Program Information
- ISBN
- 9781966827191
- 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 8th Math Full Program
Math (English) Grade 8
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 8 | 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 Implementation Guide includes a scope and sequence aligned to the TEKS and concepts taught in the course; however, there is no clear inclusion of the ELPS in the scope and sequence, although they are included in the individual unit overviews.
The Practice Book Teacher Edition Table of Contents has listed concepts, TEKS, and ELPS. However, the ELPS are not part of the scope and sequence.
Evaluation for 1.1b
The scope and sequence provide 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 TEKS coverage.
Flexibility in accommodating three different instructional calendars recognizes the diverse schedules in educational settings.
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
The materials provide good instructional guidance to support educators in facilitating lessons effectively, key skills students are required to know, the number of instructional days for each lesson, estimated lesson time in minutes, guided practice opportunities, and an overview of assessments.
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit internalization.
The materials include detailed guidance for unit and lesson internalization, supporting educators in clearly understanding the key learning objectives, the sequencing of concepts, and effective instructional strategies to use in the classroom.
Evaluation for 1.1e
The materials provide guidance such as look-fors, implementation pitfalls, and coaching questions. The 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 Grade 8 TEKS into a coherent sequence of units with clearly defined instructional focus and pacing. Each unit aligns specific TEKS to instructional priorities, supporting systematic and standards-aligned planning across the course.
The Implementation Guide “Unit 2 Overview” includes a “background knowledge for students” section with four key concepts from grade 6 and grade 7 that students should already understand. The unit 2 overview also includes a table of “key academic vocabulary,” including terms such as “slope” and “y-intercept” with definitions and cognates.
Evaluation for 1.2b
The materials include a Unit 1 parent letter in English 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 TEKS-aligned skills and monitor student progress.
The materials provide a Unit 1 parent letter in Spanish that mirrors the English version, ensuring accessibility for Spanish-speaking families. The letter includes explanations of key mathematical concepts and a section with guidance on supporting students at home, enabling families to actively engage in their child’s learning and reinforce TEKS-aligned instruction.
Evaluation for 1.3a
The materials provide a clear and consistent instructional framework through a structured lesson cycle that includes “TEKS Lessons,” “Guided Practice,” “Partner Practice,” and “Independent Practice.” This design supports a gradual release of responsibility, allowing students to move from educator-led instruction to collaborative learning and independent application, ensuring mastery of TEKS and ELPS-aligned content.
The TE includes lesson objectives, identifies the TEKS correlations, identifies the ELPS correlations, includes tasks/questions aligned to the objective, and provides independent practice for assessing student learning.
Evaluation for 1.3b
The lesson-at-a-glance provides a structured lesson sequence, including phases titled “I Do,” “We Do,” “Partner Practice,” “Independent Practice,” and “Reflection,” with defined time allocations for each phase to support effective lesson pacing and implementation. However, the lesson-at-a-glance does not list specific student materials.
The materials outline a consistent instructional model that guides educators through modeling, guided practice, and independent application, supporting clear and effective lesson delivery. Specific student materials are not provided.
Evaluation for 1.3c
The materials provide ideas for extended practice through homework, enrichment, and intervention opportunities but not guidance. Educators are directed to specific items via book title and the name of the material for extended practice.
The Teacher Guide details the product components by explaining the different pathway options for using the materials in a classroom setting. This information guides teachers on how to use the facilitating questions for extension, and how to use the data from the daily quiz to inform next steps, including reteaching small groups and extension, but this guidance is generic at the course level and not specific to the units or lessons.
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 Practice Book Teacher Edition Table of Contents has listed concepts, TEKS, and ELPS. However, the ELPS are not part of the scope and sequence.
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
Flexibility in accommodating three different instructional calendars recognizes the diverse schedules in educational settings.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials provide good instructional guidance to support educators in facilitating lessons effectively, key skills students are required to know, the number of instructional days for each lesson, estimated lesson time in minutes, guided practice opportunities, and an overview of assessments.
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 materials include detailed guidance for unit and lesson internalization, supporting educators in clearly understanding the key learning objectives, the sequencing of concepts, and effective instructional strategies to use in the classroom.
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 Implementation Guide “Unit 2 Overview” includes a “background knowledge for students” section with four key concepts from grade 6 and grade 7 that students should already understand. The unit 2 overview also includes a table of “key academic vocabulary,” including terms such as “slope” and “y-intercept” with definitions and cognates.
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
The materials provide a Unit 1 parent letter in Spanish that mirrors the English version, ensuring accessibility for Spanish-speaking families. The letter includes explanations of key mathematical concepts and a section with guidance on supporting students at home, enabling families to actively engage in their child’s learning and reinforce TEKS-aligned instruction.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The TE includes lesson objectives, identifies the TEKS correlations, identifies the ELPS correlations, includes tasks/questions aligned to the objective, and provides independent practice for assessing student learning.
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 materials outline a consistent instructional model that guides educators through modeling, guided practice, and independent application, supporting clear and effective lesson delivery. Specific student materials are not provided.
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 Teacher Guide details the product components by explaining the different pathway options for using the materials in a classroom setting. This information guides teachers on how to use the facilitating questions for extension, and how to use the data from the daily quiz to inform next steps, including reteaching small groups and extension, but this guidance is generic at the course level and not specific to the units or lessons.
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 diagnostic assessments are included in the TEKSnology platform. A variety of formative instructional assessments are available in the “Practice Book.” 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 provides a variety in tasks and questions.
The materials include a variety of summative instructional assessments. The TEKS-tivity Book contains unit assessments. The “Power Review” Book contains reporting category quizzes used as summative assessments. The Assessment Book contains summative assessments in the form of blueprint benchmarks and reporting category assessments.
Evaluation for 2.1b
The instructional materials provide guidance on the use of formative and instructional assessments throughout the learning process. Examples such as activities, math talks, exit tickets, reflections, journal writings, pre-checks, quick checks, and daily quizzes are embedded within lessons to help teachers monitor student understanding, identify misconceptions, and make informed instructional decisions. The TEKS-tivity Teacher Edition references these assessment opportunities and explains their intended purpose, offering educators examples of when and how each type of assessment can be used to gather evidence of student learning and adjust instruction as needed. Additionally, the Assessment Book Teacher Edition outlines a three-part assessment cycle and defines the purpose of each assessment type. This cycle includes a pre-check used before instruction to identify prior knowledge and instructional needs, a quick quiz administered during instruction to monitor progress, and a daily quiz used after instruction to assess understanding of recently taught content. The materials also include reporting category quizzes to evaluate student performance.
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 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, while unit assessments measure students’ mastery of standards and learning outcomes at the conclusion of instruction.
Evaluation for 2.1c
The “Table of Contents” of the Teacher Guide includes a section that includes guidance on administering instructional assessments.
The materials discuss the importance of maintaining consistent instructional practices and ensuring the use of appropriate tools during assessment administration.
Evaluation for 2.1d
The materials provide diagnostic, formative, and summative assessments that are aligned to the TEKS and objectives of the course, unit, and lesson. The 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 teachers to identify strengths and areas for improvement. These tools support targeted instructional adjustments and ensure that assessment data is directly connected to TEKS mastery.
There are pre-checks, daily quizzes, and summative assessments that are aligned to the TEKS and the objectives of lessons and units. Assessments are broken down by reporting category to assess which specific TEKS students are mastering. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. Diagnostic assessments are included in the TEKSnology platform and teacher guidance for using the diagnostic is included in the Implementation Guide.
Evaluation for 2.1e
The materials include formative and summative assessments with multiple-choice, text-entry, and open-response items aligned to the TEKS. The Assessment Book includes a variety of assessment questions with varying levels of complexity such as pre-checks, quick checks, and daily practice activities.
For example, varying levels of complexity were located in the Assessment Book on TEKS such as 8.10C, a readiness standard, and 8.5F, a supporting standard.
Evaluation for 2.2a
The materials provide teachers with answer keys and information to ensure accurate scoring of instructional assessments. Unit keys and activity answer keys are also provided.
Answer keys and item analysis documents are provided in the Teacher Guide and in the Assessment Book Teacher Edition. Guidance is also provided for interpreting student performance.
Evaluation for 2.2b
The Teacher Guide provides strategies for using facilitating questions to extend student learning. It also offers guidance for delivering effective feedback, helping teachers balance praise with constructive direction, differentiate instruction to meet student needs, and emphasize conceptual understanding rather than correctness alone.
The Teacher Guide provides teachers with guidance on implementing Polya’s four-step problem-solving model, along with strategies for math talks, reflection, and journaling. It also emphasizes the importance of productive struggle in supporting deeper student learning.
Evaluation for 2.2c
The regular courses have the Assessment Book available that includes “STAAR Chart tracking tools” that allow students and teachers to monitor progress across reporting categories. Students record performance by shading stars corresponding to correctly answered items, providing a visual representation of mastery by 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 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 a variety of summative instructional assessments. The TEKS-tivity Book contains unit assessments. The “Power Review” Book contains reporting category quizzes used as summative assessments. The Assessment Book contains summative assessments in the form of blueprint benchmarks and reporting category assessments.
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 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, while 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 discuss the importance of maintaining consistent instructional practices and ensuring the use of appropriate tools during assessment administration.
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 are aligned to the TEKS and the objectives of lessons and units. Assessments are broken down by reporting category to assess which specific TEKS students are mastering. Each unit includes a diagnostic aligned with the TEKS and the unit’s objectives. Diagnostic assessments are included in the TEKSnology platform and teacher guidance for using the diagnostic is included in the Implementation Guide.
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
For example, varying levels of complexity were located in the Assessment Book on TEKS such as 8.10C, a readiness standard, and 8.5F, a supporting standard.
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
Answer keys and item analysis documents are provided in the Teacher Guide and in the Assessment Book Teacher Edition. Guidance is also provided for interpreting student performance.
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 Teacher Guide provides teachers with guidance on implementing Polya’s four-step problem-solving model, along with strategies for math talks, reflection, and journaling. It also emphasizes the importance of productive struggle in supporting deeper student learning.
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 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
95% (19 out of 20 points)
Evaluation for 3.1a
The materials provide on grade-level activities and lessons, and provide teacher guidance for supporting students who are performing below grade level. The Teacher Edition provides a structured lesson with several components, such as guided practice, independent practice, and some suggestions for extensions, along with two different pathways to use materials.
The materials contain teacher guidance, support for differentiation, or recommendations for modifying instruction for students who have not yet reached proficiency or students who are below grade level. There are recommendations for scaffolding instruction or modifying lessons.
Evaluation for 3.1b
The Implementation Guide provides embedded support to help students understand unfamiliar vocabulary throughout the lessons. The materials reference the use of manipulatives and visual representation to support student learning.
The Implementation Guide provides instructional notes that support all learners by incorporating strategies such as sentence stems to promote mathematical reasoning, the use of visual representations and hands-on manipulatives to strengthen conceptual understanding, and real-world connections.
Evaluation for 3.1c
The “Practice Book” provides general guidance to support all learners, but they do not include specific differentiation strategies, such as small-group activities, tiered assignments, or independent projects for students who have already demonstrated proficiency in grade-level content and skills.
The materials provide the same assignments for all students without teacher guidance for adjustments or advanced options for those who have already demonstrated proficiency.
Evaluation for 3.2a
The “Practice Book” Teacher Edition includes explicit and direct prompts that guide teachers in facilitating conceptual reasoning, discussion, collaboration, and exploration. When working through problem-solving situations, the materials include a series of think-aloud questions to model understanding and the process of creating a plan to solve problems in a new context. The materials include questioning strategies and discussion prompts, which guide teachers in clearly explaining concepts and engaging students in deeper understandings. These are found at the bottom of each “Guided Practice/Partner Practice” page.
The TEKS-tivity Teacher Edition includes guidance to support the teacher in explaining and modeling such as examples of student responses to prompts and visuals to aid in teacher explanations during the “Math Talks,” “Reflections and Journaling” activities. Each of these lessons has a corresponding video in TEKSnology for additional visual aid when explaining concepts.
Evaluation for 3.2b
The materials incorporate and provide guidance on more than one instructional approach, such as direct instruction, guided practice, partner practice, and independent practice in the “Practice Book.” Lesson guidance, facilitating questions, important concepts, and an extension learning opportunity are included at the bottom of each corresponding page of the “Practice Book” Teacher Edition to support lesson delivery.
The TEKS-tivity Book includes a variety of instructional approaches, such as math talks, journaling, and hands-on activities including mazes, cut-and-paste pages, and working with algebra tiles. Teachers are provided directions and facilitating questions in the teacher edition.
Evaluation for 3.2c
The materials provide a variety of opportunities for students to practice and apply the concepts they learn, including individual, partnered, station/center, project-based, whole-group, and small- group opportunities. Guidance is provided on how teachers should present information.
The materials include a variety of activities for practice and real-world application to connect content to students’ lives. There are opportunities for students to grapple with new ideals and productively struggle with complex problem situations. The Assessment Book includes item-analysis pages that could be used as an instructional approach to reinforce learning.
Evaluation for 3.3a
The TEKS-tivity Book Teacher Edition includes generic tips for EB students and addresses multiple levels of language proficiency by providing educator guidance. The same sentence stems are used throughout the units/lessons or directions.
The “Practice Book” Teacher Edition and “Practice Book” Student Edition provide opportunities for students to speak and listen during lesson components and activities. Teacher guidance is present on providing accommodations for various levels of language proficiency.
Evaluation for 3.3b
Educators are provided with clear implementation strategies in the Teacher Guide to effectively support emergent bilingual students in bilingual and ESL programs. There are 10 implementation principles such as leveraging students’ assets, building background knowledge, and partnering with families to support effective use of materials included in the section on strategies.
Other materials such as the Assessment Book require students to explain in writing using complete sentences and precise academic vocabulary, but the only teacher guidance provided is in the Implementation Guide.
Evaluation for 3.3c
The material includes embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary and comprehension through oral and written discourse. A chart is provided in the Implementation Guide for each unit that shows key cognates to help with developing academic vocabulary both in oral and written discourse.
The TEKS lessons include guiding questions that increase comprehension, such as asking students what it means for triangles to be similar and asking students to determine the rise and run in triangles.
In the Implementation Guide, materials include teacher guidance 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 teacher guidance, support for differentiation, or recommendations for modifying instruction for students who have not yet reached proficiency or students who 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 Implementation Guide provides instructional notes that support all learners by incorporating strategies such as sentence stems to promote mathematical reasoning, the use of visual representations and hands-on manipulatives to strengthen conceptual understanding, and real-world connections.
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.
0 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.
0 out of 1 points
The materials provide the same assignments for all students without teacher guidance for adjustments or advanced options for those who have already demonstrated proficiency.
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 TEKS-tivity Teacher Edition includes guidance to support the teacher in explaining and modeling such as examples of student responses to prompts and visuals to aid in teacher explanations during the “Math Talks,” “Reflections and Journaling” activities. Each of these lessons has a corresponding video in TEKSnology for additional visual aid when explaining concepts.
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 TEKS-tivity Book includes a variety of instructional approaches, such as math talks, journaling, and hands-on activities including mazes, cut-and-paste pages, and working with algebra tiles. Teachers are provided directions and facilitating questions in the teacher edition.
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 materials include a variety of activities for practice and real-world application to connect content to students’ lives. There are opportunities for students to grapple with new ideals and productively struggle with complex problem situations. The Assessment Book includes item-analysis pages that could be used as an instructional approach to reinforce learning.
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
The “Practice Book” Teacher Edition and “Practice Book” Student Edition provide opportunities for students to speak and listen during lesson components and activities. Teacher guidance is present on providing accommodations for various levels of language proficiency.
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
Other materials such as the Assessment Book require students to explain in writing using complete sentences and precise academic vocabulary, but the only teacher guidance provided is in the Implementation Guide.
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
The TEKS lessons include guiding questions that increase comprehension, such as asking students what it means for triangles to be similar and asking students to determine the rise and run in triangles.
In the Implementation Guide, materials include teacher guidance 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
74% (14 out of 19 points)
Evaluation for 4.1a
The TEKS-tivity Book requires students to demonstrate depth of understanding through collaborative investigations involving tables, graphs, equations, and proportional reasoning in the activities on linear relationships. Students analyze relationships, justify conclusions, interpret multiple representations, and communicate mathematical reasoning using real-world contexts.
The Practice Book lessons on geometric similarity and transformations require students to demonstrate depth of understanding through activities that involve analyzing geometric relationships, investigating transformations, applying similarity concepts, and solving problems using mathematical models and visual representations.
Evaluation for 4.1b
The Practice Book builds rigor across its linear relationships and tables tasks. Students begin by identifying patterns in tables, then progress to interpreting graphs, writing equations, and solving more complex problems involving linear relationships and proportional reasoning.
The TEKS-tivity Book sequences tasks to build rigor over time. Students move from solving equations and inequalities to justifying procedures, analyzing relationships, explaining their reasoning, and applying concepts in increasingly complex mathematical situations.
Evaluation for 4.2a
The materials demonstrate coherence across units by clearly connecting the TEKS, unit rationale, and big ideas while identifying the prerequisite knowledge students should possess before instruction. For example, the Implementation Guide shows students are learning about the Pythagorean Theorem with a key big idea focused on determining the theorem used to find missing side lengths in right triangles. The materials explicitly indicate that students should have previously developed an understanding of prerequisite concepts such as squares and square roots, including identifying right triangles, to support their learning of the new content.
The similarity and transformations lessons in the Practice Book demonstrate coherence across geometric concepts by connecting transformations, similarity relationships, proportional reasoning, visual models, and mathematical analysis within sequenced instructional activities and problem-solving tasks. The TEKS-tivity Book’s linear relationships lessons promote coherence by linking tables, graphs, equations, proportional reasoning, and real-world applications. Through collaborative investigations, reflection activities, and multiple representations, students make connections among key mathematical concepts.
Evaluation for 4.2b
The Practice Book demonstrates coherence by connecting content and language from previous grade levels such as proportional relationships and their corresponding tables, graphs, and equations to non-proportional relationships and direct variation.
The TEKS-tivity Book demonstrates coherence across units in area, volume, geometric reasoning, formulas, and visual representations of geometric shapes. For example, transformation notation is used to represent dilations, which will be required of students in the future when they transform functions in Algebra 1. However, the connections made from current learning to future learning are implied rather than explicit.
The materials do not include evidence to suggest that there is coherence or connection between current learning and future learning.
Evaluation for 4.2c
The TEKS-tivity Book reflection questions for algebraic relationships require students to analyze equations and inequalities and justify reasoning for the sum of angles in a triangle and angles of similar triangles which are concepts and procedures from grade 7. Then, students are asked “How can seeing patterns in geometric shapes help to solve equations?” which is a connection to grade 8 skills.
The Practice Book demonstrates coherence by connecting students knowledge of current grade level skills on linear relationships to new knowledge of data analysis, interpretation of trends, evaluation of associations, and real-world problem solving involving trend lines and scatter plots.
Evaluation for 4.3a
The Practice Book provides coherent and varied practice opportunities through activities that require students to analyze tables, graphs, equations, and patterns while applying proportional reasoning, identifying relationships, and solving increasingly complex linear relationship problems using multiple representations, but these practice opportunities are only for the current lesson and do not cover previously learned material.
The Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” explaining that the “Power Review” revisits prior concepts. However, the only guidance provided for the “Power Review” is a two-week-long review for STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the Assessment for Learning tasks provide spiraled opportunities for spaced retrieval and cumulative review, but does not specify what those spiral opportunities are.
The quick check and exit ticket for each lesson in the Assessment for Learning Book only covers the TEKS taught in the lesson. While the pre-check incorporates prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the Teacher Guide.
Evaluation for 4.3b
The Practice Book offers interleaved practice opportunities for skills and concepts by requiring students to analyze tables, graphs, equations, and patterns while applying proportional reasoning, identifying relationships, and solving increasingly complex linear relationship problems using multiple representations in lesson-level practice for linear relationships and tables.
The Assessment for Learning Book provides interleaved practice with various skills and concepts in the lesson- and unit-level quizzes. For example, “Reporting Category 2 Quiz” includes writing equations of inequalities, solving a direct variation problem, and interpreting the graph of a linear function.
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 Practice Book lessons on geometric similarity and transformations require students to demonstrate depth of understanding through activities that involve analyzing geometric relationships, investigating transformations, applying similarity concepts, and solving problems using mathematical models and visual representations.
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 TEKS-tivity Book sequences tasks to build rigor over time. Students move from solving equations and inequalities to justifying procedures, analyzing relationships, explaining their reasoning, and applying concepts in increasingly complex mathematical situations.
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 similarity and transformations lessons in the Practice Book demonstrate coherence across geometric concepts by connecting transformations, similarity relationships, proportional reasoning, visual models, and mathematical analysis within sequenced instructional activities and problem-solving tasks. The TEKS-tivity Book’s linear relationships lessons promote coherence by linking tables, graphs, equations, proportional reasoning, and real-world applications. Through collaborative investigations, reflection activities, and multiple representations, students make connections among key mathematical concepts.
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.
2 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.
2 out of 3 points
The TEKS-tivity Book demonstrates coherence across units in area, volume, geometric reasoning, formulas, and visual representations of geometric shapes. For example, transformation notation is used to represent dilations, which will be required of students in the future when they transform functions in Algebra 1. However, the connections made from current learning to future learning are implied rather than explicit.
The materials do not include evidence to suggest that there is coherence or connection between current learning and future learning.
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 Practice Book demonstrates coherence by connecting students knowledge of current grade level skills on linear relationships to new knowledge of data analysis, interpretation of trends, evaluation of associations, and real-world problem solving involving trend lines and scatter plots.
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 Teacher Guide includes a section on “Retrieval Practice and Long-Term Retention,” explaining that the “Power Review” revisits prior concepts. However, the only guidance provided for the “Power Review” is a two-week-long review for STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the Assessment for Learning tasks provide spiraled opportunities for spaced retrieval and cumulative review, but does not specify what those spiral opportunities are.
The quick check and exit ticket for each lesson in the Assessment for Learning Book only covers the TEKS taught in the lesson. While the pre-check incorporates prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the 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
The Assessment for Learning Book provides interleaved practice with various skills and concepts in the lesson- and unit-level quizzes. For example, “Reporting Category 2 Quiz” includes writing equations of inequalities, solving a direct variation problem, and interpreting the graph of a linear function.
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 TEKS-tivity Book develops conceptual understanding through collaborative investigations, Math Talks, and reflection activities that require students to analyze linear relationships, interpret representations, justify reasoning, and connect tables, graphs, and equations using multiple mathematical models.
The Practice Book develops conceptual understanding through activities that require students to analyze geometric relationships, investigate similarity and transformations, interpret visual models, and explain mathematical reasoning using multiple representations and real-world applications.
Evaluation for 5.1b
The Practice Book “Writing Equations and Inequalities” lesson includes tasks that ask students to translate a variety of mathematical situations into expressions, equations, and inequalities.
The reflection section of activity 1 in the “Geometry and Measurement” lesson of the TEKS-tivity Book has students create (draw) a model of Pythagorean theorem as well as explain Pythagorean theorem and when to use it.
Evaluation for 5.1c
The questions and tasks in the TEKS-tivity Book provide opportunities for students to apply their conceptual understanding in new problem situations and real-world contexts. For example, students are given equations and inequalities and asked to create a real-world situation that could be represented by each one. Students also explain the strategy they used to develop their responses.
The Practice Book develops mathematical reasoning and problem-solving skills by engaging students in analyzing data, interpreting trends, evaluating associations, and solving real-world application problems that require critical thinking and justification of conclusions from new situations.
Evaluation for 5.2a
The Practice Book provides multiple repetitive opportunities to help students develop automaticity and fluency with foundational mathematical skills. With each lesson, students are given several guided practice examples, partner practice, and independent practice to consolidate their knowledge.
In the Assessment for Learning Book, students regularly are asked to complete pre-checks, quick checks, and daily quizzes. These ongoing practice routines build fluency and automaticity, allowing students to quickly and accurately represent and interpret linear functions in subsequent problem-solving tasks.
Evaluation for 5.2b
The Practice Book provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Practice tasks encourage students to use appropriate strategies to solve problems in a variety of contexts and representations, such as completing table, describe what happens, open-ended questions, analyze and interpret graphs and tables. The Practice Book Teacher Edition contains guiding questions and statements such as “Make sure the students understand why they are making the choices they make” and “How is the equation for direct variation related to the equation for a proportional situation?”
The TEKS-tivity Book provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Students must plot linear relationships and determine whether specific relations qualify as functions by analyzing data in various formats, including tables, graphs, mapping diagrams, and ordered pairs. There are numerous occurrences where students are asked to describe the strategy they used for various problems and activities.
Evaluation for 5.2c
The TEKS-tivity Book provides opportunities for students in “Computation and Algebraic Relationships” to independently apply mathematical procedures and reasoning through reflection activities, collaborative investigations, and formative assessments that require justification of solutions and analysis of mathematical relationships. Students are asked questions such as “What strategy did you use?” and “Design your own problem, provide a solution and a description of your strategy.”
In the Practice Book, students answer problems about lateral and total surface area. One question asks students to describe how they would determine the amount of material needed to wrap cylindrical pipe. Students are also shown different ways to determine y-intercept and slope through tables and graphs in the corresponding lesson and offered many practice opportunities covering these procedures.
Evaluation for 5.2d
The Practice Book Teacher Edition contains embedded supports for teachers to guide their students towards effectively mastering the concepts, such as facilitating questions, important concepts to note, and misconceptions to watch out for. The facilitating questions in the “Data Analysis and Personal Financial Literacy” lesson prompt teachers to discuss with students how to use an online calculator to make financial decisions.
The TEKS-tivity Book Teacher Edition offers guidance through answer keys and facilitating questions. In a “Geometry and Measurement” reflection question possible answer, the materials state that “the algebraic representation is an efficient way to define dilation.”
Evaluation for 5.3a
The TEKS-tivity Book Teacher Edition includes a “Unit Overview” for each unit that explains which standards are addressed, the focus of the unit, and what students will do to deepen their knowledge. For example, unit 2 explains that students will identify the slope and y-intercept from a table or a graph, and then will connect the concept of unit rate for a line to the slope of a line.
The Implementation Guide offers a Unit Rationale and Big Ideas for each unit, which describe what skills students are developing. “Unit 2: Slope and Y-Intercept” states, “This unit develops students’ understanding of linear relationships by focusing on slope as a rate of change and y-intercept as an initial value,” which connects the process of finding slope and y-intercept to the concepts they represent.
Evaluation for 5.3b
The TEKS-tivity Book requires students to apply mathematical procedures, such as writing equations and graphing, while explaining how each representation models the same mathematical relationship, strengthening connections across multiple representations and procedures. Students are asked, “How does using a model prove the Pythagorean Theorem?” in a “Geometry and Measurement” lesson reflection activity.
The tasks in the Practice Book require students to apply mathematical procedures, such as writing equations and graphing, while explaining how different representations model the same mathematical relationship, reinforcing connections among procedures and representations. In the “Geometry and Measurement engaging activity,” students are prompted to “use [their] models to identify the radius and height of the cone and cylinder.”
Evaluation for 5.3c
The Practice Book supports students in using visual models such as graphs and tables and gradually transitioning to more abstract representations like equations and symbolic expressions. Students are guided to connect concrete and visual representations to algebraic forms and explain how patterns translate into mathematical language. Models are used in the lessons on the Pythagorean Theorem to show how the areas of the squares of each side are related.
The TEKS-tivity Book includes explicit supports that guide students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic, numeric, and algorithmic) concepts as required by the TEKS. Students use concrete manipulatives—including algebra tiles, number lines, and geometric models—and transition to representational visuals like graphs and diagrams. The materials provide structured prompts for students to define these models and explain how they map directly to abstract algebraic equations and numerical algorithms.
Evaluation for 5.4a
The TEKS-tivity Book provides opportunities for students to develop academic mathematical language through the use of visuals, manipulatives, and other language development strategies. Students build mathematical vocabulary and conceptual understanding using visuals such as graphs, diagrams, and models. Manipulatives, including algebra tiles, number lines, geometric models, and graphing tools, offer concrete experiences that support students in understanding, communicating, and applying mathematical concepts.
The Practice Book supports the development of academic mathematical language by incorporating sentence stems, vocabulary routines, think-pair-share discussions, and structured mathematical discourse. Students are also provided with opportunities to explain and justify their mathematical reasoning using precise mathematical vocabulary and terminology.
Evaluation for 5.4b
In the Teacher Guide, guidance is provided to teachers on what can do to support academic language development and what is integrated in the product to support academic language development. The section on “Multilingual Supports and Academic Language Development” indicates that sentence stems, structured partner discussion routines, explicit vocabulary instruction, and Spanish-English cognates are all provided within the materials.
The Practice Book Teacher Edition embeds guiding questions that act as formative scaffolds. By prompting educators to ask specific questions, such as “How is the equation for direct variation related to the equation for a proportional situation?”, the materials guide educators to require students to synthesize concepts using precise academic vocabulary, rather than just solving procedures.
Evaluation for 5.4c
The materials include embedded teacher guidance in the “Math Talks,” including recommendations for grouping students, suggested discussion time, and directions for students to share their responses. The materials provide teacher guidance to support mathematical syntax, including sentence stems, sentence frames, and prompts that encourage students to communicate using complete mathematical statements. The Teacher Guide provides teacher guidance to support emergent bilingual students’ academic language development, strengthen mathematical language for all learners, and explicitly teach mathematical vocabulary. The materials include suggested strategies and instructional supports. Materials 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 teacher guidance to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The teacher materials include exemplar responses for reflection and facilitating questions.
Evaluation for 5.5a
The Practice Book appropriately integrates the TEKS process standards by engaging students in analyzing multiple representations, justifying mathematical reasoning, and solving real-world math problems throughout the lesson.
The TEKS-tivity Book meaningfully incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
Evaluation for 5.5b
The Teacher Guide explains how the TEKS process standards are embedded throughout the course. The materials describe the ways these standards are integrated into instruction, student tasks, and mathematical problem-solving experiences across the curriculum.
The Implementation Guide describes how the TEKS process standards are integrated and connected throughout the course. This guidance helps teachers understand how students will apply the process standards within the unit’s mathematical tasks and learning experiences.
Evaluation for 5.5c
The Implementation Guide includes a statement of the TEKS process standards for each unit. The TEKS statement is aligned to the students’ objective and the description of how the process standards are incorporated and connected is present.
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, reinforcing the intended instructional focus. The materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Evaluation for 5.5d
While the Practice Book Teacher Edition includes a table indicating which process standards are used in each TEKS lesson, the materials explain where those standards are covered or how they connect to the learning objectives. 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 materials include a description of how the TEKS process standards are incorporated and connected in each lesson throughout the unit. The Implementation Guide includes a statement of the TEKS process standards for each lesson. The TEKS statement is aligned to the students’ objective.
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
The Practice Book develops conceptual understanding through activities that require students to analyze geometric relationships, investigate similarity and transformations, interpret visual models, and explain mathematical reasoning using multiple representations and real-world applications.
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
The reflection section of activity 1 in the “Geometry and Measurement” lesson of the TEKS-tivity Book has students create (draw) a model of Pythagorean theorem as well as explain Pythagorean theorem and when to use it.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The Practice Book develops mathematical reasoning and problem-solving skills by engaging students in analyzing data, interpreting trends, evaluating associations, and solving real-world application problems that require critical thinking and justification of conclusions from new situations.
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
In the Assessment for Learning Book, students regularly are asked to complete pre-checks, quick checks, and daily quizzes. These ongoing practice routines build fluency and automaticity, allowing students to quickly and accurately represent and interpret linear functions in subsequent problem-solving tasks.
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
The TEKS-tivity Book provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Students must plot linear relationships and determine whether specific relations qualify as functions by analyzing data in various formats, including tables, graphs, mapping diagrams, and ordered pairs. There are numerous occurrences where students are asked to describe the strategy they used for various problems and activities.
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 Practice Book, students answer problems about lateral and total surface area. One question asks students to describe how they would determine the amount of material needed to wrap cylindrical pipe. Students are also shown different ways to determine y-intercept and slope through tables and graphs in the corresponding lesson and offered many practice opportunities covering these procedures.
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
The TEKS-tivity Book Teacher Edition offers guidance through answer keys and facilitating questions. In a “Geometry and Measurement” reflection question possible answer, the materials state that “the algebraic representation is an efficient way to define dilation.”
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 Implementation Guide offers a Unit Rationale and Big Ideas for each unit, which describe what skills students are developing. “Unit 2: Slope and Y-Intercept” states, “This unit develops students’ understanding of linear relationships by focusing on slope as a rate of change and y-intercept as an initial value,” which connects the process of finding slope and y-intercept to the concepts they represent.
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
The tasks in the Practice Book require students to apply mathematical procedures, such as writing equations and graphing, while explaining how different representations model the same mathematical relationship, reinforcing connections among procedures and representations. In the “Geometry and Measurement engaging activity,” students are prompted to “use [their] models to identify the radius and height of the cone and cylinder.”
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 TEKS-tivity Book includes explicit supports that guide students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic, numeric, and algorithmic) concepts as required by the TEKS. Students use concrete manipulatives—including algebra tiles, number lines, and geometric models—and transition to representational visuals like graphs and diagrams. The materials provide structured prompts for students to define these models and explain how they map directly to abstract algebraic equations and numerical algorithms.
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 supports the development of academic mathematical language by incorporating sentence stems, vocabulary routines, think-pair-share discussions, and structured mathematical discourse. Students are also provided with opportunities to explain and justify their mathematical reasoning using precise mathematical vocabulary and terminology.
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 Practice Book Teacher Edition embeds guiding questions that act as formative scaffolds. By prompting educators to ask specific questions, such as “How is the equation for direct variation related to the equation for a proportional situation?”, the materials guide educators to require students to synthesize concepts using precise academic vocabulary, rather than just solving procedures.
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 teacher guidance to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The teacher 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 meaningfully incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
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 Implementation Guide describes how the TEKS process standards are integrated and connected throughout the course. This guidance helps teachers understand how students will apply the process standards within the unit’s mathematical tasks and learning experiences.
5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, reinforcing the intended instructional focus. The materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
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
The materials include a description of how the TEKS process standards are incorporated and connected in each lesson throughout the unit. The Implementation Guide includes a statement of the TEKS process standards for each lesson. The TEKS statement is aligned to the students’ objective.
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 materials provide consistent, structured opportunities for students to engage in productive struggle, think critically, and build mathematical perseverance. Throughout the course, tasks are designed to move beyond rote calculation, requiring students to analyze multi-representational data (including tables, graphs, and algebraic equations), detect patterns, and justify their mathematical reasoning.
The instructional framework includes purposeful learning experiences that require students to make sense of complex, non-routine situations. For instance, the “Daily Quiz” found in the Practice Book lesson on “Computations and Algebraic Relationships” exemplifies this approach to perseverance and sense-making. In this activity, students are presented with a geometric context involving a triangle where they must look for internal patterns, construct an equation based on those patterns to solve for an unknown variable, and mathematically verify the validity of their solution. This task forces students to synthesize multiple strands of mathematics (geometry and algebraic equations) and independently cross-check their work, providing clear evidence of opportunities to think mathematically and persevere through complex problem-solving.
Evaluation for 6.1b
The materials support students in understanding and explaining multiple problem-solving pathways by routinely presenting mathematical concepts through varied lenses. Tasks frequently showcase alternative methods side by side, requiring students to analyze data across contextual tables, coordinate graphs, and algebraic equations. The Practice Book and TEKS-tivity Book prompts have students explain the mechanics of these different approaches, such as describing how to find the rate of change using a slope triangle on a graph versus calculating it mathematically from a table.
The materials do not provide opportunities for students to mathematically justify the validity or structural equivalence of these different pathways. While reflection prompts successfully guide students to explain how to execute various methods or state which tool they prefer, they never require students to construct a logical argument proving why two distinct geometric or algebraic processes inherently yield identical solutions. The text asks students to summarize the steps or pick a favorite method rather than prove why different strategies work.
Evaluation for 6.1c
The materials encourage students to monitor their own learning through reflection pages, mathematical discussions, and problem-solving activities that require students to evaluate strategies, communicate reasoning, and apply concepts in new situations. Reflection activities and “Math Talks” in the TEKS-tivity Book ask students to explain how geometric diagrams are labeled, explain the meaning of formulas, and how formulas are related to each other.
The TEKS-tivity Book includes an engaging activity, “reflection questions,” and “math talks” that allow students to make sense of transformations. This allows for students to do, write about, and discuss math with peers and teachers over questions such as “What does congruence mean with transformations?” and “Which transformation does NOT maintain congruence?”
Evaluation for 6.2a
In the Teacher Guide introductory framework, the materials support teachers in guiding students to share and reflect on their problem-solving approaches by providing explicit structural guidance for leading mathematical discourse. The resource includes dedicated sections that direct teachers to implement regular “Math Talks” and metacognitive journaling routines. Educators are provided with overarching questioning techniques designed to push students beyond simple procedural explanations and into mathematical argumentation and justification, ensuring that educators have the tools to facilitate conversations where students must actively defend their strategic choices.
Additionally, the materials support educators in guiding students to share and reflect on their problem-solving approaches at the lesson level. For example, in the Practice Book Teacher Edition, the lesson sequences on “Computations and Algebraic Relationships” provide explicit educator-facing scripts and targeted discussion prompts. During student share-outs, the educator is directed to have students compare multiple solution methods, analyze potential error patterns, and evaluate the efficiency of different representations. These specific lesson-level guides ensure that teachers can effectively move students from simple strategy sharing to collaborative mathematical reflection and validation.
Evaluation for 6.2b
The materials do not include teacher-facing prompts and instructional guidance for delivering explanatory feedback when addressing student misconceptions or analyzing classroom responses. While the TEKS-tivity Teacher Edition features a “Misconceptions” box inside its lesson plans, it stops at merely defining the mathematical error for the teacher. For instance, in a lesson on linear relationships, the sidebar notes that students frequently reverse the independent and dependent variables when determining the slope from a graph. Although the textbook defines this mistake and restates the correct rule, it provides no facilitating prompts, follow-up questions, or strategic interventions that a teacher can use to guide a struggling student toward fixing their own thinking.
The teacher resources do not offer any structural guidance for responding to daily student input. Across the practice sequences, the Practice Book Teacher Edition relies entirely on static answer keys to verify student work. The curriculum fails to include diagnostic tools, feedback frameworks, or descriptive prompts to help teachers address student explanations—regardless of whether the student’s process is correct or incorrect. The resources outline what the errors are but provide no instructions on how to verbally or textually respond to them.
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 instructional framework includes purposeful learning experiences that require students to make sense of complex, non-routine situations. For instance, the “Daily Quiz” found in the Practice Book lesson on “Computations and Algebraic Relationships” exemplifies this approach to perseverance and sense-making. In this activity, students are presented with a geometric context involving a triangle where they must look for internal patterns, construct an equation based on those patterns to solve for an unknown variable, and mathematically verify the validity of their solution. This task forces students to synthesize multiple strands of mathematics (geometry and algebraic equations) and independently cross-check their work, providing clear evidence of opportunities to think mathematically and persevere through complex problem-solving.
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 do not provide opportunities for students to mathematically justify the validity or structural equivalence of these different pathways. While reflection prompts successfully guide students to explain how to execute various methods or state which tool they prefer, they never require students to construct a logical argument proving why two distinct geometric or algebraic processes inherently yield identical solutions. The text asks students to summarize the steps or pick a favorite method rather than prove why different strategies work.
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 TEKS-tivity Book includes an engaging activity, “reflection questions,” and “math talks” that allow students to make sense of transformations. This allows for students to do, write about, and discuss math with peers and teachers over questions such as “What does congruence mean with transformations?” and “Which transformation does NOT maintain congruence?”
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
Additionally, the materials support educators in guiding students to share and reflect on their problem-solving approaches at the lesson level. For example, in the Practice Book Teacher Edition, the lesson sequences on “Computations and Algebraic Relationships” provide explicit educator-facing scripts and targeted discussion prompts. During student share-outs, the educator is directed to have students compare multiple solution methods, analyze potential error patterns, and evaluate the efficiency of different representations. These specific lesson-level guides ensure that teachers can effectively move students from simple strategy sharing to collaborative mathematical reflection and validation.
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
The teacher resources do not offer any structural guidance for responding to daily student input. Across the practice sequences, the Practice Book Teacher Edition relies entirely on static answer keys to verify student work. The curriculum fails to include diagnostic tools, feedback frameworks, or descriptive prompts to help teachers address student explanations—regardless of whether the student’s process is correct or incorrect. The resources outline what the errors are but provide no instructions on how to verbally or textually respond to them.