Program Information
- ISBN
- 9781966827207
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 884.25 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 181.54 KB)
* 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 9 | 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 include the ELPS. The unit overviews do include the ELPS.
The Algebra I Teacher Edition table of contents lists the concepts, the TEKS, and the ELPS. However, the ELPS are not part of the scope and sequence.
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 provide an explanation for the rationale of 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 detailed guidance for unit and lesson internalization. They support educators by clearly explaining the key learning objectives, the sequencing of concepts, and effective instructional strategies for the classroom.
The Algebra 1 TEKS checklist breaks down the standard and vertical alignment to help educators internalize the lesson.
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 guidance materials such as “Implementation Priorities,” “Classroom Look-Fors,” “Common Implementation Pitfalls,” “Coaching Questions,” “and Evidence to Review.”
There are no resources to support instructional leaders 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 materials organize all the Algebra I TEKS into a coherent sequence of units with clearly defined instructional focus and pacing. Each unit aligns specific TEKS with instructional priorities, supporting systematic, standards-aligned planning across the course.
In unit 2, the Implementation Guide includes a “Background Knowledge for Students” section with four key concepts from grades 6–7 that students should already understand. The unit 1 overview also includes a table of Key Academic Vocabulary, including words such as polynomial and term 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 8A.8A, 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 Teacher Edition includes lesson objectives, tasks, and questions aligned to the objective. Additionally, it provides independent practice to assess student learning and identifies TEKS and 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 student materials from those required by the educator.
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 extended-practice activities 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 assigning 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 using the facilitating questions for extension opportunities and using Daily Quiz data 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 Teacher Edition table of contents lists the concepts, the TEKS, and the ELPS. However, the ELPS are not part of the scope and sequence.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
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 Algebra 1 TEKS checklist breaks down the standard and vertical alignment to help educators internalize the lesson.
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
There are no resources to support instructional leaders 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
In unit 2, the Implementation Guide includes a “Background Knowledge for Students” section with four key concepts from grades 6–7 that students should already understand. The unit 1 overview also includes a table of Key Academic Vocabulary, including words such as polynomial and term 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 Teacher Edition includes lesson objectives, tasks, and questions aligned to the objective. Additionally, it provides independent practice to assess student learning and identifies TEKS and 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 using the facilitating questions for extension opportunities and using Daily Quiz data 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
100% (18 out of 18 points)
Evaluation for 2.1a
The materials include diagnostic, formative, and summative assessments with varied task and question types. The Practice Book includes a variety of formative instructional assessments, including guided, partner, and independent practice. The TEKSnology platform contains the diagnostic assessments. TEKS-tivity contains a variety of tasks and questions, including daily activities, math talks, reflection questions, journaling, and exit tickets.
The materials include a variety of summative instructional assessments. TEKS-tivity contains unit assessments, and Power Review contains reporting category quizzes used as summative assessments. Additionally, the Assessment Book contains summative assessments in the form of Blueprint Benchmarks and Reporting Category assessments.
Evaluation for 2.1b
The instructional materials guide the use of formative and instructional assessments throughout the learning process. The lessons include a wide variety of materials such as math talks, exit tickets, reflections, journal writings, pre-checks, quick checks, and daily quizzes. These support educators in monitoring student understanding, identifying misconceptions, and making informed instructional decisions. The TEKS-tivity Teacher Edition references these assessment opportunities and explains their intended purpose. The materials give educators examples of when and how to use each type of assessment to gather evidence of student learning and adjust instruction as needed. Additionally, the Assessment Teacher Edition outlines a three-part assessment cycle and defines the purpose of each assessment type. This cycle includes a Pre-Check used before instruction to identify prior knowledge and instructional needs, a Quick Check administered during instruction to monitor progress, and a Daily Quiz used after instruction to assess understanding of recently taught content. The materials also include Reporting Category quizzes to evaluate student performance.
In addition, the materials distinguish the role of summative assessments at the unit level. The Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the Implementation Guide provides a unit assessment overview that defines each assessment type and its intended use. These resources help educators understand how formative and instructional assessments work together to guide daily instruction, while unit assessments measure students’ mastery of standards and learning outcomes at the end of instruction.
Evaluation for 2.1c
The Teacher Guide includes guidance on administering 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 directs educators to the instructional assessment instructions. It 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 aligned 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 materials include assessment items at varying levels of complexity and include different item types. The lessons throughout the Practice Student Edition require students to demonstrate their understanding by completing a variety of tasks. Students apply and reinforce their learning by selecting the correct answers from multiple-choice options, graphing data, and completing tables.
The Power Review Reporting Category 1 quiz includes varying Depth of Knowledge (DOK) levels as well as various item types. Items 1, 2, 4, and 7 represent different item types.
Evaluation for 2.2a
The materials provide scoring information with guidance on how to interpret student performance on assessments and reflect on levels of understanding and/or proficiency. The reports allow educators to interpret student data in several ways, including item analysis reports to examine performance on specific skills; TEKS mastery reports to track progress on standards; question analysis reports to identify trends in student responses; and class achievement reports to compare individual and group performance.
The materials provide answer analysis tools that guide educators in reviewing student responses. The answer analysis provides an opportunity to interpret scoring information to determine students’ strengths, weaknesses, and/or gaps, as well as common misconceptions.
Evaluation for 2.2b
The Teacher Guide materials provide strategies for educators to facilitate questions to extend student learning. The Teacher Guide also supports effective feedback, helping educators balance praise with constructive direction, differentiate instruction to meet student needs, and emphasize conceptual understanding over correctness alone.
The material includes guidance and strategies for math talks, reflection, and journaling.
Evaluation for 2.2c
An Assessment Book is available as part of the regular course materials and includes STAAR chart tracking tools that allow students and educators to monitor progress across reporting categories. Students record performance by shading stars for correctly answered items, providing a visual representation of TEKS mastery. This tool supports ongoing progress monitoring and helps identify trends over time.
The materials include error analysis reflection tools that help students review their assessment errors. These allow students to identify what they understand and determine what they need to learn next. The Assessment Book also provides benchmarks and tools for tracking progress.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials include a variety of summative instructional assessments. TEKS-tivity contains unit assessments, and Power Review contains reporting category quizzes used as summative assessments. Additionally, the Assessment Book contains summative assessments in the form of Blueprint Benchmarks and Reporting Category assessments.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
In addition, the materials distinguish the role of summative assessments at the unit level. The Assessment Teacher Edition introduction explains the overall purpose of the assessment system, while the Implementation Guide provides a unit assessment overview that defines each assessment type and its intended use. These resources help educators understand how formative and instructional assessments work together to guide daily instruction, while unit assessments 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 directs educators to the instructional assessment instructions. It 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 aligned 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
The Power Review Reporting Category 1 quiz includes varying Depth of Knowledge (DOK) levels as well as various item types. Items 1, 2, 4, and 7 represent different item types.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials provide answer analysis tools that guide educators in reviewing student responses. The answer analysis provides an opportunity to interpret scoring information to determine students’ strengths, weaknesses, and/or gaps, as well as common misconceptions.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The 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.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials include error analysis reflection tools that help students review their assessment errors. These allow students to identify what they understand and determine what they need to learn next. The Assessment Book also provides benchmarks and tools for tracking progress.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
95% (19 out of 20 points)
Evaluation for 3.1a
The materials provide 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. It also provides two pathways for using the materials.
The materials guide educators, including support for differentiation and recommendations for modifying instruction for students who have not yet reached proficiency or are performing below grade level. The materials include recommendations for scaffolding instruction or modifying lessons.
Evaluation for 3.1b
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.
The materials provide instructional notes that support all learners by incorporating strategies such as sentence stems to promote mathematical reasoning. They additionally provide visual representations and hands-on manipulatives to strengthen conceptual understanding and real-world connections.
Evaluation for 3.1c
The Practice Teacher Edition includes extension learning opportunities for each independent practice in the “Notes” section of the first page of independent practice problems. However, there is no guidance to help the educator identify which students may be ready for this extension.
The Practice 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 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 includes a corresponding video in TEKSnology to give educators 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 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 students 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.
For example, a lesson in the Practice Teacher Edition (on adding and subtracting polynomials) recommends that educators spend 15–20 minutes giving direct instruction, asking students questions, and facilitating discussions. This is followed by 7–10 minutes of guided practice with facilitating questions. The guidance then recommends 5–6 minutes for three partner practice questions. Independent practice follows.
Evaluation for 3.3a
The TEKS-tivity Teacher Edition includes generic tips for emergent bilingual (EB) students and provides guidance for educators that addresses multiple levels of language proficiency. The same sentence stems are used throughout the units/lessons or directions.
The Practice Teacher Edition and Student Edition give students opportunities to speak and listen during lesson components and activities. The books include educator guidance for providing accommodations for various levels of language proficiency.
Evaluation for 3.3b
The Teacher Guide provides educators with clear implementation strategies to effectively support EB students in bilingual and ESL programs. It includes ten implementation principles, such as leveraging students’ assets, building background knowledge, and partnering with families to support effective use of materials.
Other materials, such as the Assessment Book, require that students use complete sentences and precise academic vocabulary when writing explanations. However, the Implementation Guide provides the only guidance for educators on this subject.
Evaluation for 3.3c
The material includes embedded guidance for educators to support EB students in developing academic vocabulary and comprehension through oral and written discourse. The Implementation Guide includes a chart for each unit that shows key cognates to help with this.
The TEKS lessons include guiding questions that increase comprehension, such as asking students what it means for triangles to be similar and asking students to determine the rise and run in triangles.
In the Implementation Guide, the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency. This guidance includes sentence frames, precise language, peer conversation guidance, and example responses.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials guide educators, including support for differentiation and recommendations for modifying instruction for students who have not yet reached proficiency or are performing below grade level. The materials include recommendations for scaffolding instruction or modifying lessons.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
2 out of 2 points
The materials provide instructional notes that support all learners by incorporating strategies such as sentence stems to promote mathematical reasoning. They additionally provide visual representations and hands-on manipulatives to strengthen conceptual understanding and real-world connections.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
0 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
0 out of 1 points
The Practice 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 includes a corresponding video in TEKSnology to give educators 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 students 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
For example, a lesson in the Practice Teacher Edition (on adding and subtracting polynomials) recommends that educators spend 15–20 minutes giving direct instruction, asking students questions, and facilitating discussions. This is followed by 7–10 minutes of guided practice with facilitating questions. The guidance then recommends 5–6 minutes for three partner practice questions. Independent practice follows.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The Practice Teacher Edition and Student Edition give students opportunities to speak and listen during lesson components and activities. The books include educator guidance for providing accommodations for various levels of language proficiency.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Other materials, such as the Assessment Book, require that students use complete sentences and precise academic vocabulary when writing explanations. However, the Implementation Guide provides the only guidance for educators on this subject.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The TEKS lessons include guiding questions that increase comprehension, such as asking students what it means for triangles to be similar and asking students to determine the rise and run in triangles.
In the Implementation Guide, the materials include educator guidance on providing linguistic accommodations for various levels of language proficiency. This guidance includes sentence frames, precise language, peer conversation guidance, and example responses.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
74% (14 out of 19 points)
Evaluation for 4.1a
Students engage in a multi-step, real-world modeling task in TEKS-tivity that requires them to represent systems of equations using tables, graphs, and equations. Students must select an appropriate solution method, justify their reasoning, and interpret solutions within context. The task requires explanation, multiple representations, and concept application, ensuring students demonstrate the depth of understanding aligned to TEKS A.5C rather than procedural execution alone.
The Practice Book’s graphing quadratic functions lessons ask students to move beyond procedural graphing by examining key features and geometric attributes. Students explore real-world models and apply algebraic constraints across different representations. Students then use tables, graphs, and multi-select tasks to analyze and solve problems, demonstrating a deeper understanding of quadratic relationships.
Evaluation for 4.1b
The Practice Book sequences the domain and range tasks to increase in complexity. Students first identify discrete domains and ranges from ordered pairs, then analyze continuous graphs that include inequalities. They later use function notation and algebraic reasoning to determine possible domain and range values in multiple-correct-answer items.
The Practice Book gradually increases the cognitive demand of its exponential growth and decay tasks. Students begin by distinguishing growth and decay from graphs, then identify exact features such as y-intercepts and horizontal asymptotes. More advanced tasks require students to analyze transformations, estimate key characteristics from scatter plots, and apply exponential models to multi-step real-world situations.
Evaluation for 4.2a
In the quadratic functions lessons in the Implementation Guide, students demonstrate their 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.
In the Implementation Guide’s exponential functions lessons, students 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” section. They also clearly describe the content and skills taught through the unit rationale, big ideas, and instructional notes. However, the materials do not connect to future courses.
The Implementation Guide establishes coherence by building on prior learning in percents, ratios, and linear graphing to introduce exponential growth and decay functions. It connects students’ understanding of geometric sequences and rates of change to non-constant change and horizontal asymptotes. This prepares students for later work in Algebra II with logarithmic relationships and more advanced function transformations. However, the materials do not explicitly connect this to preparing students for future courses.
Evaluation for 4.2c
The Implementation Guide demonstrates coherence by connecting current grade-level quadratic function behaviors back to foundational geometric concepts and basic slope procedures. The educator notes for unit 10, “Characteristics of Quadratic Functions,” outline that the lessons require students to visually evaluate graphs and connect a parabola’s vertex directly to real-world maximum and minimum boundary limits. This structure forces students to bridge their conceptual understanding of coordinate geometry with symbolic algebraic transformations.
The Implementation Guide demonstrates coherence by connecting current grade-level algebraic skills to data analysis, trend interpretation, and real-world statistical models. The educator notes for unit 12, “Characteristics of Exponential Functions,” detail how students analyze exponential functions alongside data tables to identify constant ratios and track real-world scenarios like population growth and compound interest. This setup requires students to evaluate associations and interpret non-linear trends across multiple representations at the same time.
Evaluation for 4.3a
The Practice Book provides coherent, varied practice opportunities through multiple activities that address quadratic functions, apply functional reasoning, and solve non-constant rate-of-change problems using multiple representations. However, these practice opportunities are only for the current lesson and do not cover previously learned material.
The Teacher Guide includes a “Retrieval Practice and Long-Term Retention” section that explains that the Power Review revisits prior concepts. However, the only guidance provided for the Power Review is a two-week-long review for the STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review, but does not specify what those spiral opportunities are.
The Quick Check and Exit Ticket activities for each lesson in Assessment for Learning only cover the TEKS taught in the lesson. While the Pre-Check activity incorporates the prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the Teacher Guide.
Evaluation for 4.3b
The Practice Book offers interleaved practice opportunities for skills and concepts. It requires students to analyze tables, graphs, equations, and key attributes. While doing this, students apply quadratic reasoning and identify functional relationships. Ultimately, they solve increasingly complex parabolic problems using multiple representations in lesson-level practice for quadratic characteristics.
The Assessment Book provides interleaved practice with various skills and concepts in the lesson and unit-level quizzes. For example, the Reporting Category 4 test includes writing equations of quadratic functions from tables, solving real-world maximum and minimum boundary problems, and identifying key features like the axis of symmetry and intercepts.
4.1 Depth of Key Concepts
4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The Practice Book’s graphing quadratic functions lessons ask students to move beyond procedural graphing by examining key features and geometric attributes. Students explore real-world models and apply algebraic constraints across different representations. Students then use tables, graphs, and multi-select tasks to analyze and solve problems, demonstrating a deeper understanding of quadratic relationships.
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 gradually increases the cognitive demand of its exponential growth and decay tasks. Students begin by distinguishing growth and decay from graphs, then identify exact features such as y-intercepts and horizontal asymptotes. More advanced tasks require students to analyze transformations, estimate key characteristics from scatter plots, and apply exponential models to multi-step real-world situations.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
In the Implementation Guide’s exponential functions lessons, students 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 establishes coherence by building on prior learning in percents, ratios, and linear graphing to introduce exponential growth and decay functions. It connects students’ understanding of geometric sequences and rates of change to non-constant change and horizontal asymptotes. This prepares students for later work in Algebra II with logarithmic relationships and more advanced function transformations. However, the materials do not explicitly connect this to preparing students for future courses.
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 current grade-level algebraic skills to data analysis, trend interpretation, and real-world statistical models. The educator notes for unit 12, “Characteristics of Exponential Functions,” detail how students analyze exponential functions alongside data tables to identify constant ratios and track real-world scenarios like population growth and compound interest. This setup requires students to evaluate associations and interpret non-linear trends across multiple representations at the same time.
4.3 Spaced and Interleaved Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
0 out of 4 points
The Teacher Guide includes a “Retrieval Practice and Long-Term Retention” section that explains that the Power Review revisits prior concepts. However, the only guidance provided for the Power Review is a two-week-long review for the STAAR. The section further explains that spiral opportunities strengthen cumulative understanding, but it does not specify where or how the concepts are spiraled. It also states that the “Assessment for Learning” tasks provide spiraled opportunities for spaced retrieval and cumulative review, but does not specify what those spiral opportunities are.
The Quick Check and Exit Ticket activities for each lesson in Assessment for Learning only cover the TEKS taught in the lesson. While the Pre-Check activity incorporates the prerequisite TEKS learned in previous grade levels, it does not provide the spaced practice referenced in the Teacher Guide.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
The Assessment Book provides interleaved practice with various skills and concepts in the lesson and unit-level quizzes. For example, the Reporting Category 4 test includes writing equations of quadratic functions from tables, solving real-world maximum and minimum boundary problems, and identifying key features like the axis of symmetry and intercepts.
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
TEKS-tivity includes tasks that require students to use higher-order thinking strategies to analyze and evaluate mathematical concepts represented in various forms. Students learn about linear functions, equations, and inequalities. Tasks include determining the slope from two given points, analyzing and evaluating mathematical relationships, and writing equations from tables, graphs, and word problems.
The “Domain” and “Range of Quadratic Functions” lessons in the Practice Book ask students to make sense of mathematical ideas across multiple representations. Students interpret and analyze information presented through graphs, tables, equations, and diagrams, then evaluate the relationships and concepts shown.
Evaluation for 5.1b
The materials give students opportunities to create and model mathematical situations. For example, in TEKS-tivity, students graph the solution set of a linear inequality to represent mathematical relationships visually. They also analyze and compare two graphs to interpret the effects of changes. This demonstrates their ability to create, interpret, and analyze mathematical concepts.
The Practice Book asks students to graph linear, quadratic, and other function types on the coordinate plane.
Evaluation for 5.1c
TEKS-tivity includes questions such as “How do you find slope when given two points or a slope and a point?” It also asks students how they can transform the equation. The questions ask for more than just the answer and dive deeper into student understanding.
The Practice Book asks if the quadratic functions have a minimum or a maximum and extends to asking students how they know. The “how” part of the question dives into a student’s conceptual understanding. Later in the unit, students apply this understanding to real-life situations that can be modeled with quadratic functions.
Evaluation for 5.2a
The Practice Book provides multiple repetitive opportunities to help students develop automaticity and fluency with foundational mathematical skills. Each lesson includes several guided practice examples, partner practice, and independent practice to consolidate their knowledge.
In Assessment for Learning, students regularly complete pre-checks, quick checks, and daily quizzes. These ongoing practice routines build fluency and automaticity, allowing students to represent and interpret linear functions quickly and accurately in subsequent problem-solving tasks.
Evaluation for 5.2b
The Practice Book provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Practice tasks encourage students to use flexible and appropriate strategies, such as filling in a table or completing a graph, to solve problems in a variety of contexts and representations. Practice activities prompt students to “Describe another method you could use to solve the problems above” and include similar tasks for further practice. The Teacher Edition offers guidance such as “It is important to note that students can factor these problems with other strategies, but by knowing the pattern, their factoring will be more efficient” during the “Difference of Squares” lesson.
TEKS-tivity provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Numerous tasks require students to describe the strategy they used for various problems and activities or explain how two methods or procedures differ. One task asks, “How do you distinguish between a function and a non-function?”
Evaluation for 5.2c
The educator guidance in the TEKS-tivity Teacher Edition for the “Quadratic Functions” lessons prompts students to compare multiple solution strategies and evaluate which methods are most efficient and appropriate. Students justify their reasoning and reflect on accuracy and flexibility, aligning to expectations for evaluating procedures and refining approaches.
The Practice Book gives students opportunities to evaluate the efficiency, flexibility, and accuracy of mathematical procedures, processes, and solutions throughout lessons and across the unit. The activities encourage students to compare strategies, justify their reasoning, and determine the most effective approach to solving mathematical problems. For example, the Quotient of Polynomials engaging activity presents students with two students’ solutions for the quotient of a polynomial and asks which student is correct and why.
Evaluation for 5.2d
The educator guidance in the Practice Book Teacher Edition supports progression from graphical and factoring methods to the quadratic formula. Embedded prompts such as “When is factoring inefficient?” guide students toward selecting more efficient strategies based on the problem structure.
Unit 7 of the TEKS-tivity Book Teacher Edition prompts guide students to evaluate when graphing, substitution, or elimination is most efficient. Questions such as “Which method requires fewer steps?” help students refine strategy selection and build procedural efficiency.
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 the strategies students should use to deepen their knowledge. For example, unit 6 explains that the unit focuses on the concepts of unit rate, slope, and rate of change. Students identify the slope and y-intercept from a table or graph and then connect the concept of unit rate for a line to the slope of a line.
The Implementation Guide offers a unit rationale and big ideas for each unit 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
TEKS-tivity requires students to apply mathematical procedures, such as writing equations and graphing, while explaining how each representation models the same mathematical relationship. This strengthens their connections across multiple representations and procedures. An activity on dividing polynomials provides students with a chart and instructs them to “use algebra tiles to model each division problem and find the quotient.” Students should then draw the model in the frame.
The Practice Book requires students to apply mathematical procedures, such as writing equations and graphing, while explaining how different representations model the same mathematical relationship. This reinforces connections among procedures and representations. In the lessons on parallel lines, instructional activities ask students to determine which of four equations are parallel to a given graphed line.
Evaluation for 5.3c
The materials include explicit tasks that require students to connect and explain representational area models to abstract polynomial operations. In the Practice Book, the unit 3 lesson on multiplying binomials prompts students to first sketch an area model (box method) representing (2x + 1)(x – 3), then label the partial products visually. Finally, students should clearly explain, in writing, how each inner box of the model maps directly to the terms generated by the abstract FOIL/distributive property algorithm.
TEKS-tivity provides concrete-to-abstract scaffolding for solving quadratic equations by completing the square (TEKS A.8A). Students use physical or digital algebra tiles to physically arrange the concrete “x-squared” and “x” tiles into a perfect square. They then identify the missing constant units needed to complete the shape, and immediately translate that visual configuration into the algebraic steps of adding (b/2)2 to both sides of the symbolic equation. The educator notes provide facilitating questions to guide students in defining how the physical “missing corner” represents the numerical constant.
Evaluation for 5.4a
TEKS-tivity gives students opportunities to develop academic mathematical language through visuals, manipulatives, and other language-development strategies. Students build mathematical vocabulary and conceptual understanding using visuals such as function graphs, data tables, and algebraic models. Manipulatives, including algebra tiles and dynamic graphing tools, provide concrete experiences that help students understand, communicate, and apply mathematical concepts.
The Practice Book supports the development of academic mathematical language by incorporating sentence stems, vocabulary routines, think-pair-share discussions, and structured mathematical discourse. Students also have various opportunities to explain and justify their mathematical reasoning using precise mathematical vocabulary and terminology.
Evaluation for 5.4b
The Teacher Guide provides educators with embedded guidance on strategies to support academic language development and outlines the features integrated into the product to foster math language growth. The “Multilingual Supports and Academic Language Development” section indicates that the instructional materials integrate various tools throughout, such as sentence stems, structured partner discussion routines, explicit vocabulary instruction, and Spanish–English cognates.
The Practice Book Teacher Edition embeds targeted guiding questions at the point of use that function as mathematical vocabulary scaffolds. By prompting educators to ask specific questions, such as “How is the slope-intercept form related to the standard form equation?” the materials instruct educators to require students to synthesize core concepts using precise academic vocabulary rather than just completing mathematical procedures.
Evaluation for 5.4c
The materials include embedded guidance for educators in the math talks, including recommendations for grouping students, suggested discussion time, and directions for students to share their responses. The materials provide guidance to support mathematical syntax, including sentence stems, sentence frames, and prompts that encourage students to communicate using complete mathematical statements. The Teacher Guide provides guidance for educators to support EB students’ academic language development, strengthen mathematical language for all learners, and explicitly teach mathematical vocabulary. The materials include suggested strategies and instructional supports. The materials include syntax to support mathematical conversations and exemplar student responses to model how students might use the targeted mathematical language.
The math talks give students opportunities to hear peers use mathematical language through discussion and shared responses. The materials guide educators in helping 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 lesson. Students consistently connect tables, graphs, and symbolic equations to model linear and quadratic situations.
TEKS-tivity meaningfully incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
Evaluation for 5.5b
The Teacher Guide explains how the course material explicitly embeds the TEKS process standards throughout the course. The materials describe the ways these standards are integrated into instruction, student tasks, and mathematical problem-solving experiences across the curriculum.
The Implementation Guide describes how the course materials integrate and connect the TEKS process standards. This guidance helps educators understand how students will apply the process standards within the unit’s mathematical tasks and learning experiences.
Evaluation for 5.5c
The Implementation Guide includes a statement of the TEKS process standards for each unit. The TEKS statement aligns with the students’ objective, and it describes how the process standards are incorporated and connected.
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, which reinforces the intended instructional focus. The materials include a description of how each unit incorporates and connects the TEKS process standards throughout the unit materials.
Evaluation for 5.5d
The Practice Book Teacher Edition provides a table indicating which process standards align with each TEKS lesson. The materials also explain where to find the standards and how they connect to the learning objectives. Below the table, it states, “Alignment to process standards is demonstrated through instructional design and student tasks rather than the content standard alone. Process standards are embedded across instruction and are not required to be demonstrated independently by each content standard.”
The materials include a description of how 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 with the students’ objective.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
The “Domain” and “Range of Quadratic Functions” lessons in the Practice Book ask students to make sense of mathematical ideas across multiple representations. Students interpret and analyze information presented through graphs, tables, equations, and diagrams, then evaluate the relationships and concepts shown.
5.1b
Questions and tasks require students to create models to represent mathematical situations.
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
The Practice Book asks students to graph linear, quadratic, and other function types on the coordinate plane.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The Practice Book asks if the quadratic functions have a minimum or a maximum and extends to asking students how they know. The “how” part of the question dives into a student’s conceptual understanding. Later in the unit, students apply this understanding to real-life situations that can be modeled with quadratic functions.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
In Assessment for Learning, students regularly complete pre-checks, quick checks, and daily quizzes. These ongoing practice routines build fluency and automaticity, allowing students to represent and interpret linear functions quickly and accurately in subsequent problem-solving tasks.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
TEKS-tivity provides students with repeated opportunities to apply mathematical procedures accurately, efficiently, and flexibly throughout individual lessons and across the unit. Numerous tasks require students to describe the strategy they used for various problems and activities or explain how two methods or procedures differ. One task asks, “How do you distinguish between a function and a non-function?”
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
The Practice Book gives students opportunities to evaluate the efficiency, flexibility, and accuracy of mathematical procedures, processes, and solutions throughout lessons and across the unit. The activities encourage students to compare strategies, justify their reasoning, and determine the most effective approach to solving mathematical problems. For example, the Quotient of Polynomials engaging activity presents students with two students’ solutions for the quotient of a polynomial and asks which student is correct and why.
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
Unit 7 of the TEKS-tivity Book Teacher Edition prompts guide students to evaluate when graphing, substitution, or elimination is most efficient. Questions such as “Which method requires fewer steps?” help students refine strategy selection and build procedural efficiency.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The 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 different representations model the same mathematical relationship. This reinforces connections among procedures and representations. In the lessons on parallel lines, instructional activities ask students to determine which of four equations are parallel to a given graphed line.
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
TEKS-tivity provides concrete-to-abstract scaffolding for solving quadratic equations by completing the square (TEKS A.8A). Students use physical or digital algebra tiles to physically arrange the concrete “x-squared” and “x” tiles into a perfect square. They then identify the missing constant units needed to complete the shape, and immediately translate that visual configuration into the algebraic steps of adding (b/2)2 to both sides of the symbolic equation. The educator notes provide facilitating questions to guide students in defining how the physical “missing corner” represents the numerical constant.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.
3 out of 3 points
The Practice Book supports the development of academic mathematical language by incorporating sentence stems, vocabulary routines, think-pair-share discussions, and structured mathematical discourse. Students also have various opportunities to explain and justify their mathematical reasoning using precise mathematical vocabulary and terminology.
5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.
1 out of 1 points
The Practice Book Teacher Edition embeds targeted guiding questions at the point of use that function as mathematical vocabulary scaffolds. By prompting educators to ask specific questions, such as “How is the slope-intercept form related to the standard form equation?” the materials instruct educators to require students to synthesize core concepts using precise academic vocabulary rather than just completing mathematical procedures.
5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.
6 out of 6 points
The math talks give students opportunities to hear peers use mathematical language through discussion and shared responses. The materials guide educators in helping 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 meaningfully incorporates the TEKS process standards by engaging students in problem solving, examining mathematical relationships, explaining and defending their reasoning, communicating their understanding, and using multiple representations to make sense of concepts.
5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
The Implementation Guide describes how the course materials integrate and connect the TEKS process standards. This guidance helps educators understand how students will apply the process standards within the unit’s mathematical tasks and learning experiences.
5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
The activities begin with a header that identifies a learning objective aligned to the content TEKS rationale, which reinforces the intended instructional focus. The materials include a description of how each unit incorporates and connects the TEKS process standards throughout the unit materials.
5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5d
Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
The materials include a description of how 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 with 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 Teacher Guide’s communication framework outlines 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 these different approaches, such as describing how to solve a system of equations graphically versus algebraically through substitution.
The materials do not give students opportunities to mathematically justify the validity or structural equivalence of these different pathways. The reflection and journaling prompts do successfully guide students to explain how to execute various methods or state a personal preference. However, 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, mathematical discussions, and problem-solving activities. These tasks require students to evaluate strategies, communicate reasoning, and apply concepts in new situations. Guided reflections and math talks in TEKS-tivity ask students to define parallel lines and describe how to write 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. These tools help educators 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 note flags this error and explains the underlying algebra, it provides no verbal scripts, targeted questions, or instructional pathways to help the educator address a student who shows this specific misunderstanding.
The materials lack a framework to help educators assess and provide 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 Teacher Guide’s communication framework outlines 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. The reflection and journaling prompts do successfully guide students to explain how to execute various methods or state a personal preference. However, 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 lack a framework to help educators assess and provide 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.