Program Information
- ISBN
- 9781970651287
- 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 Algebra I Advanced Math Full Program
Math (English) Grade 8
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2026
Rubric: Mathematics K–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 8 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
83% (20 out of 24 points)
Evaluation for 1.1a
The Implementation Guide includes a scope and sequence aligned to the Texas Essential Knowledge and Skills (TEKS) and the concepts taught in the course. However, the scope and sequence does not clearly outline the ELPS; it includes them in the individual unit overviews.
The Algebra I Advanced Math Practice Book Teacher Edition table of contents lists the concepts, the TEKS, and the ELPS. However, the scope and sequence does not include the ELPS.
Evaluation for 1.1b
The scope and sequence provides explicit pacing guidance for each unit, including the suggested number of instructional days across multiple calendar models (165, 180, and 210 days). This structure supports flexible implementation while ensuring full coverage of the TEKS.
In unit 11 of the Algebra 1 Implementation Guide, students learn to write and solve quadratic functions. The school calendar provides the basis for the suggested instructional timelines: 17 days for a 165-day schedule, 18 days for a 180-day schedule, and 20 days for a 210-day schedule.
Evaluation for 1.1c
The materials include an explanation of the rationale for the unit order as well as how the concepts included in the materials connect throughout the course.
The materials include a clear rationale and big ideas that help educators understand how the unit sequence supports student learning and builds conceptual understanding over time.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for unit internalization. They include the “Algebra 1 TEKS Checklist,” which breaks down the standard and vertical alignment to help educators internalize the lesson.
The Teacher Guide provides educators with instructional protocols and strategies to support effective teaching practices. This includes guidance on giving meaningful feedback, facilitating math discussions, encouraging reflection and journaling, and using problem-solving models.
Evaluation for 1.1e
The materials provide a variety of guidance materials. The Implementation Guide includes a unit-level “Leadership Lens” that guides instructional leaders in supporting educators as they implement the materials as designed. The “Leadership Lens” includes a variety of guidance materials, including “Implementation Priorities,” “Classroom Look-Fors,” “Common Implementation Pitfalls,” “Coaching Questions,” and “Evidence to Review.”
No resources exist for instructional leaders to support educators in implementing the materials as designed. The materials do not provide a framework or tools to help instructional leaders monitor implementation. They also do not provide specific resources to help instructional leaders build their capacity to support educators, such as exemplar responses to the coaching questions.
Evaluation for 1.2a
The scope and sequence provides comprehensive coverage of all the grade 8 Advanced TEKS (8A.1A–8A.12D). Each unit aligns to the specific TEKS standards to ensure systematic coverage through instruction and practice throughout the year.
The Implementation Guide unit 11 overview includes a “Background Knowledge for Students” section with seven key concepts from grade 7 and grade 8 that students should already understand. The unit 11 overview also includes a table of Key Academic Vocabulary, including terms such as quadratic equation and factored form with definitions and cognates.
Evaluation for 1.2b
The materials in unit 1 include a letter to families in English that explains the key concepts students will learn, including polynomial operations, distributive property, and special polynomial patterns. The letter includes a dedicated section with suggestions for supporting student learning at home. This provides families with practical strategies to reinforce the TEKS-aligned skills and monitor their students’ progress.
The materials in unit 1 provide a letter to families in Spanish that mirrors the English version, ensuring accessibility for Spanish-speaking families. The letter explains key mathematical concepts and includes guidance on supporting students at home. This enables families to actively engage in their child’s learning and reinforce the TEKS-aligned instruction.
Evaluation for 1.3a
The Implementation Guide provides clear instructional guidance aligned to the TEKS, including lesson objectives, teaching notes, and structured explanations. These supports help educators understand how to introduce and develop the standard effectively within the lesson. However, the Implementation Guide is less detailed than the Teacher Edition.
The Practice Book Teacher Edition includes lesson objectives and includes tasks and questions aligned to the objective. Additionally, it provides independent practice for assessing student learning and identifies the TEKS and the ELPS correlations.
Evaluation for 1.3b
The “Lesson-at-a-Glance” provides a structured lesson sequence including I Do, We Do; partner practice; independent practice; and reflection activities, with defined time allocations for each phase to support effective lesson pacing and implementation. The guide includes a list of materials, but does not separate or differentiate student materials from those required by the educator in any way.
The materials outline a consistent instructional model that guides educators through modeling, guided practice, and independent application, supporting clear and effective lesson delivery.
Evaluation for 1.3c
The materials list activities for extended practice through homework, enrichment, and intervention opportunities. The extended practice materials direct educators to specific items, listing the book title and material name. However, it lacks guidance on how to assign activities based on student performance or specific needs.
The Teacher Guide details the product components by explaining the different pathway options for using the materials in a classroom setting. This information guides educators on how to use the facilitating questions for extension opportunities and how to use the data from the Daily Quiz to inform next steps. The guide includes options for reteaching small groups and providing extension materials, but this guidance is generic at the course level and not specific to the units or lessons.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 3 points
The Algebra I Advanced Math Practice Book Teacher Edition table of contents lists the concepts, the TEKS, and the ELPS. However, the scope and sequence does not include the ELPS.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
In unit 11 of the Algebra 1 Implementation Guide, students learn to write and solve quadratic functions. The school calendar provides the basis for the suggested instructional timelines: 17 days for a 165-day schedule, 18 days for a 180-day schedule, and 20 days for a 210-day schedule.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials include a clear rationale and big ideas that help educators understand how the unit sequence supports student learning and builds conceptual understanding over time.
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 Teacher Guide provides educators with instructional protocols and strategies to support effective teaching practices. This includes guidance on giving meaningful feedback, facilitating math discussions, encouraging reflection and journaling, and using problem-solving models.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
1 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
1 out of 2 points
No resources exist for instructional leaders to support educators in implementing the materials as designed. The materials do not provide a framework or tools to help instructional leaders monitor implementation. They also do not provide specific resources to help instructional leaders build their capacity to support educators, such as exemplar responses to the coaching questions.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The Implementation Guide unit 11 overview includes a “Background Knowledge for Students” section with seven key concepts from grade 7 and grade 8 that students should already understand. The unit 11 overview also includes a table of Key Academic Vocabulary, including terms such as quadratic equation and factored form with definitions and cognates.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials in unit 1 provide a letter to families in Spanish that mirrors the English version, ensuring accessibility for Spanish-speaking families. The letter explains key mathematical concepts and includes guidance on supporting students at home. This enables families to actively engage in their child’s learning and reinforce the TEKS-aligned instruction.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The Practice Book Teacher Edition includes lesson objectives and includes tasks and questions aligned to the objective. Additionally, it provides independent practice for assessing student learning and identifies the TEKS and the ELPS correlations.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
2 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
2 out of 3 points
The materials outline a consistent instructional model that guides educators through modeling, guided practice, and independent application, supporting clear and effective lesson delivery.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
The Teacher Guide details the product components by explaining the different pathway options for using the materials in a classroom setting. This information guides educators on how to use the facilitating questions for extension opportunities and how to use the data from the Daily Quiz to inform next steps. The guide includes options for reteaching small groups and providing extension materials, but this guidance is generic at the course level and not specific to the units or lessons.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
89% (16 out of 18 points)
Evaluation for 2.1a
The materials include a variety of formative instructional assessments embedded within each book. The Practice Book includes a variety of tasks and questions, including guided, partner, and independent practices. TEKS-tivity contains a variety of daily activities, including math talks, reflection questions, journaling, and exit tickets.
The materials include a variety of summative instructional assessments embedded within each book. TEKS-tivity contains unit assessments. The TEKSnology platform includes diagnostic assessments.
Evaluation for 2.1b
The Practice Book Teacher Edition includes a section about the purpose of instructional assessments and a description of them. The TEKS-tivity Teacher Edition references these assessment opportunities and explains their intended purpose. This gives educators examples of when and how to use each type of assessment to gather evidence of student learning, allowing them to adjust instruction as needed.
In addition, the Implementation Guide provides a unit assessment overview that defines each assessment type and its intended use. These resources help educators understand how formative and instructional assessments work together to guide daily instruction. Unit assessments also measure students’ mastery of standards and learning outcomes at the end of instruction.
Evaluation for 2.1c
The Teacher Guide discusses the administration of instructional assessment strategies. The guidance includes implementing consistent instructional practices and using approved tools such as calculators. Additionally, it provides guidance on maintaining appropriate testing conditions and providing language support for students who need additional assistance.
The Teacher Guide table of contents includes a section that directs educators to guidance on administering instructional assessments. The section also explains where educators can find the math talks, reflections, and journaling, which are part of the formative assessments.
Evaluation for 2.1d
The materials provide a variety of assessments that align to the TEKS and the objectives of the course, unit, and lesson. The Implementation Guide outlines the unit objectives and each lesson within the unit, as well as which diagnostic, formative, and summative assessments to use in each lesson. The resource includes item analysis tools that provide the TEKS-level performance data, allowing educators to identify strengths and areas for improvement. These tools support targeted instructional adjustments and ensure assessment data is directly connected to TEKS mastery.
The materials include pre-checks, daily quizzes, and summative assessments that align to the TEKS and the objectives of the lessons and units. The assessments are broken down by reporting category to assess student mastery of the specific TEKS. Each unit includes a diagnostic assessment aligned with the TEKS and the unit objectives. The TEKSnology platform also provides diagnostic assessments, and the Implementation Guide provides additional guidance for educators in using the diagnostics.
Evaluation for 2.1e
The Practice Book Teacher Edition includes a variety of TEKS-aligned instructional assessments with varying levels of complexity. These include facilitating questions with corresponding answers to build deeper understanding, along with key concepts and notes for educators to emphasize. The materials additionally include diverse item-type questions and extension opportunities to support and enrich student learning.
Throughout TEKS-tivity, a variety of tasks continually require students to demonstrate their understanding. Students complete the tasks by selecting the correct answers from multiple-choice options, graphing data, and completing tables to apply and reinforce their learning.
Evaluation for 2.2a
The materials provide educators with answer keys for the assessments. However, they do not include guidance for interpreting student performance.
The materials clearly provide unit keys and activity answer keys. However, they do not provide guidance for interpreting student performance or for determining appropriate instructional next steps for reteaching or support.
Evaluation for 2.2b
The materials allow educators to continually monitor students’ progress through embedded daily quizzes within the instructional flow. These formative assessments allow educators to consistently evaluate student understanding and track progress toward mastery throughout instruction. However, the materials do not include scoring guidance.
The material includes guidance and strategies for math talks, reflection, and journaling.
Evaluation for 2.2c
The material includes tools for educators to track students’ work and progress. The StepUp.TEKSnology.com platform includes embedded tools that let educators assign tasks and activities to engage students. The materials include Error Analysis Reflection tools that help students review their assessment errors. These allow students to identify what they understand and determine what they need to learn next. However, the materials include no chart or ongoing tracking tool for students to monitor their progress over time.
Students receive immediate feedback as they work through the activities. However, they cannot track their own growth. The materials do not include an assessment book with progress trackers that would allow students to track their own progress.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials include a variety of summative instructional assessments embedded within each book. TEKS-tivity contains unit assessments. The TEKSnology platform includes diagnostic assessments.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
In addition, the Implementation Guide provides a unit assessment overview that defines each assessment type and its intended use. These resources help educators understand how formative and instructional assessments work together to guide daily instruction. Unit assessments also measure students’ mastery of standards and learning outcomes at the end of instruction.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Teacher Guide table of contents includes a section that directs educators to guidance on administering instructional assessments. The section also explains where educators can find the math talks, reflections, and journaling, which are part of the formative assessments.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials include pre-checks, daily quizzes, and summative assessments that align to the TEKS and the objectives of the lessons and units. The assessments are broken down by reporting category to assess student mastery of the specific TEKS. Each unit includes a diagnostic assessment aligned with the TEKS and the unit objectives. The TEKSnology platform also provides diagnostic assessments, and the Implementation Guide provides additional guidance for educators in using the diagnostics.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Throughout TEKS-tivity, a variety of tasks continually require students to demonstrate their understanding. Students complete the tasks by selecting the correct answers from multiple-choice options, graphing data, and completing tables to apply and reinforce their learning.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 out of 2 points
The materials clearly provide unit keys and activity answer keys. However, they do not provide guidance for interpreting student performance or for determining appropriate instructional next steps for reteaching or support.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The material includes guidance and strategies for math talks, reflection, and journaling.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Students receive immediate feedback as they work through the activities. However, they cannot track their own growth. The materials do not include an assessment book with progress trackers that would allow students to track their own progress.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
95% (19 out of 20 points)
Evaluation for 3.1a
The materials provide grade-level activities and lessons, along with educator guidance for supporting students performing below grade level. The Teacher Edition provides a lesson structure with several components, such as guided practice, independent practice, and suggestions for extension activities. Additionally, it provides two different pathways for using the materials.
The materials provide guidance for educators on differentiation and recommendations for modifying instruction for students who have not yet reached proficiency or are performing below grade level. The materials recommend scaffolding instruction or modifying lessons.
Evaluation for 3.1b
The Implementation Guide provides instructional notes that support all learners. The materials incorporate strategies such as sentence stems to promote mathematical reasoning and a structured comparison chart. They also include visual representations and hands-on manipulatives to strengthen conceptual understanding and real-world connections.
The materials provide embedded support to help students understand unfamiliar vocabulary throughout the lessons. They also include recommendations that educators use manipulatives and visual representations to support student learning.
Evaluation for 3.1c
The materials provide general guidance to support all learners. However, they do not include specific differentiation strategies (such as small-group activities, tiered assignments, or independent projects) for learners who demonstrate proficiency in grade-level content and skills.
The Practice Book Teacher Edition provides additional engaging activities in Appendix A to use in conjunction with the units. These activities do not include specific strategies for implementing them as a differentiated option.
Evaluation for 3.2a
The Practice Book Teacher Edition includes explicit and direct prompts that guide educators in facilitating conceptual reasoning, discussion, collaboration, and exploration. The materials include a series of think-aloud questions to assist with problem-solving. The questions serve to model understanding and guide the process of solving problems in a new context. The materials include question strategies and discussion prompts that help educators clearly explain concepts and engage students in deeper understanding. Students and educators can find these questions at the bottom of each guided practice/partner practice page.
The TEKS-tivity Teacher Edition includes guidance to help educators explain and model content. Examples include student responses to prompts and visuals that help educators explain math talks, reflections, and journaling activities. Each lesson has a corresponding video in TEKSnology to provide educators with additional visual aids when explaining concepts.
Evaluation for 3.2b
The materials incorporate and provide guidance on multiple instructional approaches, such as direct instruction, guided practice, partner practice, and independent practice. The Practice Book Teacher Edition includes lesson guidance, facilitating questions, important concepts, and extension learning opportunities at the bottom of each corresponding page to support lesson delivery.
TEKS-tivity includes a variety of instructional approaches, such as math talks, journaling, and hands-on activities, including mazes, cut-and-paste pages, and working with algebra tiles. The Teacher Edition provides educators with guidance for giving directions and offering facilitating questions.
Evaluation for 3.2c
The materials support multiple practice types, including direct instruction and hands-on TEKS-tivity activities. The lesson organizational framework includes recommended structure and time allocation for each instructional pathway to support educators with planning and implementation.
The TEKS-tivity pathway provides guided instruction to help educators develop instructional routines. For example, lessons begin with a brief whole-class discussion before students move into small groups to complete an exploratory activity. After the activity, the class participates in a whole-group debrief to discuss their findings. Students then work independently on a journal activity and independent practice.
Evaluation for 3.3a
The Algebra 1 Advanced Implementation Guide provides support for emergent bilingual (EB) students, including providing embedded oral and written discourse guidance, ELPS sentence stems, and examples explaining connections.
The lessons in the Practice Book Teacher Edition include a list of the ELPS. The activities encourage students to discuss their thinking and use the vocabulary in sentences. The book includes educator guidance for accommodating various levels of language proficiency.
Evaluation for 3.3b
In the Math Practice Teacher Edition, the lessons list the ELPS. The activities encourage students to discuss their thinking and use the vocabulary in sentences. Additionally, the materials include cognates for new mathematical vocabulary.
The Implementation Guide includes specific guidance for educators in the “Emergent Bilingual Oral and Written Discourse Support” section. It explains how to use these supports effectively with EB students within state-approved bilingual/ESL programs.
Evaluation for 3.3c
In the TEKS-tivity pathway, all lessons include a reflection and/or journal component that requires students to use academic vocabulary precisely. For example, “Reflection Activities” 1.8A and 2A ask students to respond to questions such as “What is domain?,” “What is range?,” and “Compare domain and range.” “Math Talk” questions also prompt students to respond orally to questions such as “What is the domain of a linear function?” and “What is the range of a linear function?” These components support academic vocabulary development and increased comprehension.
In the Implementation Guide, the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency. These include sentence frames, precise language, and peer conversation guidance with example responses.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials provide guidance for educators on differentiation and recommendations for modifying instruction for students who have not yet reached proficiency or are performing below grade level. The materials recommend scaffolding instruction or modifying lessons.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
The materials provide embedded support to help students understand unfamiliar vocabulary throughout the lessons. They also include recommendations that educators use manipulatives and visual representations to support student learning.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
0 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
0 out of 1 points
The Practice Book Teacher Edition provides additional engaging activities in Appendix A to use in conjunction with the units. These activities do not include specific strategies for implementing them as a differentiated option.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The TEKS-tivity Teacher Edition includes guidance to help educators explain and model content. Examples include student responses to prompts and visuals that help educators explain math talks, reflections, and journaling activities. Each lesson has a corresponding video in TEKSnology to provide educators with additional visual aids when explaining concepts.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
TEKS-tivity includes a variety of instructional approaches, such as math talks, journaling, and hands-on activities, including mazes, cut-and-paste pages, and working with algebra tiles. The Teacher Edition provides educators with guidance for giving directions and offering facilitating questions.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The TEKS-tivity pathway provides guided instruction to help educators develop instructional routines. For example, lessons begin with a brief whole-class discussion before students move into small groups to complete an exploratory activity. After the activity, the class participates in a whole-group debrief to discuss their findings. Students then work independently on a journal activity and independent practice.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The lessons in the Practice Book Teacher Edition include a list of the ELPS. The activities encourage students to discuss their thinking and use the vocabulary in sentences. The book includes educator guidance for accommodating various levels of language proficiency.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The Implementation Guide includes specific guidance for educators in the “Emergent Bilingual Oral and Written Discourse Support” section. It explains how to use these supports effectively with EB students within state-approved bilingual/ESL programs.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
In the Implementation Guide, the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency. These include sentence frames, precise language, and peer conversation guidance with example responses.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
74% (14 out of 19 points)
Evaluation for 4.1a
The Practice Book offers multiple opportunities within each lesson for assessment through guided and independent practice. In the domain and range lessons, students analyze graphs, interpret tables, and identify domain and range, providing evidence of their conceptual understanding of the TEKS.
The digital assessment platform, TEKSnology.com, offers TEKS-aligned practice through a range of item formats, including selected-response and constructed-response questions. These assessment types give students multiple ways to demonstrate their depth of understanding.
Evaluation for 4.1b
The Practice Book develops students’ understanding of domain and range through increasingly rigorous tasks. Students begin by identifying discrete domains and ranges from ordered pairs, then interpret continuous graphs and inequalities. Finally, students determine domain and range algebraically using function notation and multiple-correct-answer tasks.
The Practice Book builds rigor in exponential growth and decay by moving students from visually distinguishing growth from decay to identifying precise features, such as y-intercepts and horizontal asymptotes. Later tasks require students to analyze transformations and apply exponential models in context, including estimating key attributes from scatter plots and solving multi-step real-world problems.
Evaluation for 4.2a
The Implementation Guide demonstrates coherence by aligning the TEKS, unit rationale, and big ideas while identifying the prerequisite knowledge students must possess before they can engage with new learning. The materials clearly reference the prior concepts to support students’ understanding of the new content. For example, a key “Big Idea” in the linear equations lessons focuses on understanding and connecting multiple representations, including graphs, tables, and equations. The materials explicitly indicate that students should have fully achieved an understanding of unit rate and the constant of proportionality to support their learning of new content.
The quadratic functions lessons in the Implementation Guide demonstrate coherence of key concepts by connecting linear and non-constant rates of change, tabular second differences, multi-representation function models, and real-world maximum or minimum applications. The Implementation Guide’s exponential functions lessons build conceptual coherence by linking linear functions, factoring quadratic trinomials, and understanding exponents and powers in the “Background Knowledge for Students” section.
Evaluation for 4.2b
The materials identify the prerequisite knowledge students should have acquired in previous grades, as outlined in the Implementation Guide’s “Background Knowledge for Students.” It also clearly describes the content and skills taught through the unit rationale, big ideas, and instructional notes. Additionally, there are homework practice, enrichment, and intervention exercises, as well as student success criteria. However, the materials do not connect to future courses.
The Implementation Guide builds coherence by connecting familiar concepts—such as 7th-grade percent and ratio reasoning and geometric sequences—to exponential functions. In the educator notes for unit 12, “Characteristics of Exponential Functions,” the lessons contrast additive linear growth with multiplicative exponential growth. This foundation prepares students for later work with inverse functions and asymptotic behavior in Algebra II; however, the materials do not explicitly reference this as a connection to future learning.
Evaluation for 4.2c
The Implementation Guide demonstrates coherence by connecting advanced quadratic equations directly to spatial geometric attributes and structural characteristics. As shown in unit 10, “Characteristics of Quadratic Functions,” the instructional notes prompt educators to use tables to show second differences while emphasizing symmetry in graphs. This forces advanced students to deeply investigate the relationship between discrete numerical patterns, physical parabolic shapes, and abstract symbolic equations.
The Implementation Guide demonstrates coherence by connecting structural algebraic parameters to advanced graphical analysis and contextual problem solving. As shown in the educator notes for unit 12, “Characteristics of Exponential Functions,” the curriculum instructs educators to use graphing technology to help students visualize growth and decay parameters alongside the concept of a horizontal asymptote. This setup ensures advanced students actively connect algebraic constraints to real-world data models and dynamic functional trends.
Evaluation for 4.3a
The Practice Book provides students with coherent and varied practice opportunities through activities that require them to analyze exponential functions, identify constant ratios from data tables, track horizontal asymptotes, and evaluate contextual growth or decay trends. However, these practice opportunities only apply to the current lesson and do not cover previously learned material.
The materials do not review previously learned skills or concepts across units and only focus on current learning. Spaced retrieval is mentioned once in the Teacher Guide as a strategy for teaching mathematical vocabulary. However, the materials provide no guidance on how to implement the strategy.
Evaluation for 4.3b
The Practice Book offers interleaved opportunities for skills and concepts by requiring students to analyze tables, graphs, equations, and structural parameters. At the same time, students must apply exponential reasoning, identify constant ratios, and solve increasingly complex growth or decay problems using multiple representations in lesson-level practice for exponential characteristics.
TEKS-tivity provides interleaved practice with various skills and concepts through its cumulative unit assessments. For example, unit 8, “Exponential Functions and Equations Assessment,” forces students to pull from multiple distinct skill sets at once. The assessment requires them to write exponential equations from real-world datasets, distinguish growth and decay parameters, and identify critical nonlinear limits like the horizontal asymptote, within the same test block.
4.1 Depth of Key Concepts
4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The digital assessment platform, TEKSnology.com, offers TEKS-aligned practice through a range of item formats, including selected-response and constructed-response questions. These assessment types give students multiple ways to demonstrate their depth of understanding.
4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
1 out of 1 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.
1 out of 1 points
The Practice Book builds rigor in exponential growth and decay by moving students from visually distinguishing growth from decay to identifying precise features, such as y-intercepts and horizontal asymptotes. Later tasks require students to analyze transformations and apply exponential models in context, including estimating key attributes from scatter plots and solving multi-step real-world problems.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
The quadratic functions lessons in the Implementation Guide demonstrate coherence of key concepts by connecting linear and non-constant rates of change, tabular second differences, multi-representation function models, and real-world maximum or minimum applications. The Implementation Guide’s exponential functions lessons build conceptual coherence by linking linear functions, factoring quadratic trinomials, and understanding exponents and powers in the “Background Knowledge for Students” section.
4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
2 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
2 out of 3 points
The Implementation Guide builds coherence by connecting familiar concepts—such as 7th-grade percent and ratio reasoning and geometric sequences—to exponential functions. In the educator notes for unit 12, “Characteristics of Exponential Functions,” the lessons contrast additive linear growth with multiplicative exponential growth. This foundation prepares students for later work with inverse functions and asymptotic behavior in Algebra II; however, the materials do not explicitly reference this as a connection to future learning.
4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
The Implementation Guide demonstrates coherence by connecting structural algebraic parameters to advanced graphical analysis and contextual problem solving. As shown in the educator notes for unit 12, “Characteristics of Exponential Functions,” the curriculum instructs educators to use graphing technology to help students visualize growth and decay parameters alongside the concept of a horizontal asymptote. This setup ensures advanced students actively connect algebraic constraints to real-world data models and dynamic functional trends.
4.3 Spaced and Interleaved Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
The materials do not review previously learned skills or concepts across units and only focus on current learning. Spaced retrieval is mentioned once in the Teacher Guide as a strategy for teaching mathematical vocabulary. However, the materials provide no guidance on how to implement the strategy.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
TEKS-tivity provides interleaved practice with various skills and concepts through its cumulative unit assessments. For example, unit 8, “Exponential Functions and Equations Assessment,” forces students to pull from multiple distinct skill sets at once. The assessment requires them to write exponential equations from real-world datasets, distinguish growth and decay parameters, and identify critical nonlinear limits like the horizontal asymptote, within the same test block.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
100% (41 out of 41 points)
Evaluation for 5.1a
The Practice Book includes questions in the first lesson on domain and range that engage students in interpreting, analyzing, and evaluating representations of domain and linear functions. Students examine mathematical models and use the information provided to make sense of key function concepts.
In the Practice Book, the engaging activity task “Domain and Range of Linear Functions” requires students to interpret, analyze, and evaluate mathematical models and representations, including graphs, equations, tables, and set notation.
Evaluation for 5.1b
The materials provide multiple opportunities for students to create and model mathematical situations. For example, the independent practice activity, “Graphing Quadratic Functions,” in the Practice Book includes questions that require students to plot points from a table to represent the quadratic equation.
Questions in activity 4 “Linear Equations and Inequalities” in TEKS-tivity require students to graph the relationship described in a mathematical situation and explain how the graph represents that relationship.
Evaluation for 5.1c
The various questions and tasks in the Practice Book provide several opportunities for students to apply conceptual understanding. Students can apply their understanding of unit rate and rate of change/slope as they graph situations, write equations, and solve real-life problems.
TEKS-tivity includes educator-guided opportunities for student reflection through journal writing activities and guided prompts. These structured activities help students connect their learning to new problem situations and apply their conceptual understanding in different contexts.
Evaluation for 5.2a
The Practice Book provides multiple recurrent opportunities to help students develop automaticity and fluency with foundational mathematical skills. Each lesson includes several guided practice examples. These include partner practice and independent practice activities to consolidate their knowledge.
The Implementation Guide explains that students are to derive linear equations from points, graphs, and data sets by analyzing relationships. Students also evaluate multiple representations and select the most appropriate model.
Evaluation for 5.2b
The Practice Book gives students repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Practice tasks encourage students to use appropriate strategies to solve problems in a variety of contexts and representations.
In the Practice Book Teacher Edition, students learn to factor trinomials. Educators guide students through strategies that remind them of problem-solving methods, including guess and check, the box method, splitting the middle term, and algebra tiles. In the “Solving Quadratic Equations” lesson, the educator guidance states, “Students need to understand that some methods are easier to use to solve different types of quadratic equations.” This ensures students can apply mathematical procedures accurately, efficiently, and flexibly throughout the individual lessons and across the unit.
Evaluation for 5.2c
The Practice Book gives students opportunities to evaluate the efficiency, flexibility, and accuracy of mathematical procedures, processes, and solutions throughout the lessons and across the unit. The materials encourage students to compare strategies, justify their reasoning, and determine the most effective approach to solving mathematical problems. One example is the “Factoring Trinomials” lesson, which presents students with two possible answers and asks them to decide which one is correct and why.
TEKS-tivity Teacher Edition provides guidance for educators to encourage students to grapple with challenging problems before receiving support. The guidance prompts educators to ask guiding questions rather than provide immediate solutions. This helps students to develop perseverance and deep conceptual understanding, leading to more accurate solutions. One example in the text presents students with an error analysis problem and guides educators to ask students how to determine solutions to systems while they work.
Evaluation for 5.2d
The Practice Book Teacher Edition provides guidance for educators in the “Facilitating Questions,” “Misconceptions,” and “Important Concepts” sections of each lesson. A “Misconceptions” section in the “Literal Equations” lesson guides educators to rewrite problems to help students determine the appropriate process or strategy.
The Practice Book Teacher Edition includes embedded support for educators on using the “vertical line test” to show the most efficient method. The guidance prompts educators to require students to graph the information provided in tables, equations, or verbal descriptions to avoid confusion about which variable cannot be repeated.
Evaluation for 5.3a
The TEKS-tivity Book Teacher Edition includes a unit overview for each unit that explains the standards addressed, the unit focus, and how students will deepen their knowledge. For example, the unit 6 overview explains that the unit focuses on the characteristics of quadratic functions, including domain, range, intercepts, etc. Students will also transform the quadratic parent function and explain the relationship between the linear factors and the zeros.
The Implementation Guide offers a unit rationale and big ideas for each unit that describe the skills students develop. Unit 5, “Linear Equations and Inequalities,” states, “Students explore slope as a rate of change and interpret the meaning of slope and intercepts in context. This conceptual foundation is essential before students engage in solving and writing equations in later units.”
Evaluation for 5.3b
The tasks in the Practice Book require students to apply mathematical procedures, such as writing equations and graphing, while explaining how different representations model the same mathematical relationship, reinforcing connections among procedures and representations. For example, the “Factoring Trinomials” lesson includes a question showing algebra tiles that model a trinomial. The question asks students, “What are the factors of this trinomial?”
The Practice Book requires students to apply mathematical procedures, such as writing equations and graphing, while explaining how each representation models the same mathematical relationship. This task helps students strengthen connections across multiple representations and procedures. In the “Linear Factors” lesson, students match linear factor pairs to their corresponding graphs of quadratic functions.
Evaluation for 5.3c
The Practice Book provides students with opportunities to use visual models such as graphs and tables before gradually transitioning to more abstract representations like equations and symbolic expressions. Questions guide students to connect concrete and visual representations to algebraic forms and further explain how patterns translate into mathematical language. In the lessons on writing linear equations from multiple representations, the activities require students to match equations in different forms to their corresponding graphs, verbal descriptions, and tables. The educator guidance throughout the book often points to making connections between representations and tasks students with creating their own graphs or scenarios to model relationships.
The Practice Book requires students to apply mathematical procedures while connecting representational models to abstract concepts during factoring units. In the “Factoring Trinomials” lesson, tasks present students with a visual representation of algebra tiles that model a trinomial. The guidance then prompts educators to encourage students to connect this concrete layout to abstract symbolic processes, guiding them to determine “What are the factors of this trinomial?” Finally, students evaluate methods like the box method or splitting the middle term to bridge the representational model to algebraic algorithms.
Evaluation for 5.4a
TEKS-tivity supports the development of academic mathematical language by incorporating sentence stems, vocabulary routines, think-pair-share discussions, and structured mathematical discourse. The activities also give students opportunities to explain and justify their mathematical reasoning using precise mathematical vocabulary and terminology.
The Practice Book gives students opportunities to develop academic mathematical language through visuals, manipulatives, and other language-development strategies. Students build both their mathematical vocabulary and conceptual understanding using visuals such as graphs, diagrams, and models. Manipulatives, including algebra tiles, number lines, geometric models, and graphing tools, offer hands-on activities that support students in understanding, communicating, and applying mathematical concepts.
Evaluation for 5.4b
The TEKS-tivity Book provides guidance for educators on scaffolding students’ use of math vocabulary. Math talks, journaling, and vocabulary activities give students opportunities to practice and apply math language development. Facilitating questions include vocabulary terms, prompting educators to ask students to define and explain key vocabulary terms.
The Practice Book Teacher Edition includes embedded vocabulary support within the “Important Concepts” and “Notes” sections at the bottom of lesson pages. For example, during the literal equations and functions lessons, these notes prompt educators to explicitly address any potential confusion students might encounter when using advanced terminology. The notes guide educators on when to highlight specific terms like asymptote or domain during instruction to support vocabulary development in context.
Evaluation for 5.4c
The materials provide educators with foundational strategies to help students apply academic mathematical language. The materials guide educators in supporting mathematical syntax, including sentence stems, sentence frames, and prompts that encourage students to communicate using complete mathematical statements. The materials give students opportunities to hear and use mathematical language through educator-led questions. Additionally, they include embedded guidance for educators to support peer-to-peer mathematical conversations that help students refine their language toolkit over time. The math talks and facilitating questions in the TEKS-tivity Book prompt educators to ask students to define or explain concepts.
The math talks give students opportunities to hear peers use mathematical language through discussion and shared responses. The materials provide educator guidance to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The educator materials include exemplar responses for “Reflection” and “Facilitating Questions.”
Evaluation for 5.5a
The Practice Book appropriately integrates the TEKS process standards by engaging students in analyzing multiple representations, justifying mathematical reasoning, and solving real-world math problems throughout the lessons. For example, the tasks require students to analyze the structural parameters of quadratic and exponential functions and use multiple representations to understand parent functions and their transformations.
TEKS-tivity incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
Evaluation for 5.5b
The Teacher Guide explains how the TEKS process standards are embedded throughout the course. The materials describe the ways the curriculum integrates these standards into instruction, student tasks, and mathematical problem-solving experiences across the board.
The Implementation Guide describes how the TEKS process standards are integrated and connected throughout the course. This guidance helps educators to understand how students apply the process standards within each unit’s mathematical tasks and learning experiences.
Evaluation for 5.5c
The Implementation Guide includes a statement of the TEKS process standards for each unit. The TEKS statement aligns with the students’ objectives. Additionally, the statement describes how the curriculum incorporates and connects the process standards.
Within each unit, the activities begin with a header that identifies a learning objective aligned to the content TEKS rationale. This reinforces the intended instructional focus. The materials describe how each unit incorporates and connects the TEKS process standards throughout.
Evaluation for 5.5d
The Practice Book Teacher Edition includes a table indicating the process standards used in each TEKS lesson. Additionally, the materials explain where those standards are covered or how they connect to the learning objectives. Below the table, it states, “Alignment to process standards is demonstrated through instructional design and student tasks rather than the content standard alone. Process standards are embedded across instruction and are not required to be demonstrated independently by each content standard.”
The materials describe how each lesson incorporates and connects the TEKS process standards throughout the unit. The Implementation Guide includes a statement of the TEKS process standards for each lesson. The TEKS statement aligns to the students’ objective.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
In the Practice Book, the engaging activity task “Domain and Range of Linear Functions” requires students to interpret, analyze, and evaluate mathematical models and representations, including graphs, equations, tables, and set notation.
5.1b
Questions and tasks require students to create models to represent mathematical situations.
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Questions in activity 4 “Linear Equations and Inequalities” in TEKS-tivity require students to graph the relationship described in a mathematical situation and explain how the graph represents that relationship.
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
TEKS-tivity includes educator-guided opportunities for student reflection through journal writing activities and guided prompts. These structured activities help students connect their learning to new problem situations and apply their conceptual understanding in different contexts.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
The Implementation Guide explains that students are to derive linear equations from points, graphs, and data sets by analyzing relationships. Students also evaluate multiple representations and select the most appropriate model.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
In the Practice Book Teacher Edition, students learn to factor trinomials. Educators guide students through strategies that remind them of problem-solving methods, including guess and check, the box method, splitting the middle term, and algebra tiles. In the “Solving Quadratic Equations” lesson, the educator guidance states, “Students need to understand that some methods are easier to use to solve different types of quadratic equations.” This ensures students can apply mathematical procedures accurately, efficiently, and flexibly throughout the individual lessons and across the unit.
5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
TEKS-tivity Teacher Edition provides guidance for educators to encourage students to grapple with challenging problems before receiving support. The guidance prompts educators to ask guiding questions rather than provide immediate solutions. This helps students to develop perseverance and deep conceptual understanding, leading to more accurate solutions. One example in the text presents students with an error analysis problem and guides educators to ask students how to determine solutions to systems while they work.
5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
The Practice Book Teacher Edition includes embedded support for educators on using the “vertical line test” to show the most efficient method. The guidance prompts educators to require students to graph the information provided in tables, equations, or verbal descriptions to avoid confusion about which variable cannot be repeated.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The Implementation Guide offers a unit rationale and big ideas for each unit that describe the skills students develop. Unit 5, “Linear Equations and Inequalities,” states, “Students explore slope as a rate of change and interpret the meaning of slope and intercepts in context. This conceptual foundation is essential before students engage in solving and writing equations in later units.”
5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
The Practice Book requires students to apply mathematical procedures, such as writing equations and graphing, while explaining how each representation models the same mathematical relationship. This task helps students strengthen connections across multiple representations and procedures. In the “Linear Factors” lesson, students match linear factor pairs to their corresponding graphs of quadratic functions.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
The Practice Book requires students to apply mathematical procedures while connecting representational models to abstract concepts during factoring units. In the “Factoring Trinomials” lesson, tasks present students with a visual representation of algebra tiles that model a trinomial. The guidance then prompts educators to encourage students to connect this concrete layout to abstract symbolic processes, guiding them to determine “What are the factors of this trinomial?” Finally, students evaluate methods like the box method or splitting the middle term to bridge the representational model to algebraic algorithms.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
The Practice Book gives students opportunities to develop academic mathematical language through visuals, manipulatives, and other language-development strategies. Students build both their mathematical vocabulary and conceptual understanding using visuals such as graphs, diagrams, and models. Manipulatives, including algebra tiles, number lines, geometric models, and graphing tools, offer hands-on activities that support students in understanding, communicating, and applying mathematical concepts.
5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
The Practice Book Teacher Edition includes embedded vocabulary support within the “Important Concepts” and “Notes” sections at the bottom of lesson pages. For example, during the literal equations and functions lessons, these notes prompt educators to explicitly address any potential confusion students might encounter when using advanced terminology. The notes guide educators on when to highlight specific terms like asymptote or domain during instruction to support vocabulary development in context.
5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
The math talks give students opportunities to hear peers use mathematical language through discussion and shared responses. The materials provide educator guidance to help students refine their math language by revising, elaborating, restating, or responding to another student’s reasoning. The educator materials include exemplar responses for “Reflection” and “Facilitating Questions.”
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
TEKS-tivity incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
The Implementation Guide describes how the TEKS process standards are integrated and connected throughout the course. This guidance helps educators to understand how students apply the process standards within each unit’s mathematical tasks and learning experiences.
5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Within each unit, the activities begin with a header that identifies a learning objective aligned to the content TEKS rationale. This reinforces the intended instructional focus. The materials describe how each unit incorporates and connects the TEKS process standards throughout.
5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5d
Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
The materials describe how each lesson incorporates and connects the TEKS process standards throughout the unit. The Implementation Guide includes a statement of the TEKS process standards for each lesson. The TEKS statement aligns to the students’ objective.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
73% (16 out of 22 points)
Evaluation for 6.1a
The materials systematically engage students in productive struggle and mathematical sense-making through multi-representational analysis. Throughout the course, tasks require students to analyze tables, coordinate graphs, and symbolic equations to identify patterns, make predictions, and justify their reasoning.
The communication framework outline in the Teacher Guide describes how activities such as mandatory math talks, written reflections, and journaling drive this conceptual development. For example, instead of practicing rote algorithms, students analyze a contextual data table, construct a corresponding quadratic or exponential equation, graph the function, and verbally or textually defend why their model best fits the real-world scenario. These non-routine tasks, paired with structured metacognitive writing prompts, ensure students demonstrate genuine mathematical perseverance and deep algebraic reasoning.
Evaluation for 6.1b
The materials support students in understanding and explaining multiple problem-solving pathways by routinely presenting mathematical concepts through varied lenses. Tasks frequently show alternative methods side by side, requiring students to look across contextual data tables, coordinate graphs, and algebraic equations. The curriculum uses math talks and a journaling framework to prompt students to explain different approaches, such as solving a system of equations graphically versus algebraically using substitution.
The materials do not give students opportunities to mathematically justify the validity or structural equivalence of these different pathways. While reflection and journaling prompts successfully guide students to explain how to execute various methods or state a personal preference, they never require students to construct a logical argument proving why two distinct processes yield identical solutions. The text asks students to summarize the steps or pick a favorite method rather than prove why different strategies work.
Evaluation for 6.1c
The materials encourage students to monitor their own learning through reflection pages and mathematical discussions. Additionally, activities promote problem-solving activities that require students to evaluate strategies, communicate reasoning, and apply concepts in new situations. Reflection activities and math talks in TEKS-tivity ask students to define parallel lines and describe the process for writing a linear equation given a point and a slope.
TEKS-tivity includes an engaging activity, reflection questions, and math talks that allow students to make sense of linear functions, equations, and inequalities. This lets students do, write about, and discuss math with peers and educators, with questions such as “Why would you graph a system of equations?” and “How do you determine a solution of a system of equations from a graph?”
Evaluation for 6.2a
In the Teacher Guide introductory framework, the materials support educators in guiding students to share and reflect on their problem-solving approaches by providing explicit structural guidance for orchestrating mathematical discourse. The resource includes a dedicated communication framework that directs educators to implement mandatory math talks, written reflections, and metacognitive journaling routines. The materials provide educators with overarching questioning techniques designed to push students beyond simple procedural summaries and into mathematical argumentation and justification. This ensures that educators have the tools to facilitate conversations where students must actively defend their algebraic reasoning.
The materials support educators in guiding students to share and reflect on their problem-solving approaches at the lesson level. For example, in TEKS-tivity Teacher Edition, the lesson-level notes outline explicit educator-facing scripts and targeted facilitating questions. During student share-outs on multi-representational function tasks, the guidelines include specific prompts that direct educators to encourage students to analyze a contextual data table, construct a corresponding symbolic equation, and graph the function. Targeted questions in the Teacher Edition guide students to defend, in writing or verbally, why their chosen model best fits the real-world scenario. This ensures that educators can effectively move students from simple strategy sharing to collaborative mathematical reflection.
Evaluation for 6.2b
The materials do not include educator-facing prompts and instructional guidance for delivering explanatory feedback when addressing student misconceptions or analyzing classroom responses. While the TEKS-tivity Teacher Edition features a “Misconceptions” box inside its lesson plans, it stops at merely defining the mathematical error for the educator. For example, in a lesson analyzing exponential functions, the guide identifies that students often mistake the base of the function for a linear growth rate. While the educator guidance flags this error and explains the underlying algebra, it provides no verbal scripts, targeted questions, or instructional pathways explaining how the educator should address a student who shows this specific misunderstanding.
The materials do not include a framework to assist educators in assessing and giving feedback on student-generated work. The materials include multi-representational assignments that ask students to write, graph, and model equations. However, the Practice Book Teacher Edition offers only standard answer keys. The program fails to provide educators with rubrics, prompting guides, or response criteria to help them evaluate student explanations or deliver constructive, concept-based feedback. The curriculum does not bridge the gap between identifying student mistakes and giving educators the language to correct them.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The communication framework outline in the Teacher Guide describes how activities such as mandatory math talks, written reflections, and journaling drive this conceptual development. For example, instead of practicing rote algorithms, students analyze a contextual data table, construct a corresponding quadratic or exponential equation, graph the function, and verbally or textually defend why their model best fits the real-world scenario. These non-routine tasks, paired with structured metacognitive writing prompts, ensure students demonstrate genuine mathematical perseverance and deep algebraic reasoning.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
4 out of 6 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
4 out of 6 points
The materials do not give students opportunities to mathematically justify the validity or structural equivalence of these different pathways. While reflection and journaling prompts successfully guide students to explain how to execute various methods or state a personal preference, they never require students to construct a logical argument proving why two distinct processes yield identical solutions. The text asks students to summarize the steps or pick a favorite method rather than prove why different strategies work.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
3 out of 3 points
TEKS-tivity includes an engaging activity, reflection questions, and math talks that allow students to make sense of linear functions, equations, and inequalities. This lets students do, write about, and discuss math with peers and educators, with questions such as “Why would you graph a system of equations?” and “How do you determine a solution of a system of equations from a graph?”
6.2 Facilitating Productive Struggle
6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
The materials support educators in guiding students to share and reflect on their problem-solving approaches at the lesson level. For example, in TEKS-tivity Teacher Edition, the lesson-level notes outline explicit educator-facing scripts and targeted facilitating questions. During student share-outs on multi-representational function tasks, the guidelines include specific prompts that direct educators to encourage students to analyze a contextual data table, construct a corresponding symbolic equation, and graph the function. Targeted questions in the Teacher Edition guide students to defend, in writing or verbally, why their chosen model best fits the real-world scenario. This ensures that educators can effectively move students from simple strategy sharing to collaborative mathematical reflection.
6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
The materials do not include a framework to assist educators in assessing and giving feedback on student-generated work. The materials include multi-representational assignments that ask students to write, graph, and model equations. However, the Practice Book Teacher Edition offers only standard answer keys. The program fails to provide educators with rubrics, prompting guides, or response criteria to help them evaluate student explanations or deliver constructive, concept-based feedback. The curriculum does not bridge the gap between identifying student mistakes and giving educators the language to correct them.