Program Information
- ISBN
- 9781970651614
- 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 Practice
Supplemental Math (English) Grade 8
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2022
Series includes:
Rubric: Supplemental Mathematics 6–12 (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% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
78% (18 out of 23 points)
Evaluation for 1.1a
The materials include an alignment guide that outlines the TEKS, ELPS, and concepts covered. The materials are organized by TEKS and grouped into coherent domains. The table of contents of the Practice Book and Appendix A of the 8th Grade Math Implementation Guide connect lessons to the TEKS, while the 8th Grade Math Practice Teacher Edition front matter reflects the ELPS. This organization supports educators in understanding the progression of mathematical concepts across grade 8 standards.
The materials include a rationale for learning paths across grade levels for vertical alignment. For example, the organization of the materials into coherent domains reflects a logical progression of mathematical concepts and supports educators’ understanding of how learning develops across the grade level.
The materials do not include a rationale for learning paths within the same grade level, (horizontal alignment) as designed in the materials. The materials do not identify guidance that explains how concepts connect, align, or build across units or domains within grade 8.
Evaluation for 1.1b
The materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course. For example, the 8th Grade Math Implementation Guide contains various sections designed to support the school with implementation of the materials, like the section for differentiation.
The materials provide usage recommendations for adapting to meet student needs in various instructional contexts and include strategies for effective educator practices across multiple settings. For example, the materials include a separate implementation guide that includes recommendations for adapting student needs in various contexts.
Evaluation for 1.1c
The materials include a TEKS correlation guide. For example, the table of contents and the “Program Overview” section of the 8th Grade Math Implementation Guide provide direct connections between grade 8 topics, the TEKS, and supplemental practice focus areas.
The Item map page included in the “Unit Overview” contains entry points based on diagnostic results. “Recommended Responses” and “TEKS-Level Decision Rules” are also included.
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit internalization. The materials include processes for educators to thoroughly understand and prepare to teach lessons. The “Unit Overview” includes sections named “Unit Rationale,” “Big Ideas,” “Background Knowledge,” “Instructional Notes” to support all learners, and required materials. An internalization protocol to guide educators when preparing for each lesson is also provided.
The lesson overview contains the TEKS statement, a student objective, a conceptual goal, a procedural goal, a lesson overview with grouping recommendations, process standards connections, academic vocabulary and mathematical discourse support, and emergent bilingual (EB) oral and written discourse supports. A sample unit with the lessons for the unit is provided.
Evaluation for 1.1e
The materials include implementation guidance and instructional recommendations to support educators in using the supplemental resource as designed. The “Program Overview” and “Instructional Design” sections describe intended instructional uses, including Tier 1 reinforcement, intervention, small-group instruction, independent practice, and review cycles. Additionally, the TEKS Checklist for grade 8 provides a thorough breakdown of each standard presented in the lessons and is available to educators as well as instructional leaders.
The unit-level internalization materials in the 8th Grade Math Implementation Guide provide resources and guidance for instructional leaders. Additionally, the “Leadership Lens” section sample for unit 1 provides further implementation guidance for instructional leaders.
Evaluation for 1.2a
Materials include detailed lesson plans with learning objectives aligned with the TEKS and the ELPS, as well as educator and student materials with lesson components and suggested time frames. For example, lessons include learning objectives, conceptual learning goals, vertical alignment connections, educator guidance, student materials, and structured lesson components with suggested instructional timeframes.
Materials include structured lesson components and educator-facing supports to support instructional planning and implementation. For example, the educator pages for each lesson provide relevant information for preparation of the lesson. The TEKS information, vertical alignment, the ELPS, a conceptual goal, and lesson information, along with timing information, are all provided for each TEKS lesson. The materials also include “Facilitating Questions,” “Important Concepts,” “Extension Learning Opportunity,” and “Misconceptions” to support lesson delivery and preparation.
The materials do not include assessment resources aligned with the TEKS or assessment resources aligned with the ELPS. It is not clear where the ELPS connect throughout the lesson/assessment. However, they are listed at the beginning of the lesson.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
Evaluation for 1.2c
The materials do not include family-facing guidance, home support suggestions, communication tools, or resources specifically designed to support family involvement in monitoring student progress or reinforcing learning at home.
The materials include supports such as academic vocabulary, visual models, and structured discussion opportunities that educators can leverage to support communication with families and reinforce student learning outside the classroom. However, the materials do not contain resources to support families.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
The materials include a rationale for learning paths across grade levels for vertical alignment. For example, the organization of the materials into coherent domains reflects a logical progression of mathematical concepts and supports educators’ understanding of how learning develops across the grade level.
The materials do not include a rationale for learning paths within the same grade level, (horizontal alignment) as designed in the materials. The materials do not identify guidance that explains how concepts connect, align, or build across units or domains within grade 8.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials provide usage recommendations for adapting to meet student needs in various instructional contexts and include strategies for effective educator practices across multiple settings. For example, the materials include a separate implementation guide that includes recommendations for adapting student needs in various contexts.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The Item map page included in the “Unit Overview” contains entry points based on diagnostic results. “Recommended Responses” and “TEKS-Level Decision Rules” are also included.
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 lesson overview contains the TEKS statement, a student objective, a conceptual goal, a procedural goal, a lesson overview with grouping recommendations, process standards connections, academic vocabulary and mathematical discourse support, and emergent bilingual (EB) oral and written discourse supports. A sample unit with the lessons for the unit is provided.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The unit-level internalization materials in the 8th Grade Math Implementation Guide provide resources and guidance for instructional leaders. Additionally, the “Leadership Lens” section sample for unit 1 provides further implementation guidance for instructional leaders.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
Materials include structured lesson components and educator-facing supports to support instructional planning and implementation. For example, the educator pages for each lesson provide relevant information for preparation of the lesson. The TEKS information, vertical alignment, the ELPS, a conceptual goal, and lesson information, along with timing information, are all provided for each TEKS lesson. The materials also include “Facilitating Questions,” “Important Concepts,” “Extension Learning Opportunity,” and “Misconceptions” to support lesson delivery and preparation.
The materials do not include assessment resources aligned with the TEKS or assessment resources aligned with the ELPS. It is not clear where the ELPS connect throughout the lesson/assessment. However, they are listed at the beginning of the lesson.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
This guidance is not applicable to the program.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
The materials include supports such as academic vocabulary, visual models, and structured discussion opportunities that educators can leverage to support communication with families and reinforce student learning outside the classroom. However, the materials do not contain resources to support families.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
75% (15 out of 20 points)
Evaluation for 2.1a
The 8th Grade Math Practice Teacher Edition overview lists each component of the book along with the intended use within the program, including guided, partner, and independent practice and engaging activities. The “Unit Assessment Overview” provides the “Definition and Purpose,” “Primary Instrument,” and “How Teachers Use the Evidence” for each of the different assessment types.
The “To the Teacher” introduction offers directions for using the program’s assessments. The “Unit Assessment Overview” includes guidance in the “How Teachers Use the Evidence” section depending on the primary instrument used.
Evaluation for 2.1b
The 8th Grade Math Practice Teacher Editionfront matter includes guidance in the “To the Teacher” section explaining how the assessment components are intended to be used and identifies them as formative assessments. While the materials provide embedded administration guidance within the lessons, they offer limited front matter guidance on broader expectations or procedures for administering instructional assessments consistently across settings.
The partner practice and independent practice activities include separate directions for educators to support the implementation of each assessment activity. The guidance addresses instructional facilitation, such as grouping and delivery, while the embedded directions and facilitating questions within each activity support administration.
Evaluation for 2.1c
The digital assessment materials correspond to printable versions available in the 8th Grade Math Practice Student Edition. However, educators cannot print the assessments directly from the digital platform and must instead access the printable 8th Grade Math Practice Student Edition.
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
Evaluation for 2.1d
The “Item Map” in the 8th Grade Math Implementation Guide provides the associated level (EP/Bridge/GL) along with the target TEKS and “Diagnostic Look-Fors.” Many questions are lower level to provide a baseline, but several higher-level items are included along with several item types. For example, the diagnostic assessments include text entry, drag-and-drop, selection table, and multiple-choice item types.
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” on the opposite page also provides ways to respond to students who have not yet reached proficiency.
Evaluation for 2.1e
The materials include a variety of formative assessments with TEKS-aligned tasks or questions or interactive item types with varying levels of complexity. For example, the “Guided Practice” and “Partner Practice” formative assessments contain multiple item types, including multiple-choice and text entry. The “Engaging Activity” for TEKS 8.2A and 8.2B has different assessment items than those in the “Guided Practice” and “Partner Practice.”
The materials do not include a variety of formative assessments with TEKS-aligned tasks or questions, or interactive item types with varying levels of complexity. Within the digital platform, TEKSnology.com, Reporting Category 1 has TEKS-aligned questions with more than two unique interactive item types. This assessment is TEKS-aligned with non-interactive item types such as multiple-choice, inline choice, and text entry.
Evaluation for 2.2a
The instructional assessments do not include scoring information and guidance for interpreting student performance. For example, the educator pages for each “Independent Practice” contain the answers shown on the 8th Grade Math Practice Student Edition inset. The concept assessed by each question is noted in the sidebar callouts. Sections titled “Important Concepts” and “Misconceptions” are provided. Additional notes include educator guidance for important information to make actionable decisions based on the results of the assessment. The “Independent Practices” are not instructional assessments, and the materials do not include rationales for incorrect responses.
TEKSnology.com provides multiple ways for educators to keep track of their students’ performance. Educators can view individual assignments with the results in the Gradebook under “Assignments—Graded,” and have access to various reports, including “Course” and “Standards Reports,” which show results by assignment or TEKS, filtered down to the individual student. Once the tabs appear on the upper toolbar, an educator can navigate to assignments in which there is feedback with class averages in comparison to individual students. An educator can also see limited information about each question by hovering over individual student scores, but the materials do not provide a rationale for correct or incorrect answers.
Evaluation for 2.2b
The materials do not provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments. For example, the “Implementation Guidance” section of the 8th Grade Math Implementation Guide provides various methods for implementation of the materials within the Practice Book.
The “Using the Practice Book for Small Groups and Intervention” segment discusses the different options for targeted use of the materials with various levels of students. The materials do not give explicit guidance for educators on how to respond to student trends in performance on assessments.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth through TEKSnology.com reporting features. Educators can look at various reports, including “Course” and “Standards Reports,” that show results by assignment or TEKS and can be filtered down to the individual student level. Educators can then print and review these reports with individual students.
The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own or allow students to track progress over time, observe trends, or compare their progress with the class.
Evaluation for 2.2d
The materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity. For example, the materials include checks for understanding embedded within the lesson structure. The TEKS lessons provide educator guidance, lesson procedures, key instructional points, and strategies to support implementation.
The materials also include educator callouts that describe the purpose of questions, what students should understand, anticipated misconceptions, and what educators should monitor during discussions. The lesson guidance instructs educators on what to look for during instruction and provides opportunities for educators to monitor understanding and respond during guided practice and partner practice activities.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The “To the Teacher” introduction offers directions for using the program’s assessments. The “Unit Assessment Overview” includes guidance in the “How Teachers Use the Evidence” section depending on the primary instrument used.
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The partner practice and independent practice activities include separate directions for educators to support the implementation of each assessment activity. The guidance addresses instructional facilitation, such as grouping and delivery, while the embedded directions and facilitating questions within each activity support administration.
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” on the opposite page also provides ways to respond to students who have not yet reached proficiency.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The materials do not include a variety of formative assessments with TEKS-aligned tasks or questions, or interactive item types with varying levels of complexity. Within the digital platform, TEKSnology.com, Reporting Category 1 has TEKS-aligned questions with more than two unique interactive item types. This assessment is TEKS-aligned with non-interactive item types such as multiple-choice, inline choice, and text entry.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
TEKSnology.com provides multiple ways for educators to keep track of their students’ performance. Educators can view individual assignments with the results in the Gradebook under “Assignments—Graded,” and have access to various reports, including “Course” and “Standards Reports,” which show results by assignment or TEKS, filtered down to the individual student. Once the tabs appear on the upper toolbar, an educator can navigate to assignments in which there is feedback with class averages in comparison to individual students. An educator can also see limited information about each question by hovering over individual student scores, but the materials do not provide a rationale for correct or incorrect answers.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
The “Using the Practice Book for Small Groups and Intervention” segment discusses the different options for targeted use of the materials with various levels of students. The materials do not give explicit guidance for educators on how to respond to student trends in performance on assessments.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own or allow students to track progress over time, observe trends, or compare their progress with the class.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
The materials also include educator callouts that describe the purpose of questions, what students should understand, anticipated misconceptions, and what educators should monitor during discussions. The lesson guidance instructs educators on what to look for during instruction and provides opportunities for educators to monitor understanding and respond during guided practice and partner practice activities.
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
This guidance is not applicable to the program.
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
92% (36 out of 39 points)
Evaluation for 3.1a
Each lesson is provided with guidance for misconceptions as well as the rationale behind each question.
The “Scoring and Instructional Response” provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” on the opposite page also provides ways to respond to students who have not yet reached proficiency.
Evaluation for 3.1b
The grade 8 materials include preteaching supports for developing academic vocabulary through unit vocabulary lists, word banks, vocabulary activities, and blackline masters aligned to the TEKS concepts for each unit. The vocabulary activities also include embedded supports within the instructional materials and reinforce academic language throughout the lesson sequence, supporting ongoing vocabulary development.
The materials do not include explicit educator guidance for language supports, including preteaching and embedded supports for unfamiliar references in text. For example, while the 8th Grade Math Practice Teacher Edition contains blackline masters of vocabulary activities to include as part of the lessons, the materials do not include preteaching and embedded supports for educators to help develop academic vocabulary and decode unfamiliar references in the text.
Evaluation for 3.1c
Every independent practice includes an “Extension Learning Opportunity” section to provide ways to extend the lesson for those who need extended practice.
The materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in above-grade-level content and skills. For example, in the “TEKS Lesson” for 8.3C, the “Extension Learning Opportunity” section provides explicit guidance for an extension activity. The activity prompt states, “Challenge students to write algebraic rules for various scale factors, then apply them to original figures on graphing paper or using graphing software, and describe the transformation.”
Evaluation for 3.1d
The digital materials include a basic calculator as an accommodation, which educators can enable or disable for individual students. For example, within assignments and assessments, students can access and use the basic calculator tool. Students can access the calculator by clicking on the corresponding calculator image.
The materials include text-to-speech and a few content and language supports that educators can enable or disable to support individual students. For example, text-to-speech is functional when users first highlight the desired text before selecting the speak option. The materials also include some content and language supports, such as a dictionary that appears when a word is highlighted and visual supports. However, the materials do not include additional embedded language supports, such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
Evaluation for 3.1e
The materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as performing, expressing, and representing. For example, students create mathematical representations using models and visual grids, solve problems with written work, interpret representations, explain reasoning, and apply concepts within contextual situations. The materials include opportunities for procedural responses, constructed responses, visual representations, explanations, and application tasks. Educator guidance and lesson structures further support these opportunities through “TEKS Lessons,” “Guided Practice,” and “Partner Practice” activities.
The materials include multiple online problem-solving options and supports. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
Evaluation for 3.2a
The materials include explicit, direct prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns and relationships through multiple means of representation. For example, materials activate prior knowledge through facilitating questions that ask students to connect new learning to previously learned additive and multiplicative situations and prior representations. Materials also anchor big ideas through the “Important Concepts” section, which explicitly identifies the defining characteristics of additive and multiplicative relationships.
The materials include educator prompts that connect mathematical concepts across multiple representations within individual TEKS lessons. For example, the “TEKS Lesson” for 8.4C guides educators in connecting prior knowledge of similar triangles to slope using graphs and equations. The “TEKS Lesson” for 8.5A connects proportional relationships across tables, equations, and graphs, while the “TEKS Lesson” for 8.5G incorporates tables, graphs, and mappings to represent mathematical relationships.
Evaluation for 3.2b
The materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches. For example, the materials incorporate “TEKS Lessons” for direct instruction and concept development, “Guided Practice” sections for educator-supported instruction, “Partner Practice” for collaborative learning, “Independent Practice” for individual application, and “Engaging Activities” for conceptual exploration and extension.
The lesson guidance further supports facilitation through modeling with manipulatives, discussion prompts, questioning, visual representations, and hands-on activities. For example, the 8th Grade Math Implementation Guide includes a flow chart describing the lesson delivery, which utilizes the Gradual Release of Responsibility model.
Evaluation for 3.2c
The materials include multi-tiered intervention methods for various types of practice and structures. The Practice Book contains multiple instructional approaches, including a TEKS lesson, guided and partner practice, and an engaging activity. These parts are modular and can be used in multi-tiered interventions. In addition to the Practice Book, TEKSnology.com extends these parts of the lesson by using videos for the TEKS lesson and guided practice.
The materials do not include educator guidance to support effective implementation. For example, while they include guided, partner, and independent practices, all students receive the same materials and tasks. The materials do not provide criteria for forming groups, specific activities to use, or guidance on what skills to work on with these groups.
Evaluation for 3.2d
Each lesson provides extension methods through the section’s “Extension Learning Opportunity.” However, this section includes only the task itself, without guidance for educators to implement it effectively.
The materials include general guidance for “Enriching Opportunities,” suggesting that educators explain their understanding using multiple strategies or create their own math problem. However, this does not provide various forms of engagement with the individual lesson content, and there is no specific guidance for the educator. For example, in TEKS lesson 8.5C, students compare scatterplots representing real-world scenarios. There is no educator guidance to support the student through the process.
Evaluation for 3.2e
The materials include prompts and guidance to support educators in providing timely feedback during lesson delivery through discussion questions, observation prompts, misconception guidance, and educator directions asking students to explain reasoning, share strategies, and discuss solutions. For example, each TEKS lesson explicitly directs educators to listen to student discussions, observe strategies before formal instruction, facilitate class sharing, and monitor understanding through discussion. The materials also include guidance for feedback through the “Misconceptions” section, which identifies likely student errors and instructional responses, and through lesson directions describing how educators should conceptualize and check student understanding before progressing.
The “Guided Practice” and “Partner Practice” sections include directions for how to implement this part of the lesson, along with questions educators can use to monitor students’ progress and understanding. The guidance provides specific details about how long students should work, how to follow up on the activity, and what misconceptions to watch for. These supports help educators better guide students and respond to their learning needs during the lesson.
Evaluation for 3.3a
The materials include educator guidance on providing and incorporating linguistic accommodations for one level of language proficiency (as defined by the ELPS) to engage students in using increasingly more academic language. For example, the materials provide “Strategies for Teaching Vocabulary” to use with the vocabulary found in Appendix C.
Within the “Academic Vocabulary” section of the lesson guide used for internalization is the section for the “Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The Supplemental Math Implementation Guide includes a section titled “Supporting Emergent Bilingual Students.” The guide states that the materials support EB students through explicit academic vocabulary instruction, visual models and diagrams, structured partner discussions, opportunities for oral and written explanations, and connections to the ELPS.
Within the “Academic Vocabulary” section of the lesson guide used for internalization is the section for the “Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
Evaluation for 3.3d
In the grade 8 materials, the “Strategies for Teaching Vocabulary” section recommends interactive word walls, vocabulary journals, graphic organizers, collaborative learning, real-world examples, and educator modeling of mathematical language. Students engage in written discourse through vocabulary journals and vocabulary activities that require them to define and apply academic vocabulary. Students engage in oral discourse through collaborative discussions and opportunities to explain mathematical concepts to develop academic vocabulary. The materials also increase comprehension by connecting mathematics vocabulary to real-world contexts, such as fractions and multiplication.
In the 8th Grade Math Practice Teacher Edition, the materials include blackline masters of vocabulary activities to use in lessons. This embedded support covers the academic vocabulary for each unit of instruction, helping students develop vocabulary and increase comprehension. The “Strategies for Teaching Vocabulary” include oral and written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
The “Scoring and Instructional Response” provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” on the opposite page also provides ways to respond to students who have not yet reached proficiency.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
The materials do not include explicit educator guidance for language supports, including preteaching and embedded supports for unfamiliar references in text. For example, while the 8th Grade Math Practice Teacher Edition contains blackline masters of vocabulary activities to include as part of the lessons, the materials do not include preteaching and embedded supports for educators to help develop academic vocabulary and decode unfamiliar references in the text.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
The materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in above-grade-level content and skills. For example, in the “TEKS Lesson” for 8.3C, the “Extension Learning Opportunity” section provides explicit guidance for an extension activity. The activity prompt states, “Challenge students to write algebraic rules for various scale factors, then apply them to original figures on graphing paper or using graphing software, and describe the transformation.”
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
The materials include text-to-speech and a few content and language supports that educators can enable or disable to support individual students. For example, text-to-speech is functional when users first highlight the desired text before selecting the speak option. The materials also include some content and language supports, such as a dictionary that appears when a word is highlighted and visual supports. However, the materials do not include additional embedded language supports, such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include multiple online problem-solving options and supports. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
The materials include educator prompts that connect mathematical concepts across multiple representations within individual TEKS lessons. For example, the “TEKS Lesson” for 8.4C guides educators in connecting prior knowledge of similar triangles to slope using graphs and equations. The “TEKS Lesson” for 8.5A connects proportional relationships across tables, equations, and graphs, while the “TEKS Lesson” for 8.5G incorporates tables, graphs, and mappings to represent mathematical relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The lesson guidance further supports facilitation through modeling with manipulatives, discussion prompts, questioning, visual representations, and hands-on activities. For example, the 8th Grade Math Implementation Guide includes a flow chart describing the lesson delivery, which utilizes the Gradual Release of Responsibility model.
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
2 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
2 out of 3 points
The materials do not include educator guidance to support effective implementation. For example, while they include guided, partner, and independent practices, all students receive the same materials and tasks. The materials do not provide criteria for forming groups, specific activities to use, or guidance on what skills to work on with these groups.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials include general guidance for “Enriching Opportunities,” suggesting that educators explain their understanding using multiple strategies or create their own math problem. However, this does not provide various forms of engagement with the individual lesson content, and there is no specific guidance for the educator. For example, in TEKS lesson 8.5C, students compare scatterplots representing real-world scenarios. There is no educator guidance to support the student through the process.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The “Guided Practice” and “Partner Practice” sections include directions for how to implement this part of the lesson, along with questions educators can use to monitor students’ progress and understanding. The guidance provides specific details about how long students should work, how to follow up on the activity, and what misconceptions to watch for. These supports help educators better guide students and respond to their learning needs during the lesson.
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Within the “Academic Vocabulary” section of the lesson guide used for internalization is the section for the “Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Within the “Academic Vocabulary” section of the lesson guide used for internalization is the section for the “Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
In the 8th Grade Math Practice Teacher Edition, the materials include blackline masters of vocabulary activities to use in lessons. This embedded support covers the academic vocabulary for each unit of instruction, helping students develop vocabulary and increase comprehension. The “Strategies for Teaching Vocabulary” include oral and written discourse.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
63% (10 out of 16 points)
Evaluation for 4.1a
The materials include practice opportunities throughout the learning pathway that require students to demonstrate the depth of understanding aligned to the TEKS. For example, the “TEKS Lesson” and “Engaging Activity” for TEKS 7.11A require students to model and solve one-variable, two-step equations and inequalities. Students apply the concepts introduced in the “TEKS Lesson” and extend their understanding by explaining the differences between solving equations and inequalities, demonstrating the depth of understanding expected by the TEKS.
The instructional assessments within the learning pathways require students to demonstrate a depth of understanding aligned to the TEKS. For example, “Guided Practice” and “Partner Practice” sections provide opportunities for educators to gather evidence of student understanding during instruction, while “Independent Practice” allows students to independently demonstrate mastery of the lesson’s TEKS through tasks that reflect the depth, rigor, and complexity of the standard.
Evaluation for 4.1b
The materials include questions, tasks, enrichment, and extension activities that progressively increase in rigor and complexity, leading students to grade-level proficiency in the mathematics TEKS. For example, in TEKS 8.4A, students progress from identifying proportional relationships using similar triangles to explaining how slope is determined and applying those concepts to increasingly complex problems. Throughout the lesson, students move from introductory concepts in the “TEKS Lesson” and “Engaging Activity” to more complex reasoning in “Guided Practice,” “Partner Practice,” and “Independent Practice.” The “Extension Learning Opportunity” reinforces grade-level concepts by having students apply their understanding of similar triangles and slope through additional reasoning and justification, supporting mastery of the current grade-level TEKS.
The materials do not include questions, tasks, enrichment, or extension activities that increase in rigor and complexity to lead students to above-grade-level proficiency in the mathematics TEKS. The instructional progression builds from prerequisite knowledge to independent mastery of grade-level concepts, but the enrichment and extension activities continue to reinforce the current grade-level standards rather than providing opportunities for mathematical reasoning or content beyond grade-level expectations.
Evaluation for 4.2a
In the 8th Grade Math Practice Student Edition, the lesson on classifying numbers demonstrates connections among natural numbers, whole numbers, integers, rational numbers, irrational numbers, and real numbers through visual representations, classification tasks, and written explanations. Students analyze relationships among nested number sets using Venn diagrams and justify how numbers belong to multiple classifications. These activities highlight patterns, big ideas, and relationships within the “Numerical Representations and Relationships” strand, demonstrating coherence across concepts within the grade level.
The materials build understanding across related grade-level concepts by highlighting mathematical relationships and connections within the content. For example, in the grade 8 lesson on scientific notation, students examine numbers written in standard form and in scientific notation, identify patterns when converting between the two forms, and apply those patterns to solve a conversion problem. The lesson’s “Why Do I Need to Know This?” section connects scientific notation to students’ prior understanding of negative numbers, reinforcing relationships among grade-level mathematical concepts.
Evaluation for 4.2b
The materials demonstrate coherence vertically across concepts and grade bands, including connections from grades K–6, by connecting patterns, big ideas, and relationships.
In the 8th Grade Math Practice Teacher Edition, educator guidance provides a sidebar note that describes TEKS 8.6A. The guidance states that “The use of V = Bh begins in 5th grade for rectangular prisms with 5.4G and is applied in 6th grade with 6.8D. The use of the formula V = Bh for triangular prisms begins in 7th grade with 7.8D and is applied with 7.9A. Students are adding cylinders in their understanding of volume in 8th grade.”
Evaluation for 4.2c
The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level. For example, in the 8th Grade Math Practice Teacher Edition, the “TEKS Lesson” 8.11B provides educator guidance to implement the lesson. To start this lesson, the educator guidance states, “Ask several students to give you a number that could represent a grade someone might make on a quiz. Ask the students to average the set of data. Discuss with the students what the average number actually represents.” This task connects students’ prior knowledge of averages learned in grade 6, according to the vertical alignment section, to the current lesson on mean absolute deviation.
While the “Why Do I Need to Know This?” sections occasionally reference future mathematics courses or concepts, the materials do not provide explicit educator guidance explaining how current learning develops into future grade-level mathematical concepts or procedures. References to future learning identify where concepts may be encountered later but do not support educators in making instructional connections that build mathematical understanding across grade levels.
Evaluation for 4.3a
The “Comparing and Ordering Numbers” section, the “Ways to Estimate Irrational Numbers” provides a spaced retrieval opportunity for concepts introduced earlier in the grade 8 Math Practice Book.
In the 8th Grade Math Practice Teacher Edition, the “TEKS Lesson” 8.2D provides educator guidance that suggests the implementation of the lesson. In this guidance, the educator is encouraged to ask students how they order a given series of rational numbers. The guidance states, “This question is designed to help students remember the way they ordered rational numbers in 6th grade. Students should talk about different strategies they may have used, including drawing models or converting the numbers to the same form.” This task allows students to practice with a previous skill and concept to successfully master the new learning materials.
Evaluation for 4.3b
The materials use “Guided Practice,” “Partner Practice,” and “Independent Practice” to provide focused opportunities for individual TEKS concepts in a non-spiraling approach, rather than revisiting and connecting concepts across learning pathways over time. For example, in the 8th Grade Math Practice Student Edition, lessons are taught as individual concepts focusing on one TEKS at a time. Even though there is mention of other concepts and skills within some lessons, none of the lessons intentionally bundle multiple standards to improve retention of skills.
In the 8th Grade Math Practice Student Edition, lessons are taught as individual concepts focusing on one TEKS at a time. Even though there is mention of other concepts and skills within some lessons, none of the lessons intentionally bundle multiple standards to improve retention of skills. For example, TEKS 8.11A, which focuses on scatterplots, could be partnered with TEKS 8.5D, which focuses on trendlines of scatterplots. Even when the student gets to the 8.11A lesson, there is no spiraling of the concepts regarding trendlines.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The instructional assessments within the learning pathways require students to demonstrate a depth of understanding aligned to the TEKS. For example, “Guided Practice” and “Partner Practice” sections provide opportunities for educators to gather evidence of student understanding during instruction, while “Independent Practice” allows students to independently demonstrate mastery of the lesson’s TEKS through tasks that reflect the depth, rigor, and complexity of the standard.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
The materials do not include questions, tasks, enrichment, or extension activities that increase in rigor and complexity to lead students to above-grade-level proficiency in the mathematics TEKS. The instructional progression builds from prerequisite knowledge to independent mastery of grade-level concepts, but the enrichment and extension activities continue to reinforce the current grade-level standards rather than providing opportunities for mathematical reasoning or content beyond grade-level expectations.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
The materials build understanding across related grade-level concepts by highlighting mathematical relationships and connections within the content. For example, in the grade 8 lesson on scientific notation, students examine numbers written in standard form and in scientific notation, identify patterns when converting between the two forms, and apply those patterns to solve a conversion problem. The lesson’s “Why Do I Need to Know This?” section connects scientific notation to students’ prior understanding of negative numbers, reinforcing relationships among grade-level mathematical concepts.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
In the 8th Grade Math Practice Teacher Edition, educator guidance provides a sidebar note that describes TEKS 8.6A. The guidance states that “The use of V = Bh begins in 5th grade for rectangular prisms with 5.4G and is applied in 6th grade with 6.8D. The use of the formula V = Bh for triangular prisms begins in 7th grade with 7.8D and is applied with 7.9A. Students are adding cylinders in their understanding of volume in 8th grade.”
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
While the “Why Do I Need to Know This?” sections occasionally reference future mathematics courses or concepts, the materials do not provide explicit educator guidance explaining how current learning develops into future grade-level mathematical concepts or procedures. References to future learning identify where concepts may be encountered later but do not support educators in making instructional connections that build mathematical understanding across grade levels.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
In the 8th Grade Math Practice Teacher Edition, the “TEKS Lesson” 8.2D provides educator guidance that suggests the implementation of the lesson. In this guidance, the educator is encouraged to ask students how they order a given series of rational numbers. The guidance states, “This question is designed to help students remember the way they ordered rational numbers in 6th grade. Students should talk about different strategies they may have used, including drawing models or converting the numbers to the same form.” This task allows students to practice with a previous skill and concept to successfully master the new learning materials.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
In the 8th Grade Math Practice Student Edition, lessons are taught as individual concepts focusing on one TEKS at a time. Even though there is mention of other concepts and skills within some lessons, none of the lessons intentionally bundle multiple standards to improve retention of skills. For example, TEKS 8.11A, which focuses on scatterplots, could be partnered with TEKS 8.5D, which focuses on trendlines of scatterplots. Even when the student gets to the 8.11A lesson, there is no spiraling of the concepts regarding trendlines.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
87% (33 out of 38 points)
Evaluation for 5.1a
The materials present multiple opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations, including proportional relationships, graphs, tables, verbal situations, and equations. For example, students analyze real-world contexts (e.g., cost vs. quantity, distance vs. time) and connect these representations to determine unit rate and slope, supporting conceptual understanding through varied mathematical models. The materials include engaging activities where students interpret and create tables, graphs, and equations to represent proportional relationships. Students determine the constant of proportionality and connect representations, reinforcing conceptual understanding through hands-on exploration of multiple mathematical forms.
The 8th Grade Math Practice Teacher Edition provides students with opportunities to interpret, analyze, and evaluate problems involving applied proportionality. In the introductory activity, students analyze a graph, write an equation to represent the graph, and then determine and justify whether the situation is proportional or non-proportional. Wrap-around educator notes guide educators to ask how a student would determine whether an equation represents a proportional function. The lesson concludes with an “Independent Practice” section that includes real-world scenarios and tables in which the y-intercept is not given and must be calculated to verify proportionality.
Evaluation for 5.1b
The questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations. For example, in the 8th Grade Math Practice Teacher Edition, an “Engaging Activity” is located in Appendix B called “Finding the Volume of a Cylinder.” In this activity, students take concrete models using circular objects like pennies or coasters to first determine the area of one object, then stacking the same objects to determine if there is a difference in the area. The students eventually have to connect the activity to finding the volume using the volume formula for cylinders. This allows students to make connections between area and volume.
The 8th Grade Math Practice Teacher Edition provides students with opportunities to interpret, analyze, and evaluate problems involving applied proportionality. In the introductory activity, students analyze a graph, write an equation to represent the graph, and then determine and justify whether the situation is proportional or non-proportional. Wrap-around educator notes guide educators to ask how a student would determine whether an equation represents a proportional function. The lesson concludes with “Independent Practice” that includes real-world scenarios and tables in which the y-intercept is not given and must be calculated to verify proportionality.
Evaluation for 5.1c
In the 8th Grade Math Practice Teacher Edition, the educator guidance for the TEKS lesson “Solving Equations with Variables on Both Sides” states that students need to be able to apply conceptual understanding of combining like terms and using inverse operations. This will allow students to transition to solving equations with variables on both sides.
Students apply conceptual understanding of slope, proportionality, and number classification to new mathematical situations by connecting geometric reasoning, rate of change, and multiple representations. Tasks require students to transfer understanding across contexts and representations before applying formal procedures independently.
Evaluation for 5.2a
In the 8th Grade Math Practice Teacher Edition, the educator guidance for the TEKS lesson “Finding the Volume of a Cylinder” states, “Have students list what they know about finding volume. Then, discuss what they know about the formula V = Bh. Students have been building to this formula since 5th grade. Ask the students to define the base of a cylinder.” This guidance supports students in automaticity regarding the interpretation of formulas with the parts of the figure.
The TEKS lesson “Identifying Functions” begins with students determining whether a given relation is a function. The “Guided Practice,” “Partner Practice,” and “Independent Practice” sections extend this work across multiple representations, providing students with opportunities to build fluency in identifying functions.
Evaluation for 5.2b
In the 8th Grade Math Practice Teacher Edition, the TEKS lesson “Developing a Foundation of Slope” provides opportunities for students to practice the application of various ways to find slope. The lesson covers three strategies that students practice to determine the slope of similar triangles. The educator’s guidance suggests that the educator discuss each strategy, and the work allows students to choose which method works best.
In the 8th Grade Math Practice Teacher Edition, students practice applying various concepts to solve problem sets in the TEKS lesson “Solving Equations with Variables on Both Sides.” Students use models such as algebra tiles or solve the algorithm to solve the equations, allowing them an opportunity to be flexible with their methods.
Evaluation for 5.2c
The 8th Grade Math Practice Teacher Edition includes opportunities for student discussion. However, the educator guidance does not prompt students to apply mathematical language or academic vocabulary during those conversations. In the TEKS lesson “Similar Shapes,” the educator guidance instructs students to work with a partner to discuss the attributes of similar figures but does not direct the discussion toward the use of mathematical language or academic vocabulary.
The materials provide educators with guidance in many areas. However, they do not encourage educators to ask students to consider the efficiency or flexibility of different solution methods. For example, students identify ways to estimate irrational numbers, while the wrap-around educator notes suggest a discussion but only describe the methods. The materials do not prompt students to evaluate or compare the methods or explain when and why they might choose one method over another.
Evaluation for 5.2d
Although the materials provide opportunities to practice efficient problem-solving strategies, they do not include explicit guidance that helps students select increasingly efficient approaches.
The 8th Grade Math Practice Teacher Edition gives educators guidance in many areas. However, the materials do not include guidance for supporting students in selecting increasingly efficient approaches to solving mathematical problems. For example, in the TEKS lesson “Pythagorean Theorem,” the “Why Do I Need to Know This?” section explains that the students previously used models to solve the problems, but now they will be using a formula. It does not ask students to consider why using a formula is a more efficient way to perform the same calculation. The materials present multiple solution methods but do not include guidance that prompts students to compare or evaluate those methods for efficiency.
Evaluation for 5.3a
Conceptual understanding is built through collaborative investigations, proportional reasoning, and analysis of mathematical relationships while also requiring students to apply procedures such as determining slope, y-intercepts, and classifying proportional relationships. Students connect mathematical concepts to procedures by exploring, discussing, and explaining their reasoning before applying formal methods.
The 8th Grade Math Practice Teacher Edition includes educator guidance in the “Conceptual Learning Goal” section of each TEKS lesson. In this section of the lesson, educators are provided with explicit descriptions of how the TEKS will be addressed both conceptually and procedurally. For example, in the TEKS lesson “Solving Equations with Variables on Both Sides,” the “Conceptual Learning Goal” for TEKS 8.8C states, “Students learn to model mathematical and real-life situations with linear equations involving variables on both sides and apply strategies to find and interpret solutions.”
Evaluation for 5.3b
The 8th Grade Math Practice Teacher Edition includes educator guidance that correlates with the given TEKS of the lesson, called a “Conceptual Learning Goal.” In this section of the lesson, there is educator guidance with explicit descriptions of how the TEKS will be addressed both conceptually and procedurally. In the TEKS lesson “Solving Equations with Variables on Both Sides,” the “Conceptual Learning Goal” for TEKS 8.8C states, “Students learn to model mathematical and real-life situations with linear equations involving variables on both sides and apply strategies to find and interpret solutions.”
Students explain their reasoning when classifying relationships as proportional or non-proportional. Tasks prompt students to justify decisions and communicate mathematical thinking, supporting meaningful discourse and reasoning. Students engage in discussions as they match real-world situations to mathematical representations and defend their reasoning. The activities encourage verbal explanation and peer-to-peer communication, strengthening mathematical discourse.
Evaluation for 5.3c
In the 8th Grade Math Practice Teacher Edition, the TEKS lesson “Models with Pythagorean Theorem” provides guidance for educators to use with the corresponding “Engaging Activity” for TEKS 8.6 located in Appendix A. The activity is used to introduce the concept of the Pythagorean Theorem using graph paper. Students cut out squares that represent the side lengths provided, then attempt to make right triangles. Students collect the results and make conclusions based on their findings. In the lesson, students use representations of the activity to connect the models to the abstract concept of the Pythagorean Theorem.
Students connect mathematical representations to abstract concepts by explaining how they classified relationships, determined slope and y-intercepts, and matched real-world situations to mathematical models. Tasks require students to create explanations, justify conclusions, and communicate reasoning, strengthening the connection between representations and abstract mathematical understanding.
In the TEKS lesson “Solving Equations with Variables on Both Sides,” students use algebra tiles and draw pictorial models. In the educator wrap-around Directions (#4), it notes that students need to be able to explain how to model or solve an equation with variables on both sides. When paired with the “Engaging Activity,” students create models and connect them to symbolic equations.
Evaluation for 5.4a
Students develop language through authentic mathematical tasks and representations. For example, the TEKS lesson “Writing Equations from Real-World Situations” requires students to interpret contextual scenarios, translate situations into equations and inequalities, and communicate relationships using precise mathematical terminology. Similarly, the TEKS lesson “Scientific Notation” engages students in representing quantities in multiple forms, comparing values, and using vocabulary such as scientific notation, decimal notation, and exponents in meaningful contexts. These activities support students’ development of academic mathematical language by requiring them to read, interpret, represent, and communicate mathematical ideas using appropriate mathematical terms and symbols.
In the TEKS lesson “Classifying Numbers Using a Visual Representation,” students use a Venn diagram to categorize real numbers, rational numbers, irrational numbers, integers, whole numbers, and natural numbers. As students analyze the visual model and classify numbers into the appropriate sets, they apply and reinforce academic vocabulary while explaining relationships among the number sets. The combination of visual representations and mathematical discussion supports students’ development and use of precise mathematical language.
Evaluation for 5.4b
The 8th Grade Math Practice Teacher Edition includes embedded educator guidance that scaffolds students’ use of academic mathematical vocabulary during instruction. The lesson directions encourage educators to discuss mathematical concepts using number lines, while the “Guided Practice” facilitation questions prompt students to explain mathematical relationships using appropriate terminology. The materials also identify important concepts and common misconceptions to support educators in reinforcing precise vocabulary throughout the lesson.
Each lesson guide used for internalization contains an “Academic Vocabulary and Mathematical Discourse Support” section. Within this section are communication targets, key vocabulary, sentence frames, precise language and peer conversation guidance, and anticipated responses with exemplars and redirection. These are available for every lesson and embedded in the lesson guide for internalization.
Evaluation for 5.4c
Each lesson guide used for internalization contains “Academic Vocabulary and Mathematical Discourse Support.” In the sections “Embedded Oral Discourse Guidance” and “Embedded Written Discourse Guidance,” educators are provided with appropriate vocabulary support for students to use during written and oral discourse. This section also supports comprehension, background building, and cross-linguistic connections. These supports are embedded in the lesson guide for internalization and are available for every lesson.
The materials guide educators to model precise academic language and help students replace vague words with specific mathematical terms. For example, the materials include guidance on asking students to restate their thinking using more accurate language without changing the meaning.
Evaluation for 5.4d
The materials include embedded guidance to facilitate mathematical conversations, allowing students to hear math language with peers. In the 8th Grade Math Practice Teacher Edition, lessons provide prompts to engage students in discussions. For example, in the TEKS lesson “Relating Volume of Cylinders and Cones,” the educator guidance states, “Have the students complete the activity … Discuss with students how the relationship is the same … Have students work in pairs to complete the TEKS lesson question. Discuss the TEKS lesson question with the students.” These tasks allow students to hear math language with peers.
In the “Academic Vocabulary and Mathematical Discourse Support” section, the “Precise Language and Peer Conversation” section provides embedded guidance to facilitate mathematical conversations. The section provides “precision guidance” for an educator to understand what to listen for in the lesson, a “hear-refine-use” routine for students to use with their peers, and “teacher prompts” to facilitate the conversations.
Evaluation for 5.4e
The materials include embedded guidance that helps educators anticipate student thinking through “Important Concepts,” “Misconceptions,” “Teacher Notes,” and “Facilitating Questions.” These supports identify common misconceptions, provide exemplar responses, and prepare educators for likely student thinking during instruction. For example, TEKS 8.2A includes educator guidance with anticipated student responses, while the embedded notes identify key concepts and common misconceptions that may arise during instruction.
“Academic Vocabulary and Mathematical Discourse Support” has a section called “Anticipated Responses, Exemplar, and Redirection,” which includes embedded guidance to anticipate correct responses, partial responses, or inaccurate responses. It also provides an exemplar and an example of an error a student will likely make. The support/redirect also provides guidance for how educators can respond with next steps.
Evaluation for 5.5a
The materials integrate the TEKS process standards within mathematical content by engaging students in problem-solving, representation, and reasoning tasks. For example, the TEKS lesson “Solving Equations with Variables on Both Sides” requires students to model equations using algebra tiles, analyze solution steps, and justify equivalent transformations as they solve equations. Also, in the TEKS lesson “Identifying Solutions to Graphed Equations,” students interpret graphs, identify ordered pairs that satisfy systems of equations, and connect graphical representations to algebraic relationships. These activities embed process standards within content instruction by requiring students to represent mathematical ideas, make connections among representations, and communicate their reasoning.
The materials integrate the TEKS process standards within grade-level instruction by engaging students in mathematical reasoning, representation, and communication. For example, in the scatterplots “Engaging Activity,” students create scatterplots for a given scenario, organize and record data using appropriate tools, and analyze the relationships represented in the graph. The activity requires students to communicate mathematical ideas while applying multiple process standards within the grade-level content.
Evaluation for 5.5b
The materials include a description of how process standards are incorporated throughout the learning pathways but not how they are connected. For example, in the grade 6 Math Practice TE, there is a section at the beginning of the materials titled “Process Standard” that provides educators with the process standards used for each TEKS covered in the materials. Although the alignment and incorporation are provided, there is no description of how the process standards are connected throughout the learning pathways.
The “Incorporation and Connection Through the Learning Pathway” section of each lesson in the Implementation Guide is the same. These sections identify the process standards only as they relate to the sections “Guided Practice,” “Partner Practice,” and “Independent Practice,” but not how the standards serve the specific skills and learning objective of the lesson.
Evaluation for 5.5c
In the 8th Grade Math Practice Teacher Edition, each lesson has educator guidance that describes the standard being covered in the lesson, as well as vertical alignment standards from various grades. A list of the ELPS covered in the lesson and a description of the conceptual understanding students should develop are provided. The lessons also provide opportunities for students to utilize the process standards.
The lesson components provide opportunities for students to engage in mathematical processes throughout instruction, and the materials include a “Unit Rationale” that provides a generic statement of how students will apply the process standards in the lessons for the unit. The TEKS lesson “Proportional and Non-Proportional Relationships” requires students to classify relationships and justify their reasoning, while the TEKS lesson “Dilations with Unknowns” engages students in representing transformations and applying geometric concepts.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
The 8th Grade Math Practice Teacher Edition provides students with opportunities to interpret, analyze, and evaluate problems involving applied proportionality. In the introductory activity, students analyze a graph, write an equation to represent the graph, and then determine and justify whether the situation is proportional or non-proportional. Wrap-around educator notes guide educators to ask how a student would determine whether an equation represents a proportional function. The lesson concludes with an “Independent Practice” section that includes real-world scenarios and tables in which the y-intercept is not given and must be calculated to verify proportionality.
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
The 8th Grade Math Practice Teacher Edition provides students with opportunities to interpret, analyze, and evaluate problems involving applied proportionality. In the introductory activity, students analyze a graph, write an equation to represent the graph, and then determine and justify whether the situation is proportional or non-proportional. Wrap-around educator notes guide educators to ask how a student would determine whether an equation represents a proportional function. The lesson concludes with “Independent Practice” that includes real-world scenarios and tables in which the y-intercept is not given and must be calculated to verify proportionality.
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
Students apply conceptual understanding of slope, proportionality, and number classification to new mathematical situations by connecting geometric reasoning, rate of change, and multiple representations. Tasks require students to transfer understanding across contexts and representations before applying formal procedures independently.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
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 mathematical tasks.
2 out of 2 points
The TEKS lesson “Identifying Functions” begins with students determining whether a given relation is a function. The “Guided Practice,” “Partner Practice,” and “Independent Practice” sections extend this work across multiple representations, providing students with opportunities to build fluency in identifying functions.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
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 throughout learning pathways.
3 out of 3 points
In the 8th Grade Math Practice Teacher Edition, students practice applying various concepts to solve problem sets in the TEKS lesson “Solving Equations with Variables on Both Sides.” Students use models such as algebra tiles or solve the algorithm to solve the equations, allowing them an opportunity to be flexible with their methods.
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
The materials provide educators with guidance in many areas. However, they do not encourage educators to ask students to consider the efficiency or flexibility of different solution methods. For example, students identify ways to estimate irrational numbers, while the wrap-around educator notes suggest a discussion but only describe the methods. The materials do not prompt students to evaluate or compare the methods or explain when and why they might choose one method over another.
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 out of 1 points
The 8th Grade Math Practice Teacher Edition gives educators guidance in many areas. However, the materials do not include guidance for supporting students in selecting increasingly efficient approaches to solving mathematical problems. For example, in the TEKS lesson “Pythagorean Theorem,” the “Why Do I Need to Know This?” section explains that the students previously used models to solve the problems, but now they will be using a formula. It does not ask students to consider why using a formula is a more efficient way to perform the same calculation. The materials present multiple solution methods but do not include guidance that prompts students to compare or evaluate those methods for efficiency.
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 8th Grade Math Practice Teacher Edition includes educator guidance in the “Conceptual Learning Goal” section of each TEKS lesson. In this section of the lesson, educators are provided with explicit descriptions of how the TEKS will be addressed both conceptually and procedurally. For example, in the TEKS lesson “Solving Equations with Variables on Both Sides,” the “Conceptual Learning Goal” for TEKS 8.8C states, “Students learn to model mathematical and real-life situations with linear equations involving variables on both sides and apply strategies to find and interpret solutions.”
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Students explain their reasoning when classifying relationships as proportional or non-proportional. Tasks prompt students to justify decisions and communicate mathematical thinking, supporting meaningful discourse and reasoning. Students engage in discussions as they match real-world situations to mathematical representations and defend their reasoning. The activities encourage verbal explanation and peer-to-peer communication, strengthening mathematical discourse.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Students connect mathematical representations to abstract concepts by explaining how they classified relationships, determined slope and y-intercepts, and matched real-world situations to mathematical models. Tasks require students to create explanations, justify conclusions, and communicate reasoning, strengthening the connection between representations and abstract mathematical understanding.
In the TEKS lesson “Solving Equations with Variables on Both Sides,” students use algebra tiles and draw pictorial models. In the educator wrap-around Directions (#4), it notes that students need to be able to explain how to model or solve an equation with variables on both sides. When paired with the “Engaging Activity,” students create models and connect them to symbolic equations.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
In the TEKS lesson “Classifying Numbers Using a Visual Representation,” students use a Venn diagram to categorize real numbers, rational numbers, irrational numbers, integers, whole numbers, and natural numbers. As students analyze the visual model and classify numbers into the appropriate sets, they apply and reinforce academic vocabulary while explaining relationships among the number sets. The combination of visual representations and mathematical discussion supports students’ development and use of precise mathematical language.
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Each lesson guide used for internalization contains an “Academic Vocabulary and Mathematical Discourse Support” section. Within this section are communication targets, key vocabulary, sentence frames, precise language and peer conversation guidance, and anticipated responses with exemplars and redirection. These are available for every lesson and embedded in the lesson guide for internalization.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
The materials guide educators to model precise academic language and help students replace vague words with specific mathematical terms. For example, the materials include guidance on asking students to restate their thinking using more accurate language without changing the meaning.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
In the “Academic Vocabulary and Mathematical Discourse Support” section, the “Precise Language and Peer Conversation” section provides embedded guidance to facilitate mathematical conversations. The section provides “precision guidance” for an educator to understand what to listen for in the lesson, a “hear-refine-use” routine for students to use with their peers, and “teacher prompts” to facilitate the conversations.
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
“Academic Vocabulary and Mathematical Discourse Support” has a section called “Anticipated Responses, Exemplar, and Redirection,” which includes embedded guidance to anticipate correct responses, partial responses, or inaccurate responses. It also provides an exemplar and an example of an error a student will likely make. The support/redirect also provides guidance for how educators can respond with next steps.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
The materials integrate the TEKS process standards within grade-level instruction by engaging students in mathematical reasoning, representation, and communication. For example, in the scatterplots “Engaging Activity,” students create scatterplots for a given scenario, organize and record data using appropriate tools, and analyze the relationships represented in the graph. The activity requires students to communicate mathematical ideas while applying multiple process standards within the grade-level content.
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
1 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
1 out of 2 points
The “Incorporation and Connection Through the Learning Pathway” section of each lesson in the Implementation Guide is the same. These sections identify the process standards only as they relate to the sections “Guided Practice,” “Partner Practice,” and “Independent Practice,” but not how the standards serve the specific skills and learning objective of the lesson.
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
The lesson components provide opportunities for students to engage in mathematical processes throughout instruction, and the materials include a “Unit Rationale” that provides a generic statement of how students will apply the process standards in the lessons for the unit. The TEKS lesson “Proportional and Non-Proportional Relationships” requires students to classify relationships and justify their reasoning, while the TEKS lesson “Dilations with Unknowns” engages students in representing transformations and applying geometric concepts.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
57% (12 out of 21 points)
Evaluation for 6.1a
The 8th Grade Math Practice Teacher Edition includes “Facilitating Questions” in every lesson to guide instruction during guided and partner practice. As students collaborate to determine solutions, the questions prompt mathematical thinking, encourage perseverance, and support students in making sense of mathematical concepts and procedures.
The materials provide opportunities for students to think mathematically through explicit problem-solving expectations and a structured problem-solving process. For example, the 8th Grade Math Implementation Guide identifies mathematical process standards that require students to analyze mathematical relationships, represent ideas using models and symbols, communicate reasoning clearly, and justify solutions. Additionally, the Problem-Solving Model prompts students to determine what they know, identify what they need to find, represent their thinking, and explain their reasoning. Unlike broad statements about mathematical thinking, these materials include a concrete process that students are expected to use when approaching problems.
Evaluation for 6.1b
The materials support students in understanding and explaining that there can be multiple ways to solve problems and complete tasks. For example, in the grade 8 “Engaging Activity: Comparing and Ordering Numbers,” students identify whether they used benchmarking, approximation, or a calculator as their comparison strategy. Students then “Compare two methods and identify which is more efficient.” These prompts explicitly expose students to multiple methods for completing the same task and require them to compare the approaches and identify differences in efficiency, supporting their understanding and explanation of multiple ways to solve problems.
Although the grade 8 “Engaging Activity: Comparing and Ordering Numbers” asks students to “Compare two methods and identify which is more efficient,” the prompt does not require students to justify why the selected method provides greater efficiency or defend their choice using mathematical reasoning or evidence. Similarly, students identify whether they used benchmarking, approximation, or a calculator, but they do not justify why different methods can appropriately solve the same problem.
Evaluation for 6.1c
In the 8th Grade Math Practice Teacher Edition, each lesson has specific sections for students to work collaboratively with each other on the math concepts taught in the lessons, called “Guided Practice” and “Partner Practice.” According to the 8th Grade Math Implementation Guide, these areas of the lessons are designed for “students to work collaboratively with educator supports.” In the TEKS lesson“Relating Cylinders and Cones,” students collaborate during the “Guided Practice” and “Partner Practice” on tasks that require them to write, like Question #1, which states, “How many cones will it take to fill the cylinder as shown? Explain your reasoning.” As students work together to discuss their response, there is space provided for students to write their thoughts about the task.
The materials provide opportunities for students to write about and discuss mathematics with peers and educators. For example, the grade 8 Supplemental Math Implementation Guide includes “Guided Practice,” “Partner Practice,” and “Independent Practice,” indicating opportunities for collaboration and mathematical engagement. Additionally, the grade 8 Supplemental Math Teacher Guide emphasizes communication, justification, and explanation within the Mathematical Process Standards, encouraging students to communicate mathematical thinking using precise language and justify solutions.
Evaluation for 6.2a
The materials provide support for educators in guiding students to share and reflect on their problem-solving approaches through explanations. For example, the 8th Grade Math Practice Teacher Edition includes a step called “Polya’s Review and Reflect,” which prompts students to determine whether their solution is correct, check the reasonableness of their work, and consider whether a more efficient strategy exists. Additionally, the grade 8 Supplemental Math Implementation Guide describes a process for monitoring student understanding through reviewing independent practice, identifying misconceptions, and adjusting instruction. These structures support reflection on students’ mathematical thinking and encourage explanation of solution processes.
The materials do not support educators in guiding students to share and reflect on their problem-solving approaches, including arguments, justifications, and multiple points of entry. For example, in the 8th Grade Math Practice Teacher Edition, educators guide students to share out their answers, but there is no guidance for sharing or reflecting on their problem-solving approach. In the TEKS lesson “Dilations with Unknowns,” educator guidance states to call on volunteers to share answers during the “Guided” and “Partner Practice” of the lesson. Guidance does not tell students to share and reflect on their problem-solving approach.
While the materials provide many facilitating questions for educators to use throughout the TEKS lessons, they do not explicitly include opportunities for students to agree or disagree with a peer’s approach or solution. For example, the program does include “Partner Practice” opportunities, but the educator guidance directs educators to pair students and have them complete the problems together. The materials do not provide guidance on how students should discuss their thinking, ask questions, justify their reasoning, reflect on different approaches, or engage in meaningful mathematical discourse during the partner work.
Evaluation for 6.2b
The materials include guidance that helps educators address anticipated misconceptions. For example, in the grade 8 TEKS lesson “Characteristics of Populations,” “Guided Practice” Question 3 asks, “Does this represent the known population? Why or why not?” The educator materials provide the correct answer but do not include examples of likely student responses or guidance for addressing them during the collaborative discussion. This pattern occurs throughout the materials, which provide guidance for misconceptions but do not anticipate specific student responses or explain how educators should respond to them.
The materials do not include prompts to support educators in providing explanatory feedback based on student responses. For example, the grade 8 Supplemental Math Implementation Guide directs educators to review independent practice, identify misconceptions, provide targeted reteaching, and adjust instruction based on student needs. The 8th Grade Math Practice Teacher Edition emphasizes intervention, targeted practice, and opportunities to strengthen procedural fluency and mathematical reasoning. These components guide the use of student performance data to inform instruction and address misconceptions. However, the materials do not include sample educator feedback statements, anticipated incorrect responses, or explanatory prompts illustrating how educators should respond to specific student thinking.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The materials provide opportunities for students to think mathematically through explicit problem-solving expectations and a structured problem-solving process. For example, the 8th Grade Math Implementation Guide identifies mathematical process standards that require students to analyze mathematical relationships, represent ideas using models and symbols, communicate reasoning clearly, and justify solutions. Additionally, the Problem-Solving Model prompts students to determine what they know, identify what they need to find, represent their thinking, and explain their reasoning. Unlike broad statements about mathematical thinking, these materials include a concrete process that students are expected to use when approaching problems.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
2 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
2 out of 3 points
Although the grade 8 “Engaging Activity: Comparing and Ordering Numbers” asks students to “Compare two methods and identify which is more efficient,” the prompt does not require students to justify why the selected method provides greater efficiency or defend their choice using mathematical reasoning or evidence. Similarly, students identify whether they used benchmarking, approximation, or a calculator, but they do not justify why different methods can appropriately solve the same problem.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
The materials provide opportunities for students to write about and discuss mathematics with peers and educators. For example, the grade 8 Supplemental Math Implementation Guide includes “Guided Practice,” “Partner Practice,” and “Independent Practice,” indicating opportunities for collaboration and mathematical engagement. Additionally, the grade 8 Supplemental Math Teacher Guide emphasizes communication, justification, and explanation within the Mathematical Process Standards, encouraging students to communicate mathematical thinking using precise language and justify solutions.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
2 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
2 out of 8 points
The materials do not support educators in guiding students to share and reflect on their problem-solving approaches, including arguments, justifications, and multiple points of entry. For example, in the 8th Grade Math Practice Teacher Edition, educators guide students to share out their answers, but there is no guidance for sharing or reflecting on their problem-solving approach. In the TEKS lesson “Dilations with Unknowns,” educator guidance states to call on volunteers to share answers during the “Guided” and “Partner Practice” of the lesson. Guidance does not tell students to share and reflect on their problem-solving approach.
While the materials provide many facilitating questions for educators to use throughout the TEKS lessons, they do not explicitly include opportunities for students to agree or disagree with a peer’s approach or solution. For example, the program does include “Partner Practice” opportunities, but the educator guidance directs educators to pair students and have them complete the problems together. The materials do not provide guidance on how students should discuss their thinking, ask questions, justify their reasoning, reflect on different approaches, or engage in meaningful mathematical discourse during the partner work.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
The materials do not include prompts to support educators in providing explanatory feedback based on student responses. For example, the grade 8 Supplemental Math Implementation Guide directs educators to review independent practice, identify misconceptions, provide targeted reteaching, and adjust instruction based on student needs. The 8th Grade Math Practice Teacher Edition emphasizes intervention, targeted practice, and opportunities to strengthen procedural fluency and mathematical reasoning. These components guide the use of student performance data to inform instruction and address misconceptions. However, the materials do not include sample educator feedback statements, anticipated incorrect responses, or explanatory prompts illustrating how educators should respond to specific student thinking.