who made the mistake and what the mistake was, and provide advice to help correct the error.
Although the “Engaging Activity: Estimating for Solutions” asks students, “How else could you estimate to solve the problem?” This prompt asks students to identify another approach rather than evaluate the flexibility of the strategies. Similarly, asking whether an estimate should be slightly high or low focuses on the usefulness of an estimate within a specific context, not how a strategy can adapt across different problems or contexts. The materials do not prompt students to compare multiple strategies to determine when or why one approach might work better than another or evaluate how different strategies can adapt across situations.
Evaluation for 5.2d
Questions in the “Guided Practice,” “Partner Practice,” and “Independent Practice” follow similar formats and use similar question types, which do not encourage the use of various approaches. For example, the estimation lesson models rounding and estimation strategies but does not provide guidance to help students progress toward more efficient approaches to estimating solutions. Educator think‑alouds show students one method, but the lesson does not include prompts to compare strategies, refine their approach, or choose more efficient methods based on problem structure.
The 5th Math Practice Teacher Edition does not include differentiation or scaffolding strategies specific to lessons to expose students to more efficient approaches to given skills or to provide explanations of those approaches.
Evaluation for 5.3a
The materials explicitly state how they address the conceptual emphasis of the TEKS. For example, under the listed TEKS, there is a “Conceptual Learning Goal” that emphasizes understanding of mathematical ideas, relationships, and reasoning. For example, in “TEKS Lesson 5.3D,” the “Conceptual Learning Goal” section states that students need to understand how to multiply decimals by using concrete and visual models to demonstrate the meaning of decimal multiplication.
The materials do not explicitly state how they address the procedural emphasis of the TEKS. For example, each lesson lists the TEKS and the “Conceptual Learning Goal” (e.g., “Students will understand how to apply multiplication and division to real-world problems and explain their thinking using visual models, equations, and properties of operations”), but the educator must infer how the lesson specifically addresses the procedural emphasis.
Evaluation for 5.3b
The materials include questions and tasks that provide opportunities for students to use concrete models and pictorial representations as required by the TEKS. For example, in a lesson about modeling volume, students build shapes with a given volume using unit cubes, and in a lesson about decimals, students shade and create a pictorial model to represent and solve a real-world situation.
The materials include questions and tasks that provide opportunities for students to use abstract models as required by the TEKS. For example, students use symbols to simplify expressions using the order of operations.
Evaluation for 5.3c
Students justify why each decimal comparison is or is not correct based on place value, and the “Extension Learning Opportunity” has students create visual representations of decimal division and write a reflection on how their models helped them understand the concept.
Students use centimeter cubes to build a rectangular prism, while the educator looks for evidence that students are finding the area of the base and multiplying it by the number of layers.
In a lesson about prime and composite numbers, students create displays using rectangular arrays on centimeter graph paper to represent the multiplication facts for those numbers. In another lesson about volume, students use centimeter cubes and dimensions of rectangular prisms to build and then to find the volume.
Evaluation for 5.4a
The materials include tasks where students analyze incorrect solutions and identify mistakes. This structure supports educators in facilitating feedback that directly addresses misunderstandings and strengthens conceptual clarity.
Appendix C includes a “Strategies for Teaching Vocabulary” section that explain strategies such as using pictures and diagrams, and they include fill-in-the-blank pages based on sets of TEKS.
Evaluation for 5.4b
In a lesson on representing the value of decimals, the educator notes have students turn and talk about expanded notation, share their partner discussion, and respond to the question “Why do you agree or disagree with the expanded notation?” “Facilitating Questions” offer further embedded educator guidance with sample answers about representing digits in expanded form.
This lesson exemplifies how the materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary when communicating with peers and educators.
In appendix C, the materials include a “Strategies for Teaching Vocabulary” section that explain strategies such as using pictures and diagrams, using spiral review, providing active engagement opportunities such as role play or vocabulary games, and the use of formative feedback, educator modeling, and think-alouds. This section exemplifies how the materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary when communicating with peers and educators.
The materials include embedded guidance to scaffold, support, and extend the use of academic math vocabulary, including communication targets, key vocabulary, sentence frames, precise language, peer conversation guidance, and anticipated responses with exemplars and redirection.
Evaluation for 5.4c
The 5th Math Implementation Guide includes a “Precise Language and Peer Conversation” section that has guidance on recasting words and provides educator prompts.
The materials guide educators to model precise academic language and help students replace vague words with specific mathematical terms. For example, the materials include guidance on asking students to restate their thinking using more accurate language without changing the meaning.
Evaluation for 5.4d
The materials include collaborative structures where students respond to peer ideas, revise thinking, and engage in discussion. This supports feedback cycles that include peer and educator input, allowing students to hear math language with peers.
In the “Academic Vocabulary and Mathematical Discourse Support” section, the “Hear-Refine-Use Routine” includes embedded guidance to facilitate mathematical conversations, allowing students to refine and use math language with peers. For example, working in pairs, one student asks, “What evidence shows __?” In response, the partner has to revise their statement with precise mathematical language.
Evaluation for 5.4e
The 5th Math Practice Teacher Edition includes a “Misconceptions” section in each lesson. In “TEKS Lesson 5.3H,” the “Misconceptions” section states that students may not understand why they need to convert fractions to like denominators, and the section tells educators that students need to understand that the denominators must be the same in order to add and subtract fractions. This enables educators to quickly assess understanding and facilitate effective discussions.
The materials include embedded guidance to support and/or redirect inaccurate student responses. For example, the 5th Math Implementation Guide has a section called “Anticipated Responses, Exemplar, and Redirection” that is specific to student lessons and problems. This section guides the educator in quickly assessing understanding, determining strategies to support struggling students, and targeting instruction.
Evaluation for 5.5a
The materials integrate the TEKS process standards into instruction. For example, in the lesson about conversions, students apply math to problems arising in everyday life such as milking goats or hiking a trail and analyze math relationships to connect multiplication and division to measurement systems.
The materials align instruction with the TEKS process standards. For example, the 5th Math Practice Teacher Edition includes a “Process Standards” table that indicates which standards the TEKS lesson covers. (e.g., “TEKS Lesson 5.2A” includes 5.1A, 5.1B, 5.1D, and 5.1F.)
Evaluation for 5.5b
In the beginning of the “Incorporation and Connection Through the Learning Pathway” section of each lesson, there is a specific statement about how the skill practice incorporates the process standards. For example, “Through base-ten blocks, place-value charts, standard form, expanded form, word form, and equations, students build a shared conceptual model, communicate ideas in more than one form, and analyze the relationships that define the content (3.C, 3.D, 3.E, 3.F, 3.G).”
The materials do not describe how the process standards connect to instruction throughout the learning pathways. For example, in the 5th Math Implementation Guide, the “Incorporation and Connection Through the Learning Pathway” section of each lesson is the same and only states the process standards as they relate to the section’s “Guided Practice,” “Partner Practice,” and “Independent Practice” but not how the standards serve the specific skills and learning objectives of the lesson.
Evaluation for 5.5c
The materials include a description of how the learning pathways incorporate the process standards. In the beginning of the “Incorporation and Connection Through the Learning Pathway” section of each lesson, there is a specific statement about how the skill practice incorporates the process standards. For example, “Through base-ten blocks, place-value charts, standard form, expanded form, word form, and equations, students build a shared conceptual model, communicate ideas in more than one form, and analyze the relationships that define the content (3.C, 3.D, 3.E, 3.F, 3.G).”
The materials include a “Unit Rationale” that provides a generic statement of how students will apply the process standards. For example, one unit rationale states, “Throughout the unit, students apply the mathematical process standards by analyzing relationships, representing problems with models and equations, and communicating mathematical reasoning.”
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
In “TEKS Lesson 5.4B,” “Extension Learning Opportunity,” students write a multi-step word problem, trade problems with a partner to solve, and then explain the reasoning behind each step. This lesson exemplifies how students interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
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
In a lesson about prime and composite numbers, students create displays using rectangle arrays on centimeter graph paper to represent the multiplication facts for those numbers. In another lesson about volume, students use centimeter cubes and dimensions of rectangular prisms to build and then find the volume.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The “Engaging Activity” for determining quotients asks students to practice multiplication fact families, and then the “TEKS Lesson” refers to previous strategies of arrays and triangle flashcards for students to apply to division.
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.
1 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.
1 out of 2 points
The materials do not provide tasks designed to build student automaticity necessary to complete grade-level mathematical tasks. For example, the materials do not include automatic recall of common fraction-to-decimal equivalents, multiplication or division sprints or fluency routines, or tasks requiring students to use mental math. All lessons begin with a “TEKS Lesson” component and end with word problems in the “Independent Practice.”
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.
2 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.
2 out of 3 points
“Independent Practice” and “Engaging Activity” opportunities emphasize correct answers rather than the process used to obtain them or the efficiency of the selected method. “Engaging Activity” pages include only answer keys for educator use. The materials present misconception notes, “Important Concepts,” and extension suggestions for educators but do not prompt students to evaluate or refine the accuracy or efficiency of their own procedures. Additionally, the materials do not provide opportunities for students to independently verify the accuracy of their procedures beyond educator feedback.
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
Although the “Engaging Activity: Estimating for Solutions” asks students, “How else could you estimate to solve the problem?” This prompt asks students to identify another approach rather than evaluate the flexibility of the strategies. Similarly, asking whether an estimate should be slightly high or low focuses on the usefulness of an estimate within a specific context, not how a strategy can adapt across different problems or contexts. The materials do not prompt students to compare multiple strategies to determine when or why one approach might work better than another or evaluate how different strategies can adapt across situations.
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.
0 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.
0 out of 1 points
The 5th Math Practice Teacher Edition does not include differentiation or scaffolding strategies specific to lessons to expose students to more efficient approaches to given skills or to provide explanations of those approaches.
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.
1 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.
1 out of 2 points
The materials do not explicitly state how they address the procedural emphasis of the TEKS. For example, each lesson lists the TEKS and the “Conceptual Learning Goal” (e.g., “Students will understand how to apply multiplication and division to real-world problems and explain their thinking using visual models, equations, and properties of operations”), but the educator must infer how the lesson specifically addresses the procedural emphasis.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
The materials include questions and tasks that provide opportunities for students to use abstract models as required by the TEKS. For example, students use symbols to simplify expressions using the order of operations.
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
Students use centimeter cubes to build a rectangular prism, while the educator looks for evidence that students are finding the area of the base and multiplying it by the number of layers.
In a lesson about prime and composite numbers, students create displays using rectangular arrays on centimeter graph paper to represent the multiplication facts for those numbers. In another lesson about volume, students use centimeter cubes and dimensions of rectangular prisms to build and then to find the volume.
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
Appendix C includes a “Strategies for Teaching Vocabulary” section that explain strategies such as using pictures and diagrams, and they include fill-in-the-blank pages based on sets of TEKS.
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
This lesson exemplifies how the materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary when communicating with peers and educators.
In appendix C, the materials include a “Strategies for Teaching Vocabulary” section that explain strategies such as using pictures and diagrams, using spiral review, providing active engagement opportunities such as role play or vocabulary games, and the use of formative feedback, educator modeling, and think-alouds. This section exemplifies how the materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary when communicating with peers and educators.
The materials include embedded guidance to scaffold, support, and extend the use of academic math vocabulary, including communication targets, key vocabulary, sentence frames, precise language, peer conversation guidance, and anticipated responses with exemplars and redirection.
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
The materials guide educators to model precise academic language and help students replace vague words with specific mathematical terms. For example, the materials include guidance on asking students to restate their thinking using more accurate language without changing the meaning.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
In the “Academic Vocabulary and Mathematical Discourse Support” section, the “Hear-Refine-Use Routine” includes embedded guidance to facilitate mathematical conversations, allowing students to refine and use math language with peers. For example, working in pairs, one student asks, “What evidence shows __?” In response, the partner has to revise their statement with precise mathematical language.
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
The materials include embedded guidance to support and/or redirect inaccurate student responses. For example, the 5th Math Implementation Guide has a section called “Anticipated Responses, Exemplar, and Redirection” that is specific to student lessons and problems. This section guides the educator in quickly assessing understanding, determining strategies to support struggling students, and targeting instruction.
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
The materials align instruction with the TEKS process standards. For example, the 5th Math Practice Teacher Edition includes a “Process Standards” table that indicates which standards the TEKS lesson covers. (e.g., “TEKS Lesson 5.2A” includes 5.1A, 5.1B, 5.1D, and 5.1F.)
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.
1 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.
1 out of 2 points
The materials do not describe how the process standards connect to instruction throughout the learning pathways. For example, in the 5th Math Implementation Guide, the “Incorporation and Connection Through the Learning Pathway” section of each lesson is the same and only states the process standards as they relate to the section’s “Guided Practice,” “Partner Practice,” and “Independent Practice” but not how the standards serve the specific skills and learning objectives of the lesson.
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
The materials include a “Unit Rationale” that provides a generic statement of how students will apply the process standards. For example, one unit rationale states, “Throughout the unit, students apply the mathematical process standards by analyzing relationships, representing problems with models and equations, and communicating mathematical reasoning.”
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
79% (15 out of 19 points)
Evaluation for 6.1a
The materials provide opportunities for students to think mathematically and to make sense of mathematics. For example, in “TEKS Lesson 5.6B,” students determine a strategy for finding the volume of a rectangular prism. When shown a four-by-five base, students solve to find the area. Next, students consider the volume for a base that is three layers tall; students turn and talk with a partner to determine how they would find the volume. Students share their answers and strategies.
The materials do not provide opportunities for students to persevere through solving problems. Lessons include visual supports to help students organize their thinking such as a blank strip diagram rather than having the students determine their own strategies and productively struggle to solve problems. For example, in a lesson on unequal denominators, students use fraction strips to solve a word problem; then the lesson provides students with visuals of fraction pies and fraction strips to solve another problem using a given equation.
Evaluation for 6.1b
The materials support students in understanding and explaining that there can be multiple ways to solve problems and complete tasks. The materials provide problem-solving processes and questions that prompt students to explain their strategies and consider alternative approaches. For example, in the “Engaging Activity: Estimating for Solutions,” the prompt “Explain how you used estimation to find your answers. How else could you estimate to solve the problem?” explicitly asks students to explain the strategy they used and consider another way to solve the same problem. The activity also asks, “How did you determine your answer?” and “Is it more helpful for an estimate to be slightly high or slightly low in a shopping situation? Explain.”
The materials do not support students in justifying that there can be multiple ways to solve problems and complete tasks. Although the “Engaging Activity: Estimating for Solutions” asks students, “Explain how you used estimation” and “How else could you estimate to solve the problem?” these questions prompt students to explain and identify multiple approaches rather than justify the mathematical validity of those approaches. The problem-solving process also directs students to “justify your solution using equations, models, words, or diagrams,” but this prompt focuses on justifying a solution, not justifying that they can use multiple ways to solve the same problem. The materials do not ask students to defend the validity of different strategies or provide mathematical evidence supporting the use of multiple approaches.
Evaluation for 6.1c
The materials provide structured practice opportunities for students to do math with peers and educators to make sense of mathematics. Educators use guided practice to check for understanding and determine readiness before transitioning students to independent work.
The materials require students to make sense of mathematics through multiple opportunities to do and discuss math with peers and/or educators. All students engage in “Partner Practice” to work through math problems with a peer. “Facilitating Questions” and other prompts in the “TEKS Lesson” ensure that students discuss the lesson’s focus skill. For example, in “TEKS Lesson 5.9C,” students work with a partner to solve a graph-based problem and share their strategy, followed by a whole-class discussion of answers and strategies used.
The materials require students to make sense of mathematics through multiple opportunities to write about math with peers and/or educators. For example, in a lesson about graphing ordered pairs, students respond in writing to the prompt “Explain how to graph (8, 9) on the coordinate grid.”
Evaluation for 6.2a
In a lesson on estimating solutions, students turn and talk with a partner about a question and explain their thinking as they solve the problem. In “TEKS Lesson 5.4E,” students justify why a specific part of an expression belongs in a group and explain how that grouping changes the solution.
The materials do not support educators in guiding students to share their problem-solving approaches through justifications. For example, in “TEKS Lesson 5.3A,” students share their thinking with a partner about a specific problem, but the lesson does not require them to justify why their strategy works or explain why it produces a valid solution.
The materials do not support educators in guiding students to reflect on their problem-solving approaches, including justifications. For example, in “TEKS Lesson 5.3E,” the “Facilitating Questions” prompt asks, “What are some ways you can multiply decimals?” but the lesson does not ask students to evaluate, revise, or consider their own mathematical reasoning.
Evaluation for 6.2b
Every lesson’s “Facilitating Questions” section includes questions and exemplar answers that students should respond to, but the materials do not include prompts to support educators in providing feedback based on anticipated misconceptions. For example, one lesson includes the “Facilitating Question” prompt “Why is place value necessary for understanding multiplication of decimals?” with the exemplar student response “Place value is important for multiplication of decimals because the multiplication is based on the fact that in the number 12, the 1 is not the value of 1; the 1 is in the tens place, so the 1 represents 10. So place value helps to determine the value of the number.”
The materials do not include guidance to support educators in providing explanatory feedback based on anticipated misconceptions. For example, every lesson includes a “Misconceptions” section with guidance for educators on anticipating misconceptions related to the lesson’s skill focus. In “TEKS Lesson 5.3G,” “Misconceptions” states, “Students may not understand the process of dividing decimals. Help the students relate the standard algorithm of dividing decimals to the standard algorithm for dividing whole numbers.” However, the materials do not include guidance to support educators in providing explanatory feedback based on student responses.
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.
2 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.
2 out of 3 points
The materials do not provide opportunities for students to persevere through solving problems. Lessons include visual supports to help students organize their thinking such as a blank strip diagram rather than having the students determine their own strategies and productively struggle to solve problems. For example, in a lesson on unequal denominators, students use fraction strips to solve a word problem; then the lesson provides students with visuals of fraction pies and fraction strips to solve another problem using a given equation.
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.
2 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.
2 out of 3 points
The materials do not support students in justifying that there can be multiple ways to solve problems and complete tasks. Although the “Engaging Activity: Estimating for Solutions” asks students, “Explain how you used estimation” and “How else could you estimate to solve the problem?” these questions prompt students to explain and identify multiple approaches rather than justify the mathematical validity of those approaches. The problem-solving process also directs students to “justify your solution using equations, models, words, or diagrams,” but this prompt focuses on justifying a solution, not justifying that they can use multiple ways to solve the same problem. The materials do not ask students to defend the validity of different strategies or provide mathematical evidence supporting the use of multiple approaches.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
The materials require students to make sense of mathematics through multiple opportunities to do and discuss math with peers and/or educators. All students engage in “Partner Practice” to work through math problems with a peer. “Facilitating Questions” and other prompts in the “TEKS Lesson” ensure that students discuss the lesson’s focus skill. For example, in “TEKS Lesson 5.9C,” students work with a partner to solve a graph-based problem and share their strategy, followed by a whole-class discussion of answers and strategies used.
The materials require students to make sense of mathematics through multiple opportunities to write about math with peers and/or educators. For example, in a lesson about graphing ordered pairs, students respond in writing to the prompt “Explain how to graph (8, 9) on the coordinate grid.”
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.
4 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.
4 out of 6 points
The materials do not support educators in guiding students to share their problem-solving approaches through justifications. For example, in “TEKS Lesson 5.3A,” students share their thinking with a partner about a specific problem, but the lesson does not require them to justify why their strategy works or explain why it produces a valid solution.
The materials do not support educators in guiding students to reflect on their problem-solving approaches, including justifications. For example, in “TEKS Lesson 5.3E,” the “Facilitating Questions” prompt asks, “What are some ways you can multiply decimals?” but the lesson does not ask students to evaluate, revise, or consider their own mathematical reasoning.
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
The materials do not include guidance to support educators in providing explanatory feedback based on anticipated misconceptions. For example, every lesson includes a “Misconceptions” section with guidance for educators on anticipating misconceptions related to the lesson’s skill focus. In “TEKS Lesson 5.3G,” “Misconceptions” states, “Students may not understand the process of dividing decimals. Help the students relate the standard algorithm of dividing decimals to the standard algorithm for dividing whole numbers.” However, the materials do not include guidance to support educators in providing explanatory feedback based on student responses.