Program Information
- ISBN
- 9781970651270
- 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 7th Advanced Math Full Program
Math (English) Grade 7
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2026
Rubric: Mathematics K–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 7 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
83% (20 out of 24 points)
Evaluation for 1.1a
The materials include a scope and sequence available with the TEKS and concepts. However, the ELPS are not listed.
In the front matter of the 7th Grade Advanced Math Practice Book Teacher Edition, the ELPS correlate to the TEKS but not to lesson concepts.
Evaluation for 1.1b
The scope and sequence provides explicit pacing guidance for each unit, including suggested instructional days across multiple calendar models (165, 180, and 210 days). This structure supports flexible implementation while ensuring full coverage of the TEKS.
Accommodating three different instructional calendars provides the flexibility needed to support diverse schedules in educational settings.
Evaluation for 1.1c
The sequence rationale explains the intentional progression of the TEKS from foundational to applied concepts. Instruction begins with number relationships, followed by fractions and operations, and culminates in data analysis and financial literacy. This progression ensures students build prerequisite knowledge before engaging in more complex applications.
The materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Evaluation for 1.1d
Each unit includes a “Unit Rationale,” “Big Ideas,” “Background Knowledge,” “Instructional Notes,” “Key Academic Vocabulary,” “Required Materials,” and “Unit Assessment Overview” to help educators internalize the unit. The “Unit Rationale” includes connections with other concepts and background knowledge from prior grade levels.
The 7th Grade Advanced Math Implementation Guide provides a “Unit Rationale,” which includes guidance and lesson internalization. The “Unit Rationale” additionally includes connections with other concepts in the grade and background knowledge from prior grade levels.
Evaluation for 1.1e
The materials provide guidance such as look-fors, implementation pitfalls, and coaching questions. The 7th Grade Advanced Math Implementation Guide includes a “Leadership Lens” at the unit level that provides guidance to instructional leaders on supporting educators in implementing the materials as designed. The “Leadership Lens” includes “Implementation Priorities,” “Classroom Look-Fors,” “Common Implementation Pitfalls,” “Coaching Questions,” and “Evidence to Review” for guidance.
However, the materials do not include resources for instructional leaders to support educators in implementing them as designed. The materials do not provide a framework or tools to assist instructional leaders to monitor implementation or specific resources to help instructional leaders build their capacity to support educators, such as exemplar responses to the coaching questions.
Evaluation for 1.2a
The materials organize all the grade-level TEKS into a coherent sequence of units with clearly defined instructional focus and pacing. Each unit aligns the specific TEKS to instructional priorities, supporting systematic and standards-aligned planning across the course.
The 7th Grade Advanced Math TEKS Checklist includes the specificity of the standards along with the expectations and vertical alignment expectations from other grade levels. The checklist includes the verbs, concepts, and essentials for each standard. This checklist is a useful tool for educators to implement to develop engaging lessons and formative and summative assessments.
Evaluation for 1.2b
The materials in unit 1 include a letter for families in English and Spanish that explains the key concepts students learn, including number relationships, place value, and comparison of whole numbers. The letter includes a dedicated section with suggestions for supporting student learning at home, providing families with practical strategies to reinforce the TEKS-aligned skills and monitor student progress.
In units 2–12, the materials include letters for families in English and Spanish that explain the key concepts students learn. The materials also provide strategies and activities in both languages for families to use at home to support students’ learning and development in each unit.
Evaluation for 1.3a
The materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and the instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
The “Lesson-at-a-Glance” provides a structured lesson sequence including I do, we do, partner practice, independent practice, and reflections, with defined time allocations for each phase to support effective lesson pacing and implementation.
Evaluation for 1.3b
The “Lesson-at-a-Glance” outlines the materials needed for the lesson and the amount of time suggested for each component. However, it does not separate the student and educator materials. It also gives generic guidance on how to use lesson components.
The “Lesson-at-a-Glance” provides a structured lesson sequence, including I do, we do, partner practice, independent practice, and reflections, with defined time allocations for each phase to support effective lesson pacing and implementation. However, the materials do not include a separate list of educator and student materials at the lesson level.
Evaluation for 1.3c
The materials include guidance for lesson materials for extended practice. Embedded formal assessments support daily instructional adjustments for tier-two intervention or extended/enrichment activities. Additionally, the materials provide two pathways for differentiated instruction. However, there is no guidance for extended practice based on student performance.
The 7th Grade Advanced Math Implementation Guide provides a list of homework, extension, and enrichment activities. However, the materials provide limited guidance on how to use them effectively.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 3 points
In the front matter of the 7th Grade Advanced Math Practice Book Teacher Edition, the ELPS correlate to the TEKS but not to lesson concepts.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Accommodating three different instructional calendars provides the flexibility needed to support diverse schedules in educational settings.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The 7th Grade Advanced Math Implementation Guide provides a “Unit Rationale,” which includes guidance and lesson internalization. The “Unit Rationale” additionally includes connections with other concepts in the grade and background knowledge from prior grade levels.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
1 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
1 out of 2 points
However, the materials do not include resources for instructional leaders to support educators in implementing them as designed. The materials do not provide a framework or tools to assist instructional leaders to monitor implementation or specific resources to help instructional leaders build their capacity to support educators, such as exemplar responses to the coaching questions.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The 7th Grade Advanced Math TEKS Checklist includes the specificity of the standards along with the expectations and vertical alignment expectations from other grade levels. The checklist includes the verbs, concepts, and essentials for each standard. This checklist is a useful tool for educators to implement to develop engaging lessons and formative and summative assessments.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
In units 2–12, the materials include letters for families in English and Spanish that explain the key concepts students learn. The materials also provide strategies and activities in both languages for families to use at home to support students’ learning and development in each unit.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The “Lesson-at-a-Glance” provides a structured lesson sequence including I do, we do, partner practice, independent practice, and reflections, with defined time allocations for each phase to support effective lesson pacing and implementation.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
2 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
2 out of 3 points
The “Lesson-at-a-Glance” provides a structured lesson sequence, including I do, we do, partner practice, independent practice, and reflections, with defined time allocations for each phase to support effective lesson pacing and implementation. However, the materials do not include a separate list of educator and student materials at the lesson level.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
The 7th Grade Advanced Math Implementation Guide provides a list of homework, extension, and enrichment activities. However, the materials provide limited guidance on how to use them effectively.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
89% (16 out of 18 points)
Evaluation for 2.1a
The materials include diagnostic, formative, and summative assessments that vary in types of tasks and questions. The TEKSnology platform includes diagnostic assessments. The Practice Book includes a variety of formative instructional assessments, including guided, partner, and independent practice. The TEKS-tivity Book contains daily activities, math talks, reflection questions, journaling, and tickets out the door, which provide variety in the types of tasks and questions.
The materials include summative assessments at the unit level that vary in types of tasks and questions. The materials label the assessments as formative in the table of contents, but categorize them as summative in the “Unit Overview” in the 7th Grade Advanced Math Implementation Guide.
Evaluation for 2.1b
The instructional materials provide guidance on the use of formative and instructional assessments throughout the learning process. Examples of activities such as “Math Talks,” “Exit Tickets,” reflections, journal writings, pre-checks, quick checks, and daily quizzes embedded within lessons help educators monitor student understanding, identify misconceptions, and make informed instructional decisions. The 7th Grade Advanced Math TEKS-tivity Book Teacher Edition references these assessment opportunities and explains their intended purpose, offering educators examples of when and how to use each type of assessment to gather evidence of student learning and adjust instruction as needed.
In addition, the materials distinguish the role of summative assessments at the unit level. The 7th Grade Advanced Math Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the 7th Grade Advanced Math Implementation Guide provides a “Unit Assessment Overview” that defines each assessment type and its intended use. These resources support educators in understanding how formative and instructional assessments work together to guide daily instruction. Additionally, the unit assessments measure students’ mastery of standards and learning outcomes at the conclusion of instruction.
Evaluation for 2.1c
The materials include clear guidance for educators to administer the assessments efficiently, such as reminders or tips that suggest the time allotted to complete the assessment.
The materials also include recommendations for breaking parts of extended assessments across days or class periods.
The materials provide guidance to educators to ensure the consistent and accurate administration of assessments across classrooms. The materials include clear guidance for educators to administer the assessments efficiently.
Evaluation for 2.1d
The materials provide diagnostic, formative, and summative assessments aligned to the TEKS and objectives of the course, unit, and lesson. The 7th Grade Advanced Math Implementation Guide provides the objectives of the unit and each lesson within the unit, as well as which diagnostic, formative, and summative assessments to use within each lesson. The resource includes item analysis tools that provide TEKS-level performance data, allowing educators to identify strengths and areas for improvement. These tools support targeted instructional adjustments and ensure that assessment data directly connects to mastery of the TEKS.
There are pre-checks, daily quizzes, and summative assessments that align to the TEKS and the objectives of lessons and units. The materials break down the assessments by reporting categories to assess students’ mastery of specific TEKS. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. The TEKSnology platform includes diagnostic assessments, while the 7th Grade Advanced Math Implementation Guide provides guidance for educators for using them.
Evaluation for 2.1e
The materials include instructional assessments with TEKS-aligned items that assess at different levels of complexity, such as procedural tasks, the application of multiple skills to problems and tasks, and open-ended questions.
The materials include an online assessment bank with technology-enhanced items, including inline choice, hot spot, and multi-select.
The materials include assessment items at varying levels of complexity. These tasks require students to analyze, interpret, and apply concepts, demonstrating increasing cognitive demand.
Evaluation for 2.2a
The materials provide answer analysis tools that guide educators in reviewing student responses. The answer analysis provides an opportunity to interpret scoring information to determine students’ strengths, weaknesses, and/or gaps, as well as common misconceptions, but it lacks guidance on interpreting the data.
The materials provide scoring information. However, they lack guidance on how to interpret student performance on assessments and reflect on levels of understanding and/or proficiency.
Evaluation for 2.2b
The materials include tasks and activities for responding to trends in performance. However, the materials do not include guidance on the use of these tasks and activities. The online component also lacks guidance on how to respond to student performance.
The advanced materials do not include an Assessment for Learning book as the other programs do, which would be beneficial for these courses. The Assessment for Learning book in the on-level courses provides benchmarks and tools for tracking progress.
Evaluation for 2.2c
The materials include tools for educators to track students’ work and progress. The TEKSnology platform includes embedded tools that allow educators to assign tasks and activities for student engagement. The materials include error analysis reflection tools that help students review their assessment errors. These allow students to identify what they understand and determine what they need to learn next. However, there is no chart or ongoing tracking tool for students to see their progress over time.
Students receive immediate feedback as they work through the activities. However, they are not given the opportunity to track their own growth. The materials do not include an assessment book with progress trackers for students to track their own progress.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials include summative assessments at the unit level that vary in types of tasks and questions. The materials label the assessments as formative in the table of contents, but categorize them as summative in the “Unit Overview” in the 7th Grade Advanced Math Implementation Guide.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
In addition, the materials distinguish the role of summative assessments at the unit level. The 7th Grade Advanced Math Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the 7th Grade Advanced Math Implementation Guide provides a “Unit Assessment Overview” that defines each assessment type and its intended use. These resources support educators in understanding how formative and instructional assessments work together to guide daily instruction. Additionally, the unit assessments measure students’ mastery of standards and learning outcomes at the conclusion of instruction.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials also include recommendations for breaking parts of extended assessments across days or class periods.
The materials provide guidance to educators to ensure the consistent and accurate administration of assessments across classrooms. The materials include clear guidance for educators to administer the assessments efficiently.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
There are pre-checks, daily quizzes, and summative assessments that align to the TEKS and the objectives of lessons and units. The materials break down the assessments by reporting categories to assess students’ mastery of specific TEKS. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. The TEKSnology platform includes diagnostic assessments, while the 7th Grade Advanced Math Implementation Guide provides guidance for educators for using them.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials include an online assessment bank with technology-enhanced items, including inline choice, hot spot, and multi-select.
The materials include assessment items at varying levels of complexity. These tasks require students to analyze, interpret, and apply concepts, demonstrating increasing cognitive demand.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 out of 2 points
The materials provide scoring information. However, they lack guidance on how to interpret student performance on assessments and reflect on levels of understanding and/or proficiency.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The advanced materials do not include an Assessment for Learning book as the other programs do, which would be beneficial for these courses. The Assessment for Learning book in the on-level courses provides benchmarks and tools for tracking progress.
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
Students receive immediate feedback as they work through the activities. However, they are not given the opportunity to track their own growth. The materials do not include an assessment book with progress trackers for students to track their own progress.
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
100% (20 out of 20 points)
Evaluation for 3.1a
The materials provide grade-level activities and lessons, and provide educator guidance for supporting students who are performing below grade level. The teacher edition provides a structured lesson with several components, such as guided practice, independent practice, and some suggestions for extensions, along with two different pathways to utilize materials.
The materials contain guidance for educators with support for differentiation, and recommendations for modifying instruction for students who have not yet reached proficiency or are below grade level. There are recommendations for scaffolding instruction or modifying lessons.
Evaluation for 3.1b
In the 7th Grade Advanced Math Practice Book Teacher Edition Appendix C, there are a variety of vocabulary activities along with strategies for teaching vocabulary, a correlation of the TEKS to the vocabulary words, and the featured unit. The guidance additionally includes fill-in-the-blank vocabulary activities and matching activities for assessment or practice. Lesson plans also include embedded turn-and-talks tied to specific academic vocabulary, along with opportunities for students to justify or explain during peer interaction with educator-guided questions.
The 7th Grade Advanced Math Teacher Guide provides sentence frames connected to each unit’s problem-solving tasks, such as “I can compare...” and “I can write…” The materials include educator guidance and sample language to model how to introduce the sentence frames and incorporate them into mathematical discussions to support the development of academic language.
Evaluation for 3.1c
The 7th Grade Advanced Math Practice Book Teacher Edition includes a suggested extension activity for students to “create a rate hunt where students find examples of rates (e.g., miles per hour, dollars per pound) in advertisements or online stores, and record their findings.” However, the guidance provided is vague and does not support the educator in implementing the activity.
The materials provide enrichment activities for students who have already demonstrated proficiency. However, guidance on how to use the enrichment activities is missing. One enrichment activity states, “Analyze a real-world measurement error and correct it.” However, there is no guidance provided for the type of measurement error students could consider.
Evaluation for 3.2a
The materials include explicit prompts to support the educator in explaining and modeling concepts. For example, the bottom of the page for lesson 7A.12B, “Geometry-Transformations,” provides very specific directions for the educator to explicitly guide effective implementation. When working through problem-solving situations, the materials include a series of think-aloud questions to model both understanding and the process of creating a plan to solve problems in a new context. These can be found at the bottom of the page in a section labeled “Guided Practice.” The materials provide educators with specific guidance for addressing predictable student misconceptions. When developing concepts during a lesson, the “Important Concepts” box at the bottom of the page guides educators in working through math problems with their students, emphasizing key learning moments within the content.
The 7th Grade Advanced Math Practice Book Teacher Edition provides directions and prompts to help the educator effectively teach students how to model integer operations. The materials include guiding questions to support the educator.
The materials provide explicit educator prompts through facilitating questions, discussion prompts, and structured directions that support them in explaining concepts and guiding mathematical discussions. The educator guidance also includes sample responses and support for highlighting key distinctions between concepts, such as equations and expressions, which assists student learning.
Evaluation for 3.2b
The 7th Grade Advanced Math Implementation Guide provides a detailed plan with activities that include grouping, strategies to use, and guidance for effective lesson delivery. It includes different approaches and time allotments for the activities.
The materials provide educator guidance for lesson facilitation through multiple instructional approaches, including “Math Talks,” “Reflection Pages,” and “Ticket Out the Door” activities. Additional exercises include hands-on matching tasks, and facilitating questions with sample responses. These structures support student discourse, written reflection, conceptual understanding, and formative assessment throughout instruction.
The materials provide two separate pathways, the Practice Book pathway and the TEKS-tivity Book pathway. Each pathway includes suggested pacing, grouping, and content/activity. Each activity within the lesson provides guidance and recommendations for lesson delivery.
Evaluation for 3.2c
The 7th Grade Advanced Math Implementation Guide provides lesson plans that include multiple types of practice. Each lesson has whole-group activities, partner practice, and independent practice. It outlines a TEKS-tivity pathway that also includes various group structures for effective implementation.
The two pathways provide several opportunities for multiple types of practice, including guided whole-group instruction, independent work, small-group activities, and partner activities.
The materials support multiple types of practice through individual work, partner discussions, whole class sharing, and collaborative reasoning activities. Educator directions provide explicit guidance for implementing the recommended instructional structures including partner work, whole-group discussions, “Math Talks,” “Reflections” pages, and “Ticket Out the Door” activities.
Evaluation for 3.3a
The materials target the ELPS by allowing students to interact with the mathematical concepts through listening, speaking, writing, and reading activities. The materials include guidance for educators to accommodate the various levels of proficiency by providing word banks, cognates, or varied sentence stems for students to use during the lesson.
Educators have the guidance necessary to ensure students are able to progress through the language proficiencies while simultaneously acquiring the math skills.
Evaluation for 3.3b
In the 7th Grade Advanced Math Practice Book Teacher Edition, the lessons explicitly list the ELPS. The activities encourage students to discuss their thinking and place words in sentences. The materials provide guidance on how to incorporate the strategies and support educators.
The materials provide cognates and general guidance for new math vocabulary. Additionally, there is guidance for educators to effectively use the materials in state-approved bilingual/ESL programs.
In the 7th Grade Advanced Math Implementation Guide, the “Emergent Bilingual Oral and Written Discourse Support” section includes guidance to support educators in effectively using the materials in the state-approved bilingual/ESL programs.
Evaluation for 3.3c
The 7th Grade Advanced Math TEKS-tivity Book includes embedded guidance for educators to develop students’ vocabulary and increase comprehension through oral discourse using “Math Talks.” Other activities require students to work in pairs to complete activities. The “Reflections,” “Ticket Out the Door,” and “Journal” sections allow students to utilize their vocabulary and improve their comprehension through written discourse of the math concept using prompts such as, “What method do you use to represent multi-step problems with an equation that includes a letter to represent the unknown quantity?”
In the implementation guide, the materials include guidance for educators on providing linguistic accommodations for various levels of language proficiency, including sentence frames, precise language and peer conversation guidance, and example responses.
Evaluation for 3.3d
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 teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials contain guidance for educators with support for differentiation, and recommendations for modifying instruction for students who have not yet reached proficiency or are below grade level. There are recommendations for scaffolding instruction or modifying lessons.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
The 7th Grade Advanced Math Teacher Guide provides sentence frames connected to each unit’s problem-solving tasks, such as “I can compare...” and “I can write…” The materials include educator guidance and sample language to model how to introduce the sentence frames and incorporate them into mathematical discussions to support the development of academic language.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
The materials provide enrichment activities for students who have already demonstrated proficiency. However, guidance on how to use the enrichment activities is missing. One enrichment activity states, “Analyze a real-world measurement error and correct it.” However, there is no guidance provided for the type of measurement error students could consider.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The 7th Grade Advanced Math Practice Book Teacher Edition provides directions and prompts to help the educator effectively teach students how to model integer operations. The materials include guiding questions to support the educator.
The materials provide explicit educator prompts through facilitating questions, discussion prompts, and structured directions that support them in explaining concepts and guiding mathematical discussions. The educator guidance also includes sample responses and support for highlighting key distinctions between concepts, such as equations and expressions, which assists student learning.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials provide educator guidance for lesson facilitation through multiple instructional approaches, including “Math Talks,” “Reflection Pages,” and “Ticket Out the Door” activities. Additional exercises include hands-on matching tasks, and facilitating questions with sample responses. These structures support student discourse, written reflection, conceptual understanding, and formative assessment throughout instruction.
The materials provide two separate pathways, the Practice Book pathway and the TEKS-tivity Book pathway. Each pathway includes suggested pacing, grouping, and content/activity. Each activity within the lesson provides guidance and recommendations for lesson delivery.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The two pathways provide several opportunities for multiple types of practice, including guided whole-group instruction, independent work, small-group activities, and partner activities.
The materials support multiple types of practice through individual work, partner discussions, whole class sharing, and collaborative reasoning activities. Educator directions provide explicit guidance for implementing the recommended instructional structures including partner work, whole-group discussions, “Math Talks,” “Reflections” pages, and “Ticket Out the Door” activities.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Educators have the guidance necessary to ensure students are able to progress through the language proficiencies while simultaneously acquiring the math skills.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials provide cognates and general guidance for new math vocabulary. Additionally, there is guidance for educators to effectively use the materials in state-approved bilingual/ESL programs.
In the 7th Grade Advanced Math Implementation Guide, the “Emergent Bilingual Oral and Written Discourse Support” section includes guidance to support educators in effectively using the materials in the state-approved bilingual/ESL programs.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
In the implementation guide, the materials include guidance for educators on providing linguistic accommodations for various levels of language proficiency, including sentence frames, precise language and peer conversation guidance, and example responses.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
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 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
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
79% (15 out of 19 points)
Evaluation for 4.1a
The materials include a variety of assessment opportunities throughout the lessons, including guided and independent practice activities. These tasks allow students to demonstrate understanding of the topic, by explaining their reasoning, and applying concepts in a variety of contexts.
The materials demonstrate depth of understanding by providing opportunities for students to solve real-world problems involving rational numbers, including fractions and decimals, as well as personal finance problems. Students additionally calculate net worth when provided a list of assets and liabilities. The students interact with the work through a variety of activities and strategies and must construct responses to explain different ways to represent division and how to use models to represent integer operations.
The materials require students to demonstrate depth of understanding through multi-step application tasks involving area and volume formulas for rectangles, triangles, trapezoids, and parallelograms in real-world contexts. Students solve problems, justify formula selection, and apply geometric reasoning using visual models and measurement. The 7th Grade Advanced Math TEKS-tivity Book Teacher Edition provides practice through activities such as collaborative group work, guided math discussions, student-written reflections, and journal writing, as well as opportunities for vocabulary review.
Evaluation for 4.1b
The materials include TEKS-aligned digital assessments that enable educators to assign assessments and monitor student performance by individual standards. This alignment helps educators to identify areas of strength and need while supporting targeted instructional decisions.
The 7th Grade Advanced Math Practice Book Student Edition aligns questions and tasks to the grade-level TEKS and these increase in complexity as students progress through the lesson. First, students complete a Venn Diagram by correctly placing numbers, justifying their choices, and describing when numbers belong to more than one set. Next, they group numbers in sets and select multiple answers. The lesson provides guided, partner, and independent practice in this order.
The 7th Grade Advanced Math Practice Book Student Edition provides questions and tasks that increase in rigor and complexity throughout the lesson and unit. When learning about linear relationships, students begin by finding the constant of proportionality using tables and verbal descriptions. Next, students explore the difference between proportional and nonproportional relationships before ending with multiple representations of each.
Evaluation for 4.2a
The materials support coherence across units by engaging students in activities that connect multiple representations, problem-solving strategies, and mathematical reasoning. Through a progression of related learning experiences, students analyze relationships and build conceptual understanding across connected mathematical ideas.
Unit 1 of the 7th Grade Advanced Math TEKS-tivity Book Student Edition, “Numeracy: Foundations of Real Numbers,” introduces key foundations for later math learning. First, students explore number structures, relationships, and representations, including rational numbers. This conceptual grounding leads to future study of operations, algebra, proportionality, and geometry. The unit’s sequenced approach builds number sense before students develop procedural fluency with rational numbers and operations in unit 2.
Unit 2 of the Practice Book demonstrates coherence across units through its exploration of rational number operations such as adding, subtracting, multiplying, and dividing fractions, decimals, and whole numbers. These are essential skills for students to understand before moving on to more complex problems, such as “Proportional Reasoning” in unit 4, “Equations” in unit 5, and “Area and Volume” in unit 7.
Evaluation for 4.2b
The materials connect current learning to previously taught content through “Background Knowledge” sections that identify prerequisite skills from prior grade levels. These sections explicitly show how students build on earlier mathematical understanding to access new concepts and learning in the current grade.
In 7th Grade Advanced Math Implementation Guide, the “Unit Sequence Rationale” demonstrates how students extend their prior learning and connect it to the next unit’s concept. In addition, the “Background Knowledge for Students” explains what students should already know and understand to support their learning of new content. Furthermore, this section also notes the TEKS from prior grade levels to provide context. The 7th Grade Advanced Math Practice Book Teacher Edition provides a section of vocabulary activities to promote consistency in math language from one course to the next.
The “Unit Sequence Rationale” in the “Unit Overview” explains how students deepen their understanding of proportionality, develop spatial reasoning, and connect their learning to similarity, slope, and geometric modeling in later grades. The “Unit Overview” also outlines the unit’s big ideas, prior-grade TEKS alignment, key vocabulary, and the materials students will use.
Evaluation for 4.2c
The materials connect prior mathematical concepts to new learning through guided questions and classification activities that require students to apply previously learned knowledge and explain mathematical relationships.
The materials show lesson coherence by connecting prior knowledge to new content. For example, the 7th Grade Advanced Math Implementation Guide clarifies prerequisites and identifies the prior grade-level TEKS, such as “how to represent and compare rational numbers, including fractions, decimals, and integers” (TEKS 6.2D). As the unit progresses, it refers back to previously taught grade-appropriate TEKS skills.
The vertical alignment section in the 7th Grade Advanced Math Practice Book Teacher Edition shows how the materials demonstrate coherence at the lesson level. For example, students write equations and inequalities with the TEKS 7A.7C, and the vertical alignment shows connections to TEKS 6.9A, 7.10A, A.2H, and A.2I. These represent standards from both the current and previous grade levels, as well as connections to future grade levels.
Evaluation for 4.3a
The 7th Grade Advanced Math Teacher Guide states that “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review and that the “Power Review” revisits prior concepts. However, evidence of these retrieval opportunities was not identified within the reviewed instructional materials.
The 7th Grade Advanced Math Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” explaining that the “Power Review” revisits prior concepts. However, the only guidance provided for the “Power Review” is a two-week-long review for STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review but does not specify what those spiral opportunities are.
The quick check and exit ticket for each lesson only cover the TEKS taught in the lesson. While the pre-check incorporates the prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the 7th Grade Advanced Math Teacher Guide.
Evaluation for 4.3b
The materials provide practice within the current lesson. However, the evidence reviewed does demonstrate interleaved practice that intentionally mixes previously learned skills or concepts across lessons and units.
In the 7th Grade Advanced Math Practice Book Teacher Edition, proportionality is both a fundamental concept and a core skill. It serves as the theoretical foundation for understanding relationships between numbers, while requiring practical skills to solve real-world problems. There are opportunities for students to use the idea of proportionality (when two quantities increase or decrease at the same rate, maintaining a constant ratio) to find scale factors, calculate unit conversions, determine the dimensions of similar figures, and write equations (e.g., y = kx) to describe constant rates of change.
The 7th Grade Advanced Math Practice Book Teacher Edition unit titled “Applications of Percents” provides students with interleaved practice opportunities with previously learned skills and concepts. Ratios and their connections to percents are a key foundational skill that is interconnected to many skills and concepts in grade 7. This includes proportional reasoning, similarity, dilations, probability, and algebraic relationships. Students can use tables, grids, models, and proportions to solve problems.
4.1 Depth of Key Concepts
4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The materials demonstrate depth of understanding by providing opportunities for students to solve real-world problems involving rational numbers, including fractions and decimals, as well as personal finance problems. Students additionally calculate net worth when provided a list of assets and liabilities. The students interact with the work through a variety of activities and strategies and must construct responses to explain different ways to represent division and how to use models to represent integer operations.
The materials require students to demonstrate depth of understanding through multi-step application tasks involving area and volume formulas for rectangles, triangles, trapezoids, and parallelograms in real-world contexts. Students solve problems, justify formula selection, and apply geometric reasoning using visual models and measurement. The 7th Grade Advanced Math TEKS-tivity Book Teacher Edition provides practice through activities such as collaborative group work, guided math discussions, student-written reflections, and journal writing, as well as opportunities for vocabulary review.
4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
1 out of 1 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
1 out of 1 points
The 7th Grade Advanced Math Practice Book Student Edition aligns questions and tasks to the grade-level TEKS and these increase in complexity as students progress through the lesson. First, students complete a Venn Diagram by correctly placing numbers, justifying their choices, and describing when numbers belong to more than one set. Next, they group numbers in sets and select multiple answers. The lesson provides guided, partner, and independent practice in this order.
The 7th Grade Advanced Math Practice Book Student Edition provides questions and tasks that increase in rigor and complexity throughout the lesson and unit. When learning about linear relationships, students begin by finding the constant of proportionality using tables and verbal descriptions. Next, students explore the difference between proportional and nonproportional relationships before ending with multiple representations of each.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Unit 1 of the 7th Grade Advanced Math TEKS-tivity Book Student Edition, “Numeracy: Foundations of Real Numbers,” introduces key foundations for later math learning. First, students explore number structures, relationships, and representations, including rational numbers. This conceptual grounding leads to future study of operations, algebra, proportionality, and geometry. The unit’s sequenced approach builds number sense before students develop procedural fluency with rational numbers and operations in unit 2.
Unit 2 of the Practice Book demonstrates coherence across units through its exploration of rational number operations such as adding, subtracting, multiplying, and dividing fractions, decimals, and whole numbers. These are essential skills for students to understand before moving on to more complex problems, such as “Proportional Reasoning” in unit 4, “Equations” in unit 5, and “Area and Volume” in unit 7.
4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
In 7th Grade Advanced Math Implementation Guide, the “Unit Sequence Rationale” demonstrates how students extend their prior learning and connect it to the next unit’s concept. In addition, the “Background Knowledge for Students” explains what students should already know and understand to support their learning of new content. Furthermore, this section also notes the TEKS from prior grade levels to provide context. The 7th Grade Advanced Math Practice Book Teacher Edition provides a section of vocabulary activities to promote consistency in math language from one course to the next.
The “Unit Sequence Rationale” in the “Unit Overview” explains how students deepen their understanding of proportionality, develop spatial reasoning, and connect their learning to similarity, slope, and geometric modeling in later grades. The “Unit Overview” also outlines the unit’s big ideas, prior-grade TEKS alignment, key vocabulary, and the materials students will use.
4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
The materials show lesson coherence by connecting prior knowledge to new content. For example, the 7th Grade Advanced Math Implementation Guide clarifies prerequisites and identifies the prior grade-level TEKS, such as “how to represent and compare rational numbers, including fractions, decimals, and integers” (TEKS 6.2D). As the unit progresses, it refers back to previously taught grade-appropriate TEKS skills.
The vertical alignment section in the 7th Grade Advanced Math Practice Book Teacher Edition shows how the materials demonstrate coherence at the lesson level. For example, students write equations and inequalities with the TEKS 7A.7C, and the vertical alignment shows connections to TEKS 6.9A, 7.10A, A.2H, and A.2I. These represent standards from both the current and previous grade levels, as well as connections to future grade levels.
4.3 Spaced and Interleaved Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
The 7th Grade Advanced Math Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” explaining that the “Power Review” revisits prior concepts. However, the only guidance provided for the “Power Review” is a two-week-long review for STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review but does not specify what those spiral opportunities are.
The quick check and exit ticket for each lesson only cover the TEKS taught in the lesson. While the pre-check incorporates the prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the 7th Grade Advanced Math Teacher Guide.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, proportionality is both a fundamental concept and a core skill. It serves as the theoretical foundation for understanding relationships between numbers, while requiring practical skills to solve real-world problems. There are opportunities for students to use the idea of proportionality (when two quantities increase or decrease at the same rate, maintaining a constant ratio) to find scale factors, calculate unit conversions, determine the dimensions of similar figures, and write equations (e.g., y = kx) to describe constant rates of change.
The 7th Grade Advanced Math Practice Book Teacher Edition unit titled “Applications of Percents” provides students with interleaved practice opportunities with previously learned skills and concepts. Ratios and their connections to percents are a key foundational skill that is interconnected to many skills and concepts in grade 7. This includes proportional reasoning, similarity, dilations, probability, and algebraic relationships. Students can use tables, grids, models, and proportions to solve problems.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
95% (39 out of 41 points)
Evaluation for 5.1a
The materials require students to interpret and analyze composite geometric models by identifying component shapes and determining how the parts combine to solve real-world area problems.
In the 7th Grade Advanced Math Practice Book Teacher Edition, unit 5, “Equations and Inequalities,” students begin solving two-step equations using algebra tiles. Students first interpret the models to determine which tiles represent variables and which represent constants, and whether each tile represents a positive or negative value. After establishing the model’s meaning, students analyze the tiles to determine the inverse operations needed to isolate the variable and solve the equation. Once they find solutions, students share their answers with the class while peers evaluate the work by determining whether the solution is correct and supported by the model. Students then repeat this process with inequalities. After solving an inequality, the educator prompts students to select a value that satisfies the solution to evaluate whether their answer is reasonable and accurate.
In the 7th Grade Advanced Math Practice Book Teacher Edition, students develop a conceptual understanding of theoretical and experimental probability by using a physical spinner, then models of spinners to represent different probabilities. The educator guides students in thinking about how to use theoretical probability to make predictions, how it differs from experimental probability, and how a favorable outcome compares to the total number of outcomes.
Evaluation for 5.1b
The materials require students to create and use algebra tile models to represent and solve one-variable equations and inequalities.
In the 7th Grade Advanced Math Practice Book Teacher Edition, students develop a conceptual understanding of theoretical and experimental probability by using a physical spinner, then models of spinners to represent different probabilities. The educator guides students in thinking about how to use theoretical probability to make predictions, how it differs from experimental probability, and how a favorable outcome compares to the total number of outcomes.
The 7th Grade Advanced Math TEKS-tivity Book Student Edition tasks students with writing inequalities and finding solutions from the models. Following that lesson, students complete a reflection activity that asks questions like, “Why would you model a one-variable, two-step inequality?,” “How can a model help you solve a one-variable, two-step inequality?,” and “How is solving a one-variable, two-step inequality different from solving a one-variable, two-step equation?”
Evaluation for 5.1c
The materials develop problem-solving skills by requiring students to estimate irrational numbers, place them on number lines, and justify their reasoning. These activities encourage students to apply mathematical concepts in new situations using reasoning and approximation.
In the 7th Grade Advanced Math Practice Book Student Edition, students develop problem-solving skills by estimating irrational numbers and placing them on number lines. These tasks involve reasoning, approximation, and justification, supporting the application of mathematical concepts in non-routine contexts. In the prior lesson, students classified numbers and learned about irrational numbers.
In the 7th Grade Advanced Math Practice Book Student Edition, students use prism models to relate the volumes of prisms and pyramids. Prior to the lesson, students complete an engaging activity from Appendix A, in which they use 3D geometric figures to fill the pyramid with water or rice, and then pour the water or rice into a rectangular prism. After each pour, they speculate how many more times they need to fill it to completely fill it. This leads to the formulas for each, prism and pyramid, and how they relate. The materials then task students to solve a problem situation that requires them to apply the same rules and explain their reasoning.
Evaluation for 5.2a
The materials provide repeated practice with grade-level content (guided, partner & independent practice), helping students build fluency and efficiently apply mathematical procedures.
The 7th Grade Advanced Math TEKS-tivity Book Student Edition includes tasks designed for students to develop fluency by providing repeated opportunities for students to compare, order, classify, and graph rational numbers using benchmark values, number lines, and equivalent representations. Students build efficiency and accuracy through consistent independent application of grade-level procedures.
In the 7th Grade Advanced Math Practice Book Student Edition, in “Unit Numeracy: Foundations of Real Numbers,” the lesson “Comparing and Ordering Numbers” provides students with multiple opportunities to master the concept. The tasks explicitly help students develop skills that lead to automaticity and fluency in grade-level tasks. The tasks for comparing and ordering numbers in this unit provide students with a variety of rational numbers displayed in lists, tables, and number lines. Repeated tasks build automaticity, which supports fluency in later grades when students have to order and compare other number sets.
Evaluation for 5.2b
The materials scaffold learning by providing guided practice before independent application, allowing students to build understanding and confidence while estimating and placing irrational numbers on a number line.
In the 7th Grade Advanced Math Practice Book Teacher Edition, there is scaffolded learning through structured, guided practice. Students estimate and place irrational numbers on a number line with support before moving on to independent tasks. This gradual release model supports student success and confidence. Students also have flexibility when estimating irrational numbers, and educators use facilitating questions that prompt students to discuss and explain the method they used.
In the 7th Grade Advanced Math TEKS-tivity Book, unit 9, “Geometric Expressions, Equations, and Relationships - Foundations,” students engage in an error-analysis activity focused on total and lateral surface area. Students first find where the error occurred, then correct the misstep using the appropriate formulas and calculations, and finally justify their correction. This task supports efficient, flexible, and accurate mathematical procedures as students evaluate solution methods, refine their reasoning, and correctly apply surface area concepts in various contexts.
Evaluation for 5.2c
The materials require students to explain and justify their reasoning when classifying numbers. Educator guidance includes questioning strategies that promote mathematical discussion and communication.
In the 7th Grade Advanced Math Practice Book Student Edition, students explore the lesson by completing the engaging activity for TEKS 7.6E from Appendix A. The educator guides students to debrief the engaging activity by sharing their answers. Students then turn-and-talk to their partner about the problems, not about solving them, but instead about the strategy they would use. Then they solve the problems and compare answers. The educator asks students if they agree or disagree with their answers. Once provided with the correct answer, students discuss the variety of strategies used to solve the problems. The educator asks “Did anyone else solve this a different way?” to foster discourse. Students then continue to solve problems using the strategy that is most efficient, flexible, and accurate throughout the guided, partner, and independent practice.
In the 7th Grade Advanced Math Practice Book Student Edition, students calculate and evaluate two different loans with different terms and interest rates. They must explain and justify which loan is better. Educators use guiding questions that help students justify their thinking, strengthening the communication of mathematical ideas.
Evaluation for 5.2d
The materials support procedural fluency through scaffolded instruction, cumulative review, and TEKS-aligned practice opportunities that reinforce skills and promote accuracy and efficiency over time.
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials contain embedded supports to guide students toward increasingly efficient approaches. Educators use guided questions that help students make connections with modeling to solve equations and inequalities. Students then solve them without a model, increasing efficiency as students examine the limitations of using a model. The lesson provides scaffolded learning opportunities as educators guide students to work first with partners and then independently.
In the 7th Grade Advanced Math Practice Book Teacher Edition, unit 5, “Two Variable Expressions, Equations, and Relationships,” students identify the constant of proportionality in tables, equations, and verbal descriptions. Embedded supports provide facilitating questions, such as “When do I use proportional comparisons?” along with key mathematical concepts and common misconceptions. These supports help students develop a deeper understanding of proportional relationships, recognize when situations are proportional, and accurately represent the constant of proportionality across multiple representations.
Evaluation for 5.3a
The materials explicitly address both the conceptual and procedural emphasis of the TEKS by explaining the reasoning behind solving equations and modeling the solution process. They additionally provide guided, partner, and independent practice that connects mathematical understanding with procedural fluency.
The materials include detailed educator notes that guide instruction toward conceptual understanding by emphasizing how and why mathematical relationships work. Educators offer explanations, instructional cues, and strategies to build foundational understanding before procedural. For example, in unit 8, “Proportionality-Probability,” the “Unit Rationale” provides guidance on using concrete experiments (coins, dice, spinners) before symbolic representations. The “Unit Rationale” also provides guidance on anchoring probability language to real-life contexts (weather, games, surveys) and using tables and tree diagrams to scaffold compound and event reasoning.
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials include detailed educator notes that include the “Conceptual Learning Goal,” which states, “Students understand how to model and solve one-variable, two step equations using concrete models and abstract reasoning, reinforcing problem-solving strategies.” Educators use guided questions that lead to conceptual knowledge by using a concrete model to remove numbers and variables from the equation. These strategies help build foundational understanding before procedural practice.
Evaluation for 5.3b
The materials use concrete manipulatives (algebra tiles), visual models, and symbolic equations and inequalities to develop conceptual understanding through multiple representations in alignment with the TEKS.
In the Advanced Math Practice Book, unit 4, “Equations and Inequalities,” students begin by solving two-step equations with algebra tiles to model equations and inequalities concretely. They then progress to pictorial representations of equations and inequalities to further develop their understanding of the relationships between quantities. Finally, students apply the standard algorithm to solve equations and inequalities more efficiently. These activities connect their conceptual understanding from visual models to procedural fluency and accurate symbolic manipulation.
In the Advanced Math Practice Book, unit 10, “Geometric Expressions, Equations and Relationships - Applications,” students begin the lesson on volume by building a 3 × 4 × 5 rectangular prism using unit cubes to determine volume concretely. Students then progress to pictorial representations of prisms and pyramids, using formulas to calculate volume and strengthen their understanding of how the models relate to the formulas. Finally, students solve real-world problems with measurements provided without visual models, requiring them to apply volume formulas more efficiently.
Evaluation for 5.3c
The materials support students in connecting and creating concrete models and abstract concepts by requiring students to build a rectangular prism with color cubes. Students connect the area of the base and the number of layers to the volume formula, then use the formulas to solve volume problems.
While students do engage in creating concrete models and solving using concrete and representational models, the materials do not provide opportunities for students to explain the explicit connections between concrete and representational models and abstract concepts.
The materials do not show evidence of students explaining the connection between concrete models and abstract concepts. The Pythagorean Theorem question asks students “How do you know if the squares make a model of a right triangle?” While this question begins to have students create and connect models, the materials do not offer students opportunities to explain the connection between concrete models and abstract thinking.
Evaluation for 5.4a
The materials develop academic mathematical language through algebra tile manipulatives, visual models, educator questioning, and emergent bilingual (EB) vocabulary support that require students to explain and justify mathematical reasoning. The materials provide embedded opportunities for students to develop academic mathematical language through manipulatives, visual representations, and additional language development strategies. Students build a rectangular prism with color cubes to model volume and connect the concrete model to mathematical terms and representations, including the base, layers, dimensions, and the volume formula. The materials use labeled diagrams, sketches, and formulas to connect visual representations to mathematical vocabulary and concepts related to prisms and pyramids. The lesson also includes educator-facilitated discussions, partner conversations, and opportunities for students to share prior knowledge, explain their reasoning, and connect prior learning to mathematical formulas, all using academic mathematical language.
The 7th Grade Advanced Math Practice Book Teacher Edition has embedded opportunities for students to develop academic mathematical language through manipulatives, visual representations, and additional language-development strategies. Students explore probability through hands-on experiments, simulations, and models that connect qualitative language (likely, unlikely) with quantitative reasoning. Students use number cubes, spinners, and coins to make real-life connections. In the 7th Grade Advanced Math TEKS-tivity Book Student Edition, students have several opportunities to develop their academic language.
Evaluation for 5.4b
Embedded educator guidance develops academic mathematical vocabulary by prompting students to describe dilations, determine scale factors, and write algebraic representations using precise mathematical language in context. The 7th Grade Advanced Math Implementation Guide provides embedded educator guidance to scaffold students’ development and use of academic mathematical vocabulary by directing educators to begin with tables and real-world contexts, connect multiple representations (tables, graphs, and equations), emphasize the mathematical meaning of proportionality concepts, use visual supports, and provide sentence stems for explaining mathematical relationships. The 7th Grade Advanced Math Practice Book Teacher Edition reinforces these supports by guiding educators to facilitate turn-and-talk discussions, think-alouds, and whole-class conversations in which students explain, justify, and compare mathematical relationships.
The 7th Grade Advanced Math Implementation Guide provides embedded educator guidance to scaffold students’ development and use of academic mathematical vocabulary. Educators use visual models and hands-on manipulatives (e.g., cutouts and grid paper) to emphasize how they correspond before introducing scale factors. Educators provide sentence frames to support explanations (e.g., “The scale factor is _______ because…”) to connect similarity to real-world contexts (maps, blueprints, and models.)
Evaluation for 5.4c
The materials include embedded guidance for educators in the “Math Talks,” including recommendations for grouping students, suggested discussion time, and directions for students to share their responses. The materials provide educator guidance to support mathematical syntax, including sentence stems, sentence frames, and prompts that encourage students to communicate using complete mathematical statements. The 7th Grade Advanced Math Teacher Guide provides guidance to support EB students’ academic language development, strengthen mathematical language for all learners, and explicitly teach mathematical vocabulary. The materials include suggested strategies and instructional supports. The materials additionally include syntax to support mathematical conversations and exemplar student responses to model how students might use the targeted mathematical language.
The “Math Talks” provide opportunities for students to hear peers use mathematical language through discussion and shared responses. The materials provide guidance for educators to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The educator materials include exemplar responses for reflection and facilitating questions.
Evaluation for 5.5a
The materials appropriately integrate the TEKS process standards into instruction by embedding problem-solving, reasoning, communication, modeling, and justification within grade-level mathematical tasks. The 7th Grade Advanced Math Practice Book Teacher Edition and the 7th Grade Advanced Math Implementation Guide direct the educator by incorporating mathematical process standards throughout instructional routines. The materials further encourage students to explain their reasoning, critique strategies, analyze relationships, represent problems with models and equations, and communicate mathematical reasoning.
The 7th Grade Advanced Math TEKS-tivity Book Teacher Edition emphasizes conceptual development through “Math Talks,” exploration activities, debriefings, academic discussions, journals, and vocabulary components. Students articulate strategies, compare representations, and justify solutions. Each unit has a “Unit Overview” that explicitly states the unit progression and what the students should be able to do. It also states student expectations. For example, in unit 7, “students apply mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.” Students must explain their thinking about how they determine probabilities or make predictions from the given data, whether experimental or theoretical.
Evaluation for 5.5b
The 7th Grade Advanced Math Teacher Guide explicitly describes how the instruction thoroughly integrates the TEKS mathematical process standards throughout and embeds the process standards within lessons, activities, discussions, and assessments across the program. The 7th Grade Advanced Math Teacher Guide includes a table that indicates the process standards used in each of the TEKS lessons. Below the table, it states, “Alignment to process standards is demonstrated through instructional design and student tasks rather than the content standard alone. Process standards are embedded across instruction and are not required to be demonstrated independently by each content standard.”
The Advanced Math Practice Teacher Edition includes the Process Standards alignment matrix, which crosswalks each grade-level content TEKS standard with the applicable mathematical process standards. The matrix demonstrates that the curriculum intentionally embeds the process standards across the content rather than address them in isolated lessons, supporting their incorporation throughout the course.
Evaluation for 5.5c
Each lesson begins with a section that outlines the process standards covered, highlights how the educator will apply them throughout the lesson, describes the relevant process standards, and connects them to the learning objectives.
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, reinforcing the intended instructional focus. The materials include a description of how each unit incorporates the TEKS mathematical process standards and connects them throughout.
Evaluation for 5.5d
The materials describe the TEKS mathematical process standards at the beginning of each unit and provide a lesson-level overview identifying the process standards incorporated into each lesson.
In the “Lesson-at-a-Glance” section, each lesson begins with a section that outlines the process standards covered, how they are applied throughout the lesson, and how they connect to the learning objectives.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks require 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 require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, unit 5, “Equations and Inequalities,” students begin solving two-step equations using algebra tiles. Students first interpret the models to determine which tiles represent variables and which represent constants, and whether each tile represents a positive or negative value. After establishing the model’s meaning, students analyze the tiles to determine the inverse operations needed to isolate the variable and solve the equation. Once they find solutions, students share their answers with the class while peers evaluate the work by determining whether the solution is correct and supported by the model. Students then repeat this process with inequalities. After solving an inequality, the educator prompts students to select a value that satisfies the solution to evaluate whether their answer is reasonable and accurate.
In the 7th Grade Advanced Math Practice Book Teacher Edition, students develop a conceptual understanding of theoretical and experimental probability by using a physical spinner, then models of spinners to represent different probabilities. The educator guides students in thinking about how to use theoretical probability to make predictions, how it differs from experimental probability, and how a favorable outcome compares to the total number of outcomes.
5.1b
Questions and tasks require students to create models to represent mathematical situations.
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, students develop a conceptual understanding of theoretical and experimental probability by using a physical spinner, then models of spinners to represent different probabilities. The educator guides students in thinking about how to use theoretical probability to make predictions, how it differs from experimental probability, and how a favorable outcome compares to the total number of outcomes.
The 7th Grade Advanced Math TEKS-tivity Book Student Edition tasks students with writing inequalities and finding solutions from the models. Following that lesson, students complete a reflection activity that asks questions like, “Why would you model a one-variable, two-step inequality?,” “How can a model help you solve a one-variable, two-step inequality?,” and “How is solving a one-variable, two-step inequality different from solving a one-variable, two-step equation?”
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
In the 7th Grade Advanced Math Practice Book Student Edition, students develop problem-solving skills by estimating irrational numbers and placing them on number lines. These tasks involve reasoning, approximation, and justification, supporting the application of mathematical concepts in non-routine contexts. In the prior lesson, students classified numbers and learned about irrational numbers.
In the 7th Grade Advanced Math Practice Book Student Edition, students use prism models to relate the volumes of prisms and pyramids. Prior to the lesson, students complete an engaging activity from Appendix A, in which they use 3D geometric figures to fill the pyramid with water or rice, and then pour the water or rice into a rectangular prism. After each pour, they speculate how many more times they need to fill it to completely fill it. This leads to the formulas for each, prism and pyramid, and how they relate. The materials then task students to solve a problem situation that requires them to apply the same rules and explain their reasoning.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
The 7th Grade Advanced Math TEKS-tivity Book Student Edition includes tasks designed for students to develop fluency by providing repeated opportunities for students to compare, order, classify, and graph rational numbers using benchmark values, number lines, and equivalent representations. Students build efficiency and accuracy through consistent independent application of grade-level procedures.
In the 7th Grade Advanced Math Practice Book Student Edition, in “Unit Numeracy: Foundations of Real Numbers,” the lesson “Comparing and Ordering Numbers” provides students with multiple opportunities to master the concept. The tasks explicitly help students develop skills that lead to automaticity and fluency in grade-level tasks. The tasks for comparing and ordering numbers in this unit provide students with a variety of rational numbers displayed in lists, tables, and number lines. Repeated tasks build automaticity, which supports fluency in later grades when students have to order and compare other number sets.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, there is scaffolded learning through structured, guided practice. Students estimate and place irrational numbers on a number line with support before moving on to independent tasks. This gradual release model supports student success and confidence. Students also have flexibility when estimating irrational numbers, and educators use facilitating questions that prompt students to discuss and explain the method they used.
In the 7th Grade Advanced Math TEKS-tivity Book, unit 9, “Geometric Expressions, Equations, and Relationships - Foundations,” students engage in an error-analysis activity focused on total and lateral surface area. Students first find where the error occurred, then correct the misstep using the appropriate formulas and calculations, and finally justify their correction. This task supports efficient, flexible, and accurate mathematical procedures as students evaluate solution methods, refine their reasoning, and correctly apply surface area concepts in various contexts.
5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
In the 7th Grade Advanced Math Practice Book Student Edition, students explore the lesson by completing the engaging activity for TEKS 7.6E from Appendix A. The educator guides students to debrief the engaging activity by sharing their answers. Students then turn-and-talk to their partner about the problems, not about solving them, but instead about the strategy they would use. Then they solve the problems and compare answers. The educator asks students if they agree or disagree with their answers. Once provided with the correct answer, students discuss the variety of strategies used to solve the problems. The educator asks “Did anyone else solve this a different way?” to foster discourse. Students then continue to solve problems using the strategy that is most efficient, flexible, and accurate throughout the guided, partner, and independent practice.
In the 7th Grade Advanced Math Practice Book Student Edition, students calculate and evaluate two different loans with different terms and interest rates. They must explain and justify which loan is better. Educators use guiding questions that help students justify their thinking, strengthening the communication of mathematical ideas.
5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials contain embedded supports to guide students toward increasingly efficient approaches. Educators use guided questions that help students make connections with modeling to solve equations and inequalities. Students then solve them without a model, increasing efficiency as students examine the limitations of using a model. The lesson provides scaffolded learning opportunities as educators guide students to work first with partners and then independently.
In the 7th Grade Advanced Math Practice Book Teacher Edition, unit 5, “Two Variable Expressions, Equations, and Relationships,” students identify the constant of proportionality in tables, equations, and verbal descriptions. Embedded supports provide facilitating questions, such as “When do I use proportional comparisons?” along with key mathematical concepts and common misconceptions. These supports help students develop a deeper understanding of proportional relationships, recognize when situations are proportional, and accurately represent the constant of proportionality across multiple representations.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The materials include detailed educator notes that guide instruction toward conceptual understanding by emphasizing how and why mathematical relationships work. Educators offer explanations, instructional cues, and strategies to build foundational understanding before procedural. For example, in unit 8, “Proportionality-Probability,” the “Unit Rationale” provides guidance on using concrete experiments (coins, dice, spinners) before symbolic representations. The “Unit Rationale” also provides guidance on anchoring probability language to real-life contexts (weather, games, surveys) and using tables and tree diagrams to scaffold compound and event reasoning.
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials include detailed educator notes that include the “Conceptual Learning Goal,” which states, “Students understand how to model and solve one-variable, two step equations using concrete models and abstract reasoning, reinforcing problem-solving strategies.” Educators use guided questions that lead to conceptual knowledge by using a concrete model to remove numbers and variables from the equation. These strategies help build foundational understanding before procedural practice.
5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
In the Advanced Math Practice Book, unit 4, “Equations and Inequalities,” students begin by solving two-step equations with algebra tiles to model equations and inequalities concretely. They then progress to pictorial representations of equations and inequalities to further develop their understanding of the relationships between quantities. Finally, students apply the standard algorithm to solve equations and inequalities more efficiently. These activities connect their conceptual understanding from visual models to procedural fluency and accurate symbolic manipulation.
In the Advanced Math Practice Book, unit 10, “Geometric Expressions, Equations and Relationships - Applications,” students begin the lesson on volume by building a 3 × 4 × 5 rectangular prism using unit cubes to determine volume concretely. Students then progress to pictorial representations of prisms and pyramids, using formulas to calculate volume and strengthen their understanding of how the models relate to the formulas. Finally, students solve real-world problems with measurements provided without visual models, requiring them to apply volume formulas more efficiently.
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.
4 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.
4 out of 6 points
While students do engage in creating concrete models and solving using concrete and representational models, the materials do not provide opportunities for students to explain the explicit connections between concrete and representational models and abstract concepts.
The materials do not show evidence of students explaining the connection between concrete models and abstract concepts. The Pythagorean Theorem question asks students “How do you know if the squares make a model of a right triangle?” While this question begins to have students create and connect models, the materials do not offer students opportunities to explain the connection between concrete models and abstract thinking.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
The 7th Grade Advanced Math Practice Book Teacher Edition has embedded opportunities for students to develop academic mathematical language through manipulatives, visual representations, and additional language-development strategies. Students explore probability through hands-on experiments, simulations, and models that connect qualitative language (likely, unlikely) with quantitative reasoning. Students use number cubes, spinners, and coins to make real-life connections. In the 7th Grade Advanced Math TEKS-tivity Book Student Edition, students have several opportunities to develop their academic language.
5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
The 7th Grade Advanced Math Implementation Guide provides embedded educator guidance to scaffold students’ development and use of academic mathematical vocabulary. Educators use visual models and hands-on manipulatives (e.g., cutouts and grid paper) to emphasize how they correspond before introducing scale factors. Educators provide sentence frames to support explanations (e.g., “The scale factor is _______ because…”) to connect similarity to real-world contexts (maps, blueprints, and models.)
5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
The “Math Talks” provide opportunities for students to hear peers use mathematical language through discussion and shared responses. The materials provide guidance for educators to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The educator materials include exemplar responses for reflection and facilitating questions.
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 7th Grade Advanced Math TEKS-tivity Book Teacher Edition emphasizes conceptual development through “Math Talks,” exploration activities, debriefings, academic discussions, journals, and vocabulary components. Students articulate strategies, compare representations, and justify solutions. Each unit has a “Unit Overview” that explicitly states the unit progression and what the students should be able to do. It also states student expectations. For example, in unit 7, “students apply mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.” Students must explain their thinking about how they determine probabilities or make predictions from the given data, whether experimental or theoretical.
5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
The Advanced Math Practice Teacher Edition includes the Process Standards alignment matrix, which crosswalks each grade-level content TEKS standard with the applicable mathematical process standards. The matrix demonstrates that the curriculum intentionally embeds the process standards across the content rather than address them in isolated lessons, supporting their incorporation throughout the course.
5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, reinforcing the intended instructional focus. The materials include a description of how each unit incorporates the TEKS mathematical process standards and connects them throughout.
5.5d
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 5.5d
Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
In the “Lesson-at-a-Glance” section, each lesson begins with a section that outlines the process standards covered, how they are applied throughout the lesson, and how they connect to the learning objectives.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
73% (16 out of 22 points)
Evaluation for 6.1a
In the 7th Grade Advanced Math TEKS-tivity Book Student Edition, students engage in mathematical reasoning by determining whether statements about similar figures are true. Students correct false statements using proportional reasoning and apply similarity relationships to solve problems. Students make sense of mathematics by explaining in writing the properties of similar figures and discussing relationships between corresponding angles and sides during “Math Talks.”
In the 7th Grade Advanced Math Practice Book Student Edition, students engage in mathematical reasoning by using online calculators to compare loan options, interpret financial data, and justify recommendations based on mathematical evidence. Students make sense of mathematics by explaining how changes in interest rates, loan terms, fees, and APR affect borrowing costs. Students must analyze multiple solution paths, evaluate trade-offs, and persevere through problem-solving.
The materials in the 7th Grade Advanced Math TEKS-tivity Book Student Edition provide opportunities for productive struggle and perseverance. Students conduct investigations to compare and analyze the relationship between a circle’s circumference and its diameter. Further, they discover, compare, and analyze the area in relation to the radius and to pi.
Evaluation for 6.1b
The materials support students in understanding and explaining that they can represent mathematical relationships using verbal descriptions, tables, graphs, and equations. They additionally provide opportunities for students to connect and interpret these representations. However, the materials do not provide opportunities for students to justify that there can be multiple ways to represent or solve problems.
The materials support students in understanding and explaining that there can be multiple ways to solve problems by encouraging students to use and discuss different strategies for determining the area of composite figures. Students share and explain their thinking, discuss whether they agree or disagree with a partner’s strategy and why, explain why they selected a strategy, and explain their process during an extension activity. However, the materials do not explicitly support students in justifying that problems can be represented in multiple ways.
In unit 6, “Two-Variable Expressions, Equations, and Relationships,” the materials support students in understanding and explaining that mathematical problems can be represented in multiple ways. Students create equations from verbal descriptions, tables, and graphs, and explain the connections among these representations by responding to questions such as, “How can multiple representations be used to express relationships?” and “How do you determine if a table is represented by the graph?” Students also independently create and match multiple representations, while a journal prompt asks them to explain how they know a table and graph represent the same relationship. Although students justify the equivalence of different representations, the materials do not provide opportunities to demonstrate that there are multiple solution methods for the same problem or task.
Evaluation for 6.1c
The materials provide opportunities for students to discuss and write about mathematics through structured “Math Talks,” reflection pages, journal activities, and vocabulary development. The various activities encourage students to explain number sets and their relationships, justify reasoning, analyze representations, and communicate mathematical understanding with peers and educators.
The 7th Grade Advanced Math Practice Book Teacher Edition explicitly supports students in making sense of mathematics through multiple opportunities to do, write about, and discuss math with peers and educators. Students work in pairs to model and solve equations with algebra tiles while the educator facilitates learning and prompts students to share their findings. Next, students work together to write a collaborative explanation of the difference in solving an equation and an inequality, in writing. Finally, they progress to guided and partner practice. The educator uses guided questions that promote math conversation and facilitate learning.
In the 7th Grade Advanced Math Practice Book, the lesson begins with peer-led exploration in which students discuss patterns they notice in a table and how they can find the constant of proportionality. During guided and partner practice, students solve problems involving the constant of proportionality together, explain their strategies, and compare solution methods. During partner practice, the educator uses facilitating questions to help guide the discussion. In the 7th Grade Advanced Math Practice TEKS-tivity Book, students answer reflection questions such as “What is the constant of proportionality?” or “How do we find the constant of proportionality from a graph?”
Evaluation for 6.2a
In the 7th Grade Advanced Math TEKS-tivity Book Teacher Edition, the materials support educators in guiding students to reflect on their problem-solving approaches. Educators engage them in error-analysis tasks that require them to identify mathematical misconceptions, explain why solutions are incorrect, justify correct reasoning, and describe how errors can be corrected. The “Facilitating Questions” activity prompts students to reflect on how they identified errors, analyze incorrect mathematical arguments, and justify recommendations for improving solution strategies.
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials support educators in guiding students to share mathematical arguments and justifications. Educators prompt them to agree or disagree with mathematical statements and to justify their reasoning during facilitated discussions of equations and inequalities. The educator uses facilitating questions to help students explain their thinking during partner practice.
In the 7th Grade Advanced Math Practice Book Teacher Edition and 7th Grade Advanced Math Practice Book Student Edition, the lesson titled “Probabilities and Complements” supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. Students work on probabilities, discussing strategies and solutions. They work together to share strategies and explain their processes as the class discusses and reaches a consensus on the solutions (math arguments). During the guided practice, students explain their solutions. The educator uses guiding questions to facilitate their learning as they explain, justify, and present mathematical arguments supporting their solution. The lesson provides an extension where students investigate an incomplete probability event, find its complement, and justify their solution.
Evaluation for 6.2b
Although the materials identify anticipated misconceptions and suggest instructional actions, they do not provide prompts or guidance that support educators in giving principle-based explanatory feedback explaining why student responses are correct or incorrect. The materials provide a section titled “Providing Effective Feedback in Mathematics.” This section offers a generic list of actions an educator can take to provide feedback. However, it does not provide explicit support for how to address specific responses or misconceptions.
In the 7th Grade Advanced Math Practice Book Teacher Edition, each lesson contains a section titled “Misconceptions” with a list of lesson misconceptions for reference. They do not offer prompts or guidance to help address student responses, facilitate learning, or lead students away from these misconceptions.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
In the 7th Grade Advanced Math Practice Book Student Edition, students engage in mathematical reasoning by using online calculators to compare loan options, interpret financial data, and justify recommendations based on mathematical evidence. Students make sense of mathematics by explaining how changes in interest rates, loan terms, fees, and APR affect borrowing costs. Students must analyze multiple solution paths, evaluate trade-offs, and persevere through problem-solving.
The materials in the 7th Grade Advanced Math TEKS-tivity Book Student Edition provide opportunities for productive struggle and perseverance. Students conduct investigations to compare and analyze the relationship between a circle’s circumference and its diameter. Further, they discover, compare, and analyze the area in relation to the radius and to pi.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
4 out of 6 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
4 out of 6 points
The materials support students in understanding and explaining that there can be multiple ways to solve problems by encouraging students to use and discuss different strategies for determining the area of composite figures. Students share and explain their thinking, discuss whether they agree or disagree with a partner’s strategy and why, explain why they selected a strategy, and explain their process during an extension activity. However, the materials do not explicitly support students in justifying that problems can be represented in multiple ways.
In unit 6, “Two-Variable Expressions, Equations, and Relationships,” the materials support students in understanding and explaining that mathematical problems can be represented in multiple ways. Students create equations from verbal descriptions, tables, and graphs, and explain the connections among these representations by responding to questions such as, “How can multiple representations be used to express relationships?” and “How do you determine if a table is represented by the graph?” Students also independently create and match multiple representations, while a journal prompt asks them to explain how they know a table and graph represent the same relationship. Although students justify the equivalence of different representations, the materials do not provide opportunities to demonstrate that there are multiple solution methods for the same problem or task.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
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 teachers.
3 out of 3 points
The 7th Grade Advanced Math Practice Book Teacher Edition explicitly supports students in making sense of mathematics through multiple opportunities to do, write about, and discuss math with peers and educators. Students work in pairs to model and solve equations with algebra tiles while the educator facilitates learning and prompts students to share their findings. Next, students work together to write a collaborative explanation of the difference in solving an equation and an inequality, in writing. Finally, they progress to guided and partner practice. The educator uses guided questions that promote math conversation and facilitate learning.
In the 7th Grade Advanced Math Practice Book, the lesson begins with peer-led exploration in which students discuss patterns they notice in a table and how they can find the constant of proportionality. During guided and partner practice, students solve problems involving the constant of proportionality together, explain their strategies, and compare solution methods. During partner practice, the educator uses facilitating questions to help guide the discussion. In the 7th Grade Advanced Math Practice TEKS-tivity Book, students answer reflection questions such as “What is the constant of proportionality?” or “How do we find the constant of proportionality from a graph?”
6.2 Facilitating Productive Struggle
6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, the materials support educators in guiding students to share mathematical arguments and justifications. Educators prompt them to agree or disagree with mathematical statements and to justify their reasoning during facilitated discussions of equations and inequalities. The educator uses facilitating questions to help students explain their thinking during partner practice.
In the 7th Grade Advanced Math Practice Book Teacher Edition and 7th Grade Advanced Math Practice Book Student Edition, the lesson titled “Probabilities and Complements” supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. Students work on probabilities, discussing strategies and solutions. They work together to share strategies and explain their processes as the class discusses and reaches a consensus on the solutions (math arguments). During the guided practice, students explain their solutions. The educator uses guiding questions to facilitate their learning as they explain, justify, and present mathematical arguments supporting their solution. The lesson provides an extension where students investigate an incomplete probability event, find its complement, and justify their solution.
6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
In the 7th Grade Advanced Math Practice Book Teacher Edition, each lesson contains a section titled “Misconceptions” with a list of lesson misconceptions for reference. They do not offer prompts or guidance to help address student responses, facilitate learning, or lead students away from these misconceptions.