Program Information
- ISBN
- 9781966827184
- 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 Math Full Program
Math (English) Grade 7
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2025
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 scope and sequence outlines the comprehensive coverage of the grade 7 TEKS organized into coherent instructional units. Each unit explicitly identifies the aligned TEKS and correlates them with instructional materials, including the 7th Grade Math Practice Student Edition, “TEKS-tivity” activities, and “Problem of the Day.” This ensures systematic and complete TEKS coverage across the academic year.
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 Grade 7 Math Practice 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. Each unit includes the aligned TEKS and recommended instructional duration, enabling educators to plan instruction with clear expectations for pacing while maintaining alignment to grade-level standards.
Accommodating three different instructional calendars provides the flexibility needed to support diverse schedules in educational settings.
Evaluation for 1.1c
The “Sequence Rationale” in the 7th Grade Math Implementation Guide 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 the prerequisite knowledge before engaging in more complex applications. Each unit includes a “Unit Rationale,” “Big Ideas,” and “Background Knowledge.” The “Unit Rationale” includes connections with other concepts and background knowledge from prior grade levels.
The 7th Grade Math Practice Teacher Edition 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 Overviews” to help educators internalize the unit. The “Unit Rationale” additionally includes connections with other concepts and background knowledge from prior grade levels.
The 7th Grade 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 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 TEKS Checklist includes the specificity of the standards along with expectations and vertical alignment expectations from other grade levels. The checklist also includes the verbs, concepts, and essentials for each standard. This checklist is a great tool for educators 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 will 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 to 12, the materials also include a letter for families in English and Spanish that explains the key concepts students learn. The materials also provide strategies and activities for families in English and Spanish to use at home to support students’ learning and development for each unit.
Evaluation for 1.3a
The teacher edition includes comprehensive, structured, detailed lesson plans. In the table of contents, every lesson lists TEKS correlations. The “Lesson-at-a-Glance” section provides a structured lesson sequence including I do, we do, partner practice, independent practice, and reflection, with defined time allocations for each phase to support effective lesson pacing and implementation.
In the TEKS 7.11B lesson, materials explicitly identify the standard and include a clearly defined conceptual learning goal focused on determining whether given values make equations and inequalities true. The structured lesson cycle (teach lesson, guided practice, partner practice, and independent practice) ensures that instruction directly aligns to the TEKS and supports students in developing conceptual understanding through progressively rigorous tasks. The TEKS 7.2A lesson explicitly aligns to the standard and includes clearly defined objectives focused on classifying numbers within rational number systems. The activity structure requires students to define, classify, and justify relationships between number sets, ensuring alignment between lesson objectives, the TEKS expectations, and student outcomes.
Evaluation for 1.3b
The “Lesson-at-a-Glance” provides a structured lesson sequence including "I do, We do,” partner practice, independent practice, and reflection, with defined time allocations for each phase to support effective lesson pacing and implementation. The materials outline a consistent instructional model that guides educators through modeling, guided practice, and independent application, supporting clear and effective lesson delivery.
The Teacher Edition lists the materials needed for the lesson, and suggests the amount of time for each component. However, it does not separate the student and educator materials and it gives generic guidance on how to use the lesson components.
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. Additionally, the materials provide two pathways for differentiated instruction. However, there is no guidance for extended practice based on student performance.
The 7th Grade Math Implementation Guide provides a list of homework, extension, and enrichment activities. However, there is not much 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
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 Grade 7 Math Practice 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 7th Grade Math Practice Teacher Edition 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 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 TEKS Checklist includes the specificity of the standards along with expectations and vertical alignment expectations from other grade levels. The checklist also includes the verbs, concepts, and essentials for each standard. This checklist is a great tool for educators 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 to 12, the materials also include a letter for families in English and Spanish that explains the key concepts students learn. The materials also provide strategies and activities for families in English and Spanish to use at home to support students’ learning and development for 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
In the TEKS 7.11B lesson, materials explicitly identify the standard and include a clearly defined conceptual learning goal focused on determining whether given values make equations and inequalities true. The structured lesson cycle (teach lesson, guided practice, partner practice, and independent practice) ensures that instruction directly aligns to the TEKS and supports students in developing conceptual understanding through progressively rigorous tasks. The TEKS 7.2A lesson explicitly aligns to the standard and includes clearly defined objectives focused on classifying numbers within rational number systems. The activity structure requires students to define, classify, and justify relationships between number sets, ensuring alignment between lesson objectives, the TEKS expectations, and student outcomes.
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 Teacher Edition lists the materials needed for the lesson, and suggests the amount of time for each component. However, it does not separate the student and educator materials and it gives generic guidance on how to use the lesson components.
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 Math Implementation Guide provides a list of homework, extension, and enrichment activities. However, there is not much 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
100% (18 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 and the Practice Book provides a variety of formative instructional assessments. This includes guided, partner, and independent practices. The TEKS-tivity Book contains daily activities, math talks, reflection questions, journaling, and tickets out the door which offer a 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” of the 7th Grade 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 Math TEKS-tivity 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 Math Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the 7th Grade 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 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 7th Grade 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 which of the specific TEKS students can master. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. The TEKSnology platform includes diagnostic assessments while the 7th Grade Math Implementation Guide provides guidance for educators for using them.
Evaluation for 2.1e
The materials include instructional assessments with the 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 such as inline choice, hot spot, and multi-select.
Instructional assessments include open-ended questions, multiple choice, and choose two correct answers. They align to the TEKS and include varied levels of complexity.
Evaluation for 2.2a
The materials provide scoring information with guidance on how to interpret student performance on assessments and reflect on levels of understanding and/or proficiency. The reports contain several ways for educators to interpret student data including item analysis reports to examine students’ performance on specific skills, TEKS mastery reports to track progress on standards, question analysis reports to identify trends in student responses, and class achievement reports to compare individual and group performance.
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.
Evaluation for 2.2b
The materials provide guidance on how to use the tasks and activities in response to trends in the assessments. The 7th Grade Math Teacher Guide provides a lesson flow requiring educators to make a data-informed decision after students take an “Exit Ticket” (formative assessment.) Educators must then “Extend/Enrich” or reteach using the “Power Review” based on the data.
The 7th Grade Math Implementation Guide provides educators with suggestions for “Extend/Enrich” or “Reteach/Power Review” activities. Once students complete their “Exit Tickets,” educators make a decision on whether students receive an “Extend/Enrich” or “Reteach/Power Review” based on exit ticket data. With each specified activity, there are directions, materials, and facilitating questions to guide the educator.
Evaluation for 2.2c
The regular courses provide an Assessment Book that includes STAAR Chart tracking tools. These tools allow students and educators to monitor progress across reporting categories. Students record their performance by shading stars corresponding to correctly answered items, providing a visual representation of mastery of the TEKS. This tool supports ongoing progress monitoring and helps identify trends over time.
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. The Assessment for Learning Book also provides benchmarks and tools for tracking 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” of the 7th Grade 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 Math Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the 7th Grade 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 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 which of the specific TEKS students can master. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. The TEKSnology platform includes diagnostic assessments while the 7th Grade 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
Instructional assessments include open-ended questions, multiple choice, and choose two correct answers. They align to the TEKS and include varied levels of complexity.
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.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
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.
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 7th Grade Math Implementation Guide provides educators with suggestions for “Extend/Enrich” or “Reteach/Power Review” activities. Once students complete their “Exit Tickets,” educators make a decision on whether students receive an “Extend/Enrich” or “Reteach/Power Review” based on exit ticket data. With each specified activity, there are directions, materials, and facilitating questions to guide the educator.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
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. The Assessment for Learning Book also provides benchmarks and tools for tracking 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 on-grade-level activities and lessons, and provide guidance to educators 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.
The materials contain guidance for educators with support for differentiation or 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 Math Practice Teacher Edition Appendix C, there are a variety of vocabulary activities along with strategies for teaching vocabulary. The materials additionally include a correlation of the TEKS to the vocabulary words, and the designated unit. Activities include fill-in-the-blank vocabulary tasks 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 Math Teacher Guide provides sentence frames for each unit connected to problem-solving tasks, such as “I can compare...” and “I can write...” The materials include guidance for educators and sample language to model how to introduce and incorporate the sentence frames into mathematical discussions to support the development of academic language.
Evaluation for 3.1c
The 7th Grade Math Practice Teacher Edition includes a suggestion for an extension activity requiring students to “create a rate hunt where students find examples of rates (eg, 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 implementation.
The materials provide enrichment activities for students who have already demonstrated proficiency, but 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 the TEKS lesson 7.6D, “Numerical Representation and Relationship,” provides very specific directions to 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 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 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 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 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, 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 recommended instructional structures, including partner work, whole group discussions, “Math Talks,” reflection 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 Math Practice 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 Math Implementation Guide, the “Emergent Bilingual Oral and Written Discourse Support” section includes guidance to support educators in effectively using materials in the state-approved bilingual/ESL programs.
Evaluation for 3.3c
The 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 7th Grade Math Implementation Guide, 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 or 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 Math Teacher Guide provides sentence frames for each unit connected to problem-solving tasks, such as “I can compare...” and “I can write...” The materials include guidance for educators and sample language to model how to introduce and incorporate the sentence frames 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, but 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 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, 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 recommended instructional structures, including partner work, whole group discussions, “Math Talks,” reflection 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 Math Implementation Guide, the “Emergent Bilingual Oral and Written Discourse Support” section includes guidance to support educators in effectively using 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 7th Grade Math Implementation Guide, 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 require students to apply their understanding of probability through various activities including creating sample spaces, comparing theoretical and experimental probability, analyzing outcomes, and explaining their mathematical reasoning using tables, spinners, and organized lists.
The materials require students to demonstrate depth of understanding through various activities including creating sample spaces, comparing theoretical and experimental probability, analyzing outcomes, and explaining mathematical reasoning using tables, spinners, and organized lists. The 7th Grade Math TEKS-tivity Teacher Edition provides practice through activities such as collaborative group work, guided math discussion, student-written reflections, and journal writing, as well as opportunities for vocabulary review.
In the 7th Grade Math TEKS-tivity Student Edition, students demonstrate depth of understanding by solving real-world problems that involve using pi to find the circumference and area of circles. Other activities task students with finding the area of composite figures. Some problems require students to use fractions and decimals. Students additionally use error analysis to explain whether the work for finding the area of composite figures was done correctly. Furthermore, students write an explanation of the difference between lateral and total surface area.
Evaluation for 4.1b
The materials build rigor by progressing from identifying and classifying rational numbers using visual representations to explaining relationships among subsets of real numbers and justifying classifications through mathematical reasoning and written explanations.
The 7th Grade Math Practice Student Edition aligns questions and tasks to the grade-level TEKS which 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 Math Practice 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 completing a table and graph based on a provided constant rate of change. Students then progress to finding the constant rate of change from a table or graph, before moving on to find the unit rate in graphs, tables, and real-world situations. Students advance to finding the constant of proportionality and creating equations in direct variation, before ending with multiple representations of proportional and nonproportional relationships.
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.
The 7th Grade Math TEKS-tivity Student Edition supports coherence of key concepts by explicitly linking the classification of rational, integer, whole, and natural numbers. It demonstrates how each number type is a subset of the next: natural numbers are a subset of whole numbers, whole numbers are a subset of integers, and all are contained within rational numbers. Visual representations, written explanations, and reflection activities build conceptual understanding across these number sets. In unit 1, “Number System,” students gain foundational knowledge of these types and their hierarchical relationships. This unit provides the groundwork for understanding sets and subsets throughout the curriculum. The skills learned also support the interpretation of the numerical outcomes in probability contexts in unit 2, “Probability.”
In the 7th Grade Math TEKS-tivity Student Edition, unit 5, students use proportions to convert between measurement systems and to understand the attributes of similar figures, including the ratios within and between them. In unit 7, students extend their understanding of proportions by relating the concept to pi when finding the circumference and area of circles.
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 the 7th Grade 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” section explains what students should already know and understand to support their learning of new content. Furthermore, the section also makes note of the TEKS from prior grade levels to provide context. The 7th Grade Math Practice Teacher Edition provides a section of vocabulary activities to promote consistency in the math language from one course to the next.
The “Unit Rationale” in the “Unit Overview” explains how students deepen their understanding of area and volume, develop spatial reasoning, and connect their learning to surface area, volume, and algebraic modeling in later grades. The “Unit Overview” also outlines the unit’s big ideas, the prior-grade TEKS alignment, the key vocabulary used throughout, 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 demonstrate coherence within lessons by linking students’ existing understanding of concepts and procedures from current and previous grades to new knowledge. For example, the 7th Grade Math Implementation Guide specifies what students should already know and identifies the relevant grade-level TEKS, such as “…the meaning of absolute value (grade 6 TEKS 6.2B).” As the unit continues, it consistently references the previously taught, on-grade-level TEKS skills.
The pre-checks in the Assessment for Learning book provide opportunities for students to review and connect concepts and procedures from their prior grade level. For example, the pre-check for 7.6H on “Probability and Numerical Representations and Relationships” requires students to solve problems involving rates (from 6th-grade 6.4B) before solving problems using experimental probability.
Evaluation for 4.3a
The 7th Grade Math Teacher Guide states that “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review. Additionally, the “Power Review” revisits prior concepts. However, there was no evidence of these retrieval opportunities within the reviewed instructional materials.
The 7th Grade Math Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” which explains 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 Math Teacher Guide.
Evaluation for 4.3b
The materials provide practice within the current lesson. Additionally, the evidence reviewed demonstrates interleaved practice that intentionally mixes previously learned skills or concepts across lessons and units.
In the 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.
In the 7th Grade Math Practice Teacher Edition, the unit titled “Applications of Percents” provides students with interleaved practice opportunities with previously learned skills and concepts. The key foundational skill of ratios and their connections to percents interconnects to many skills and concepts in grade 7, including proportional reasoning, similarity, dilations, probability, and algebraic relationships. Students 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 require students to demonstrate depth of understanding through various activities including creating sample spaces, comparing theoretical and experimental probability, analyzing outcomes, and explaining mathematical reasoning using tables, spinners, and organized lists. The 7th Grade Math TEKS-tivity Teacher Edition provides practice through activities such as collaborative group work, guided math discussion, student-written reflections, and journal writing, as well as opportunities for vocabulary review.
In the 7th Grade Math TEKS-tivity Student Edition, students demonstrate depth of understanding by solving real-world problems that involve using pi to find the circumference and area of circles. Other activities task students with finding the area of composite figures. Some problems require students to use fractions and decimals. Students additionally use error analysis to explain whether the work for finding the area of composite figures was done correctly. Furthermore, students write an explanation of the difference between lateral and total surface area.
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 Math Practice Student Edition aligns questions and tasks to the grade-level TEKS which 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 Math Practice 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 completing a table and graph based on a provided constant rate of change. Students then progress to finding the constant rate of change from a table or graph, before moving on to find the unit rate in graphs, tables, and real-world situations. Students advance to finding the constant of proportionality and creating equations in direct variation, before ending with multiple representations of proportional and nonproportional relationships.
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
The 7th Grade Math TEKS-tivity Student Edition supports coherence of key concepts by explicitly linking the classification of rational, integer, whole, and natural numbers. It demonstrates how each number type is a subset of the next: natural numbers are a subset of whole numbers, whole numbers are a subset of integers, and all are contained within rational numbers. Visual representations, written explanations, and reflection activities build conceptual understanding across these number sets. In unit 1, “Number System,” students gain foundational knowledge of these types and their hierarchical relationships. This unit provides the groundwork for understanding sets and subsets throughout the curriculum. The skills learned also support the interpretation of the numerical outcomes in probability contexts in unit 2, “Probability.”
In the 7th Grade Math TEKS-tivity Student Edition, unit 5, students use proportions to convert between measurement systems and to understand the attributes of similar figures, including the ratios within and between them. In unit 7, students extend their understanding of proportions by relating the concept to pi when finding the circumference and area of circles.
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 the 7th Grade 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” section explains what students should already know and understand to support their learning of new content. Furthermore, the section also makes note of the TEKS from prior grade levels to provide context. The 7th Grade Math Practice Teacher Edition provides a section of vocabulary activities to promote consistency in the math language from one course to the next.
The “Unit Rationale” in the “Unit Overview” explains how students deepen their understanding of area and volume, develop spatial reasoning, and connect their learning to surface area, volume, and algebraic modeling in later grades. The “Unit Overview” also outlines the unit’s big ideas, the prior-grade TEKS alignment, the key vocabulary used throughout, 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 demonstrate coherence within lessons by linking students’ existing understanding of concepts and procedures from current and previous grades to new knowledge. For example, the 7th Grade Math Implementation Guide specifies what students should already know and identifies the relevant grade-level TEKS, such as “…the meaning of absolute value (grade 6 TEKS 6.2B).” As the unit continues, it consistently references the previously taught, on-grade-level TEKS skills.
The pre-checks in the Assessment for Learning book provide opportunities for students to review and connect concepts and procedures from their prior grade level. For example, the pre-check for 7.6H on “Probability and Numerical Representations and Relationships” requires students to solve problems involving rates (from 6th-grade 6.4B) before solving problems using experimental probability.
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 Math Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” which explains 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 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 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.
In the 7th Grade Math Practice Teacher Edition, the unit titled “Applications of Percents” provides students with interleaved practice opportunities with previously learned skills and concepts. The key foundational skill of ratios and their connections to percents interconnects to many skills and concepts in grade 7, including proportional reasoning, similarity, dilations, probability, and algebraic relationships. Students 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
100% (41 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 Math TEKS-tivity Student Edition, students develop conceptual understanding by classifying rational numbers, integers, whole numbers, and natural numbers using Venn diagrams and written justifications. Students analyze relationships among number sets and explain their reasoning using mathematical representations
In the Practice Book, 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 which inverse operations they need to isolate the variable and solve the equation. Once they have the 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.
Evaluation for 5.1b
The materials develop procedural fluency by providing repeated opportunities for students to determine probabilities, create sample spaces, and analyze outcomes using tree diagrams and organized lists. These activities reinforce grade-level procedures while building accuracy and efficiency.
In the Assessment for Learning book, various questions and tasks require students to create models that represent mathematical situations, determine probabilities, list outcomes, and analyze sample spaces using tree diagrams and organized lists. Students repeatedly apply grade-level procedures to strengthen accuracy and efficiency.
In the 7th Grade Math Practice Teacher Edition unit titled “Computations and Algebraic Relationships,” students interpret models and make connections to equations and inequalities. The materials prompt them to use Algebra tiles to create models and evaluate equations and inequalities. Students additionally use and create pictorial models. The educator uses guiding questions that help facilitate learning and make connections.
Evaluation for 5.1c
The materials provide opportunities for students to apply their conceptual understanding of probability and sampling to make predictions and solve problems in new real-world contexts.
In the 7th Grade Math Practice Student Edition, the unit titled “Computations and Algebraic Relationships: Rates of Change,” students apply their conceptual understanding to a new problem situation. The materials require students to complete a table, a graph, and to find the rate of change. They use their knowledge to solve the problem and extend their understanding. The problem requires students to understand different representations of the rate of change and apply their conceptual understanding to solve a new problem.
In the 7th Grade Math TEKS-tivity Student Edition, unit 2, “Probability,” students spin a four-section spinner and roll a six-sided number cube, recording the results in the provided table. After collecting their data, students compare their experimental results for landing on blue and rolling an even number to the theoretical probability of the same outcomes. They then use their experimental data to estimate how many times they would expect to roll an odd number over one hundred trials, regardless of the spinner color. Finally, students compare their estimate to the theoretical probability and explain how the two probabilities compare.
Evaluation for 5.2a
The materials develop procedural fluency by providing repeated opportunities for students to determine probabilities, create sample spaces, and analyze outcomes using organized lists and tree diagrams. These activities strengthen accuracy and efficiency through repeated application of grade-level procedures.
The 7th Grade Math TEKS-tivity Student Edition provides various tasks designed to promote students’ automaticity through repeated opportunities to determine probabilities, list outcomes, and analyze sample spaces using organized lists and tree diagrams. Students repeatedly apply grade-level procedures to strengthen efficiency and accuracy.
In unit 3 of the 7th Grade Math Practice Student Edition, “Rational Number Operations,” students repeatedly practice operations with rational numbers to improve fluency and increase automaticity. Students begin with basic rational-number operations presented as expressions, then progress to real-world situations that require them to determine the appropriate operation. Strengthening fluency and automaticity in these areas prepares students with the skills needed for later tasks requiring them to solve equations and inequalities and compute area and volume.
Evaluation for 5.2b
The materials support flexible and efficient problem-solving by requiring students to discuss probability strategies, compare solution methods, and explain their mathematical reasoning during “Math Talks” and reflection activities.
In the 7th Grade Math TEKS-tivity Student Edition, there is support for flexible and efficient problem-solving during collaborative “Math Talks” and reflection activities. Students engage in discussions about numerical representations and explaining mathematical conclusions. They reflect and explain how integers, whole numbers, and rational numbers connect to one another. Students additionally discuss and describe the difference between rational numbers and whole numbers. In the next section, students journal about why integers are also rational numbers and about the difference between natural and whole numbers.
In the 7th Grade Math TEKS-tivity Student Edition, unit 5, “Similarity,” students engage in an error-analysis activity in which they identify and analyze mistakes in scale-drawing problems. Students first determine where the error occurred, then correct the misstep using appropriate proportional reasoning, and finally justify their correction. This task supports the development of efficient, flexible, and accurate mathematical procedures as students evaluate solution methods, refine their reasoning, and apply scale factors correctly within similarity contexts.
Evaluation for 5.2c
Students evaluate the accuracy of predictions by determining whether proposed solutions are true or false and explaining their reasoning. Reflection prompts require students to justify the process used to make predictions, promoting evaluation of solution accuracy and mathematical reasoning.
In the 7th Grade Math Practice Student Edition, students explore the lesson by completing the engaging activity for the TEKS 7.6E from Appendix A. The educator guidance prompts 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 about the strategy they would use to solve them. They then solve the problems and compare answers. The educator asks students if they agree or disagree with their answers. Once the correct answer is given, 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 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 Math TEKS-tivity Student Edition, students have the opportunity to perform an error analysis to identify where a hypothetical student made a mistake when solving a problem involving measurement conversions. The materials prompt the student to correct the solution, which demonstrates how students evaluate procedures and solutions for accuracy.
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 Practice 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 additionally solve them without a model, increasing efficiency as they examine the limitations of using a model. The lesson provides scaffolded activities as educators guide students to work with partners, and then move to independent work.
In the 7th Grade Math Practice Teacher Edition, unit 3, “Rates, Percents, and Proportionality,” students identify the constant of proportionality in tables, equations, and verbal descriptions. Embedded supports in the Teacher Edition 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 identify the conceptual understanding students develop throughout the course and provide instructional guidance for applying procedural strategies through guided discussion, modeling, and practice. This addresses both the conceptual and procedural emphasis of the TEKS.
The materials in the 7th Grade Math Implementation Guide include detailed educator notes that guide instruction toward conceptual understanding by emphasizing how and why mathematical relationships work. Educators use explanations, instructional cues, and strategies to build foundational understanding before procedural application. For example, in unit 2, “Probability,” the “Unit Rationale” included in the instructional notes provides guidance on using concrete experiments (coins, dice, spinners) before symbolic representations. The materials additionally provide educator guidance to anchor probability language to real-life contexts (weather, games, surveys), and to use tables and tree diagrams to scaffold compound and event reasoning.
In the Practice Book Teacher Edition, the materials include detailed educator notes that include a “Conceptual Learning Goal.” The goal states that “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 to promote 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 progress from concrete models (algebra tiles) to pictorial representations and abstract equations, supporting students’ conceptual understanding through multiple representations.
In the Practice Book, unit 4, “Equations and Inequalities,” students begin 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, connecting their conceptual understanding from visual models to procedural fluency and accurate symbolic manipulation.
In the Practice Book, unit 7, “Area and Volume,” 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 in which they work with measurements 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. They then connect the area of the base and the number of layers to the volume formula and use the formulas to solve volume problems.
The materials support students in connecting concrete and representational models with abstract concepts by requiring students to solve equations and inequalities using algebra tiles. Students create concrete models, and representational models.
Evaluation for 5.4a
The materials develop students’ academic mathematical language through various methods. Students use algebra tile manipulatives, visual models, educator questioning, and EB vocabulary support that requires them to explain and justify mathematical reasoning. Students build a rectangular prism with colored 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 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 with quantitative reasoning. Students use number cubes, spinners, and coins to make real-life connections. In the 7th Grade Math TEKS-tivity Student Edition, students have several opportunities to develop their academic language.
Evaluation for 5.4b
Embedded facilitating questions require students to use precise academic mathematical vocabulary to describe relationships and explain the meaning of variables, equations, and inequalities in context. These questions support the development and application of mathematical language. The 7th Grade Math Implementation Guide directs educators to use visual models and hands-on manipulatives (e.g., cutouts and grid paper) to emphasize how they correspond before introducing scale factors. This provides scaffolded support to students as they develop and use academic mathematical vocabulary. The materials include sentence frames for educators to support explanations. (e.g., “The scale factor is _______ beacuse…”.) to connect similarity to real-world contexts (maps, blueprints, and models).
The 7th Grade Math Practice Teacher Edition implements these supports by providing questions to facilitate discussions. Students discuss how proportional relationships can be applied to geometry to determine similarity using precise mathematical language. These discussions provide opportunities for students to develop and use academic vocabulary in meaningful mathematical contexts.
Evaluation for 5.4c
The materials include embedded educator guidance in the “Math Talks,” including recommendations for grouping students, suggested discussion time, and directions for students to share their responses. The guidance for educators supports mathematical syntax, including sentence stems, sentence frames, and prompts that encourage students to communicate using complete mathematical statements. The 7th Grade Math Teacher Guide provides support to educators in developing EB students’ academic language, strengthening mathematical language for all learners, and explicitly teaching mathematical vocabulary. The materials include suggested strategies and instructional supports. These 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 Math Practice Teacher Edition and the 7th Grade Math Implementation Guide incorporate mathematical process standards through instructional routines to support educators. Additionally, the materials encourage students to explain their reasoning, critique strategies, analyze relationships, represent problems with models and equations, and communicate mathematical reasoning.
The TEKS-tivity Book emphasizes conceptual development through “Math Talks,” exploration activities, debriefings, academic discussions, journals, and vocabulary components. The materials encourage students to 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 outlines student requirements. For example, in unit 2 it states, “Students apply mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. Students are required to 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 Math Teacher Guide explicitly describes how the TEKS Mathematical Process Standards are intentionally integrated throughout instruction and embedded within lessons, activities, discussions, and assessments across the program. The 7th Grade 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 7th Grade Math Practice Teacher Edition includes the process standards alignment matrix, which crosswalks each of the grade-level content TEKS standards with the applicable Mathematical Process Standards (7.1A–7.1G). The matrix demonstrates that the curriculum intentionally embeds the process standards rather than addressing 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 and highlights how the lesson explicitly applies them throughout the materials. The section additionally 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. Each unit includes a description of how they incorporate and connect the TEKS process standards 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 as required by the indicator.
In the “Lesson-at-a-Glance,” each lesson begins with a section that outlines the process standards covered, how they apply across 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 Math TEKS-tivity Student Edition, students develop conceptual understanding by classifying rational numbers, integers, whole numbers, and natural numbers using Venn diagrams and written justifications. Students analyze relationships among number sets and explain their reasoning using mathematical representations
In the Practice Book, 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 which inverse operations they need to isolate the variable and solve the equation. Once they have the 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.
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 Assessment for Learning book, various questions and tasks require students to create models that represent mathematical situations, determine probabilities, list outcomes, and analyze sample spaces using tree diagrams and organized lists. Students repeatedly apply grade-level procedures to strengthen accuracy and efficiency.
In the 7th Grade Math Practice Teacher Edition unit titled “Computations and Algebraic Relationships,” students interpret models and make connections to equations and inequalities. The materials prompt them to use Algebra tiles to create models and evaluate equations and inequalities. Students additionally use and create pictorial models. The educator uses guiding questions that help facilitate learning and make connections.
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 Math Practice Student Edition, the unit titled “Computations and Algebraic Relationships: Rates of Change,” students apply their conceptual understanding to a new problem situation. The materials require students to complete a table, a graph, and to find the rate of change. They use their knowledge to solve the problem and extend their understanding. The problem requires students to understand different representations of the rate of change and apply their conceptual understanding to solve a new problem.
In the 7th Grade Math TEKS-tivity Student Edition, unit 2, “Probability,” students spin a four-section spinner and roll a six-sided number cube, recording the results in the provided table. After collecting their data, students compare their experimental results for landing on blue and rolling an even number to the theoretical probability of the same outcomes. They then use their experimental data to estimate how many times they would expect to roll an odd number over one hundred trials, regardless of the spinner color. Finally, students compare their estimate to the theoretical probability and explain how the two probabilities compare.
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 Math TEKS-tivity Student Edition provides various tasks designed to promote students’ automaticity through repeated opportunities to determine probabilities, list outcomes, and analyze sample spaces using organized lists and tree diagrams. Students repeatedly apply grade-level procedures to strengthen efficiency and accuracy.
In unit 3 of the 7th Grade Math Practice Student Edition, “Rational Number Operations,” students repeatedly practice operations with rational numbers to improve fluency and increase automaticity. Students begin with basic rational-number operations presented as expressions, then progress to real-world situations that require them to determine the appropriate operation. Strengthening fluency and automaticity in these areas prepares students with the skills needed for later tasks requiring them to solve equations and inequalities and compute area and volume.
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 Math TEKS-tivity Student Edition, there is support for flexible and efficient problem-solving during collaborative “Math Talks” and reflection activities. Students engage in discussions about numerical representations and explaining mathematical conclusions. They reflect and explain how integers, whole numbers, and rational numbers connect to one another. Students additionally discuss and describe the difference between rational numbers and whole numbers. In the next section, students journal about why integers are also rational numbers and about the difference between natural and whole numbers.
In the 7th Grade Math TEKS-tivity Student Edition, unit 5, “Similarity,” students engage in an error-analysis activity in which they identify and analyze mistakes in scale-drawing problems. Students first determine where the error occurred, then correct the misstep using appropriate proportional reasoning, and finally justify their correction. This task supports the development of efficient, flexible, and accurate mathematical procedures as students evaluate solution methods, refine their reasoning, and apply scale factors correctly within similarity 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 Math Practice Student Edition, students explore the lesson by completing the engaging activity for the TEKS 7.6E from Appendix A. The educator guidance prompts 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 about the strategy they would use to solve them. They then solve the problems and compare answers. The educator asks students if they agree or disagree with their answers. Once the correct answer is given, 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 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 Math TEKS-tivity Student Edition, students have the opportunity to perform an error analysis to identify where a hypothetical student made a mistake when solving a problem involving measurement conversions. The materials prompt the student to correct the solution, which demonstrates how students evaluate procedures and solutions for accuracy.
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 Practice 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 additionally solve them without a model, increasing efficiency as they examine the limitations of using a model. The lesson provides scaffolded activities as educators guide students to work with partners, and then move to independent work.
In the 7th Grade Math Practice Teacher Edition, unit 3, “Rates, Percents, and Proportionality,” students identify the constant of proportionality in tables, equations, and verbal descriptions. Embedded supports in the Teacher Edition 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 in the 7th Grade Math Implementation Guide include detailed educator notes that guide instruction toward conceptual understanding by emphasizing how and why mathematical relationships work. Educators use explanations, instructional cues, and strategies to build foundational understanding before procedural application. For example, in unit 2, “Probability,” the “Unit Rationale” included in the instructional notes provides guidance on using concrete experiments (coins, dice, spinners) before symbolic representations. The materials additionally provide educator guidance to anchor probability language to real-life contexts (weather, games, surveys), and to use tables and tree diagrams to scaffold compound and event reasoning.
In the Practice Book Teacher Edition, the materials include detailed educator notes that include a “Conceptual Learning Goal.” The goal states that “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 to promote 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 Practice Book, unit 4, “Equations and Inequalities,” students begin 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, connecting their conceptual understanding from visual models to procedural fluency and accurate symbolic manipulation.
In the Practice Book, unit 7, “Area and Volume,” 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 in which they work with measurements 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.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
The materials support students in connecting concrete and representational models with abstract concepts by requiring students to solve equations and inequalities using algebra tiles. Students create concrete models, and representational models.
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 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 with quantitative reasoning. Students use number cubes, spinners, and coins to make real-life connections. In the 7th Grade Math TEKS-tivity 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 Math Practice Teacher Edition implements these supports by providing questions to facilitate discussions. Students discuss how proportional relationships can be applied to geometry to determine similarity using precise mathematical language. These discussions provide opportunities for students to develop and use academic vocabulary in meaningful mathematical contexts.
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 TEKS-tivity Book emphasizes conceptual development through “Math Talks,” exploration activities, debriefings, academic discussions, journals, and vocabulary components. The materials encourage students to 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 outlines student requirements. For example, in unit 2 it states, “Students apply mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. Students are required to 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 7th Grade Math Practice Teacher Edition includes the process standards alignment matrix, which crosswalks each of the grade-level content TEKS standards with the applicable Mathematical Process Standards (7.1A–7.1G). The matrix demonstrates that the curriculum intentionally embeds the process standards rather than addressing 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. Each unit includes a description of how they incorporate and connect the TEKS process standards 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,” each lesson begins with a section that outlines the process standards covered, how they apply across 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
The 7th Grade Math TEKS-tivity Student Edition requires students to think mathematically by evaluating whether equations and solutions are correct, identifying errors in mathematical reasoning, and determining the correct equation and solution for geometry problems in context. Students make sense of mathematics by explaining mathematical generalizations, describing how equations are used to solve geometry problems, and discussing angle relationships during “Math Talks.”
The materials in the 7th Grade Math TEKS-tivity Student Edition provide opportunities for productive struggle and perseverance. Investigative tasks require students to analyze two bank investment options, select appropriate formulas (compound and simple interest), make a decision based on the findings to determine the best option, and justify their conclusions.
The 7th Grade Math TEKS-tivity Student Edition, unit 6, “Similarity,” provides multiple opportunities for students to use proportional relationships to answer questions about similar shapes and scale factors, with visual representations. These tasks require students to apply proportional reasoning, select appropriate strategies, and work through multi-step problems. This fosters perseverance while developing a conceptual understanding of similarity. The unit also promotes mathematical thinking by asking students to compare two different solution methods for problems involving scale factors and similar figures. Students evaluate the accuracy of each approach, identify errors in the incorrect solution, and justify their conclusions using mathematical evidence.
Evaluation for 6.1b
The materials support students in understanding and explaining that mathematical relationships can be represented using verbal descriptions, tables, graphs, and equations. Additionally, they 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 they can solve problems in multiple ways 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 they can represent problems in multiple ways.
In unit 3, “Rates, Percents, and Proportionality,” the materials support students in understanding and explaining that they can represent mathematical problems in multiple ways. Students create equations from verbal descriptions, tables, and graphs, and explain the connections among these representations. Question prompts such as, “How can multiple representations be used to express relationships?” and “How do you determine if a table is represented by the graph?” guide student responses. 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
In the 7th Grade Math Practice Student Edition, students engage in mathematics with peers and educators by collaboratively solving problems involving rational numbers, explaining their solution methods, and participating in class discussions. Students write about mathematics by recording their work and describing their solution processes. Additionally, they discuss mathematical reasoning during partner practice, guided practice, whole-class discussion, as well as during educator questioning. This supports students in doing, writing about, and discussing mathematics throughout the lesson.
The materials provide multiple opportunities for students to make sense of mathematics through collaborative problem-solving, written explanations, and mathematical discourse. Students work with partners to model and solve equations using algebra tiles, participate in guided and partner practice, and explain, in writing, the difference between solving equations and inequalities. Educator guidance includes facilitating mathematical discussions, prompting students with guiding questions, and encouraging students to share and discuss their reasoning with peers.
In the 7th Grade Math Practice Student Edition, 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 work together to solve problems involving the constant of proportionality, explain their strategies, and compare solution methods. During partner practice, the educator uses facilitating questions to help guide the discussion. In the 7th Grade MathTEKS-tivity Student Edition, 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
The materials support educators in guiding students to reflect on their problem-solving approaches by engaging them in error-analysis tasks. These tasks require them to identify mathematical misconceptions, explain why solutions are incorrect, justify the correct reasoning, and describe how to correct the errors. The “Facilitating Questions” prompt students to reflect on how they identified errors, analyze incorrect mathematical arguments, and justify recommendations for improving solution strategies.
The materials support educators in guiding students to share mathematical arguments and justifications. Educators prompting students to agree or disagree with mathematical statements and justify their reasoning during educator-facilitated discussions of equations and inequalities. The materials provide the educator with facilitating questions for students to explain their thinking during partner practice.
The 7th Grade Math Practice Teacher Edition supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. Students share ways to solve problems, agree or disagree, and reach a consensus. The educator provides questions and prompts to facilitate learning. Later in the lessons, students explain how to divide decimals as they work through problems with a partner.
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 to illustrate why student responses are correct or incorrect. The materials provide a section titled “Providing Effective Feedback in Mathematics.” This section provides a generic list of actions an educator can take to provide feedback. However, it is not specific about how to address particular responses or misconceptions.
In the 7th Grade Math Practice Teacher Edition, every 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
The materials in the 7th Grade Math TEKS-tivity Student Edition provide opportunities for productive struggle and perseverance. Investigative tasks require students to analyze two bank investment options, select appropriate formulas (compound and simple interest), make a decision based on the findings to determine the best option, and justify their conclusions.
The 7th Grade Math TEKS-tivity Student Edition, unit 6, “Similarity,” provides multiple opportunities for students to use proportional relationships to answer questions about similar shapes and scale factors, with visual representations. These tasks require students to apply proportional reasoning, select appropriate strategies, and work through multi-step problems. This fosters perseverance while developing a conceptual understanding of similarity. The unit also promotes mathematical thinking by asking students to compare two different solution methods for problems involving scale factors and similar figures. Students evaluate the accuracy of each approach, identify errors in the incorrect solution, and justify their conclusions using mathematical evidence.
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 they can solve problems in multiple ways 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 they can represent problems in multiple ways.
In unit 3, “Rates, Percents, and Proportionality,” the materials support students in understanding and explaining that they can represent mathematical problems in multiple ways. Students create equations from verbal descriptions, tables, and graphs, and explain the connections among these representations. Question prompts such as, “How can multiple representations be used to express relationships?” and “How do you determine if a table is represented by the graph?” guide student responses. 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 materials provide multiple opportunities for students to make sense of mathematics through collaborative problem-solving, written explanations, and mathematical discourse. Students work with partners to model and solve equations using algebra tiles, participate in guided and partner practice, and explain, in writing, the difference between solving equations and inequalities. Educator guidance includes facilitating mathematical discussions, prompting students with guiding questions, and encouraging students to share and discuss their reasoning with peers.
In the 7th Grade Math Practice Student Edition, 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 work together to solve problems involving the constant of proportionality, explain their strategies, and compare solution methods. During partner practice, the educator uses facilitating questions to help guide the discussion. In the 7th Grade MathTEKS-tivity Student Edition, 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
The materials support educators in guiding students to share mathematical arguments and justifications. Educators prompting students to agree or disagree with mathematical statements and justify their reasoning during educator-facilitated discussions of equations and inequalities. The materials provide the educator with facilitating questions for students to explain their thinking during partner practice.
The 7th Grade Math Practice Teacher Edition supports educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. Students share ways to solve problems, agree or disagree, and reach a consensus. The educator provides questions and prompts to facilitate learning. Later in the lessons, students explain how to divide decimals as they work through problems with a partner.
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 Math Practice Teacher Edition, every 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.