Program Information
- ISBN
- 9781483880020
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 564.73 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 174 KB)
Takeoff by IXL, Texas Edition: Grade 1 Math
Math (English) Grade 1
IMRA 2026
Publisher: IXL Learning, Inc.
Copyright: 2026
Series includes:
Rubric: Mathematics K–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 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
100% (24 out of 24 points)
Evaluation for 1.1a
The materials provide a yearlong scope and sequence that outlines the grade 1 Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), and concepts taught throughout the course. For example, “First Grade At-a-Glance: Planning and Materials” provides an overview of each unit and the concepts taught, including the aligned grade 1 TEKS and ELPS.
Each unit includes a “Daily Planner” that outlines the grade 1 TEKS, ELPS, and concepts taught throughout the unit. For example, in unit 3 students add within 20 using a variety of models and strategies. Students also represent and solve addition word problems with up to three addends. These concepts align with grade 1 standards 1.3B, 1.3D, 1.3E, 1.5D, and 1.5G.
Evaluation for 1.1b
The materials provide suggested pacing to support effective implementation for various instructional calendars. The “Pacing Calendars” section of the materials includes 165-, 180-, and 210-day calendars that provide suggested pacing for different numbers of instructional days. Each calendar assigns instructional activities to specific days, allowing educators to adjust implementation to the length of the school year.
“First Grade At-a-Glance: Planning and Materials” includes a “Unit and Lesson Outline” that sequences units and lessons and indicates the suggested number of instructional days. Educators can compare the time allotted to a unit with the day-by-day calendar to plan instruction.
Evaluation for 1.1c
The materials provide a rationale for the unit order and explain how concepts connect throughout the course. In “First Grade At-a-Glance: Planning and Materials,” the “Unit-by-Unit Overview” outlines the mathematical concepts each unit covers and shows how the course is organized throughout the instructional year. For example, unit 5 provides a focused study of addition and subtraction word problems within 20, enabling students to apply what they learned in units 3 and 4 in a variety of engaging real-world contexts.
The materials also explain how concepts connect across the course at the unit level. The “Instructional Context” tab on the unit outline page connects the current unit to prior learning and upcoming content. For example, in the unit 5 “Look Back” section, the unit outline explains that in previous units students solved addition and subtraction word problems with unknown sums or differences and used a variety of strategies to add and subtract within 20. These explanations help educators understand the rationale for unit order and how concepts build throughout the course.
Evaluation for 1.1d
The educator resource Discover Takeoff by IXL: Inside a Takeoff Unit explains the unit structure and identifies key information that educators review before instruction, including the unit outline, instructional context, objectives, and lesson sequence. Lessons include learning activities for one instructional day, ranging from introducing new concepts to opportunities for independent practice. Review days provide both written and online practice activities for cumulative review before the test. Each unit also includes additional resources and assessments.
The materials provide lesson planning guidance to help educators prepare for implementation. Discover Takeoff by IXL: Comprehensive Lesson Plans explains how lesson components are organized for each unit and how educators can use the lesson structure to understand each lesson’s purpose, flow, and instructional supports. For example, components include goals, instructional context, materials, and additional supports. Lessons follow a consistent structure of warm-up, instruction, guided practice, and independent practice, so students always know what to expect.
Evaluation for 1.1e
Through an administrator account, instructional leaders have access to the classroom walkthrough checklist and guiding questions for collaborative conversations. The checklist helps leaders observe the implementation of the materials, including whether the educator follows the lesson’s sequence and structure, uses the lesson components and materials, and checks for understanding throughout the lesson.
Questions for collaborative conversations provide guidance for educator planning and reflection. The questions serve as a reference point for discussions with and among educators about learning goals, student data, and built-in instructional guidance and tools. The questions help educators plan, reflect, and make instructional decisions, supporting responsive teaching that meets the needs of all learners.
Evaluation for 1.2a
The unit overviews provide the background content knowledge and academic vocabulary needed to teach the grade 1 concepts effectively. For example, in the unit 4 outline the “Instructional Context” includes a “Look Back” section that identifies students’ prior learning and explains how it connects to the concepts taught in the current unit.
The “Additional Resources” section of each unit identifies academic vocabulary educators can introduce before instruction. For example, the grade 1, unit 3 overview lists vocabulary aligned with the unit’s concepts and provides guidance for educators to prepare students for the mathematical language they will encounter. The vocabulary includes addend, count on, doubles fact, make 10, number line, number sentence, strip model, sum, and ten frame.
Evaluation for 1.2b
The materials include family supports in both English and Spanish for each grade 1 unit. For example, in the unit’s “Additional Resources” section the “Family Letter” explains the mathematical concepts students will learn and offers families suggestions to support student progress at home.
The English and Spanish “Family Welcome Letters” provide additional guidance for families using the program. For example, the letters explain how families can view assigned skills, access classroom resources, review student achievements, and identify areas for additional practice.
Evaluation for 1.3a
Grade 1 lesson plans include lesson goals, aligned standards, instructional questions, materials, guided practice, independent practice, and assessment opportunities. For example, in unit 4, lesson 2 “Subtraction Facts Within 10” guides educators to model subtraction strategies, ask questions during instruction, and move students into practice to check whether they can solve subtraction facts within 10.
Educator questions and student responses provide evidence of whether students understand the problem structure and can apply the lesson concept. In unit 1, lesson 8 “Addition and Subtraction Word Problems,” student tasks and checks for understanding align with the lesson objective. Students work with word problems, explain their thinking, and complete practice opportunities related to addition and subtraction situations.
The lesson plans include supports for content and language development. “Additional Supports” provide strategies educators can use with emergent bilingual (EB) students during instruction and practice. These supports help students access grade-level mathematics through academic vocabulary, visual models, and oral or written explanations.
Evaluation for 1.3b
The grade 1, unit 7, “Daily Planner,” identifies educator and student materials needed for instruction in the measurement unit. For example, lesson 7.1 “Understand Length,” lists student workbook resources, independent practice resources, the “Compare Lengths Indirectly” activity, precut pieces of string, string for students to cut, and scissors. Lesson 7.2 “Measure Lengths,” lists student materials, the “Measure with Paper Clips” activity, paper clips, and dice. These examples show that the materials specify student-facing resources, physical objects, and manipulatives needed for instruction.
The grade 1, unit 5, “Daily Planner,” identifies resources for lessons on addition and subtraction stories. The planner lists student workbook resources, independent practice resources, online readiness skills, practice skills, support skills, spiral review, games, and “Personalization Day.” These resources help educators prepare materials for the lesson, assign digital practice, and provide additional support or review based on student needs.
The Discover Takeoff by IXL: Comprehensive Lesson Plans guide provides suggested timing for each lesson. Lessons begin with a five-minute warm-up, continue with 15–20 minutes of instruction, move into 10–15 minutes of guided practice, and end with 15–20 minutes of independent practice. This guidance helps educators plan how to divide the lesson and how much time to allocate to each part of the daily lesson.
Evaluation for 1.3c
Discover Takeoff by IXL: Comprehensive Lesson Plans explains how educators use lesson materials for extended practice. For example, students may complete independent practice pages at school or bring them home for homework or reinforcement. The front side of the page provides targeted practice of the lesson’s key concepts, while the back side provides spiral review, allowing students to revisit and apply skills from previous units.
Grade 1, unit 5 provides lesson-level guidance for extension and enrichment. In lesson 5.4 students solve addition and subtraction story problems with an unknown value. In the lesson example, students use a strip model and a number sentence to solve a problem about a farm with 12 animals, including some cows and 5 horses. The “Idea for Extension” gives educators a specific follow-up task where students retell the story problem so that both the number of cows and the number of horses are unknown values.
The extension activity in lesson 5.4 moves students beyond solving one unknown value by asking them to create and reason through multiple possible solutions. Students retell the story as, “A farm has 12 animals. There are some cows. The rest are horses. How many of each animal might there be?” Students then consider different combinations of cows and horses that total 12, apply part-part-whole reasoning, and explain how more than one answer can satisfy the situation.
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.
3 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.
3 out of 3 points
Each unit includes a “Daily Planner” that outlines the grade 1 TEKS, ELPS, and concepts taught throughout the unit. For example, in unit 3 students add within 20 using a variety of models and strategies. Students also represent and solve addition word problems with up to three addends. These concepts align with grade 1 standards 1.3B, 1.3D, 1.3E, 1.5D, and 1.5G.
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
“First Grade At-a-Glance: Planning and Materials” includes a “Unit and Lesson Outline” that sequences units and lessons and indicates the suggested number of instructional days. Educators can compare the time allotted to a unit with the day-by-day calendar to plan instruction.
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 also explain how concepts connect across the course at the unit level. The “Instructional Context” tab on the unit outline page connects the current unit to prior learning and upcoming content. For example, in the unit 5 “Look Back” section, the unit outline explains that in previous units students solved addition and subtraction word problems with unknown sums or differences and used a variety of strategies to add and subtract within 20. These explanations help educators understand the rationale for unit order and how concepts build throughout the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials provide lesson planning guidance to help educators prepare for implementation. Discover Takeoff by IXL: Comprehensive Lesson Plans explains how lesson components are organized for each unit and how educators can use the lesson structure to understand each lesson’s purpose, flow, and instructional supports. For example, components include goals, instructional context, materials, and additional supports. Lessons follow a consistent structure of warm-up, instruction, guided practice, and independent practice, so students always know what to expect.
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.
2 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.
2 out of 2 points
Questions for collaborative conversations provide guidance for educator planning and reflection. The questions serve as a reference point for discussions with and among educators about learning goals, student data, and built-in instructional guidance and tools. The questions help educators plan, reflect, and make instructional decisions, supporting responsive teaching that meets the needs of all learners.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The “Additional Resources” section of each unit identifies academic vocabulary educators can introduce before instruction. For example, the grade 1, unit 3 overview lists vocabulary aligned with the unit’s concepts and provides guidance for educators to prepare students for the mathematical language they will encounter. The vocabulary includes addend, count on, doubles fact, make 10, number line, number sentence, strip model, sum, and ten frame.
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 English and Spanish “Family Welcome Letters” provide additional guidance for families using the program. For example, the letters explain how families can view assigned skills, access classroom resources, review student achievements, and identify areas for additional practice.
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
Educator questions and student responses provide evidence of whether students understand the problem structure and can apply the lesson concept. In unit 1, lesson 8 “Addition and Subtraction Word Problems,” student tasks and checks for understanding align with the lesson objective. Students work with word problems, explain their thinking, and complete practice opportunities related to addition and subtraction situations.
The lesson plans include supports for content and language development. “Additional Supports” provide strategies educators can use with emergent bilingual (EB) students during instruction and practice. These supports help students access grade-level mathematics through academic vocabulary, visual models, and oral or written explanations.
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.
3 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.
3 out of 3 points
The grade 1, unit 5, “Daily Planner,” identifies resources for lessons on addition and subtraction stories. The planner lists student workbook resources, independent practice resources, online readiness skills, practice skills, support skills, spiral review, games, and “Personalization Day.” These resources help educators prepare materials for the lesson, assign digital practice, and provide additional support or review based on student needs.
The Discover Takeoff by IXL: Comprehensive Lesson Plans guide provides suggested timing for each lesson. Lessons begin with a five-minute warm-up, continue with 15–20 minutes of instruction, move into 10–15 minutes of guided practice, and end with 15–20 minutes of independent practice. This guidance helps educators plan how to divide the lesson and how much time to allocate to each part of the daily lesson.
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).
1 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).
1 out of 1 points
Grade 1, unit 5 provides lesson-level guidance for extension and enrichment. In lesson 5.4 students solve addition and subtraction story problems with an unknown value. In the lesson example, students use a strip model and a number sentence to solve a problem about a farm with 12 animals, including some cows and 5 horses. The “Idea for Extension” gives educators a specific follow-up task where students retell the story problem so that both the number of cows and the number of horses are unknown values.
The extension activity in lesson 5.4 moves students beyond solving one unknown value by asking them to create and reason through multiple possible solutions. Students retell the story as, “A farm has 12 animals. There are some cows. The rest are horses. How many of each animal might there be?” Students then consider different combinations of cows and horses that total 12, apply part-part-whole reasoning, and explain how more than one answer can satisfy the situation.
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
In the “Teacher Guides” section, under “Additional Resources,” the grade 1 Takeoff by IXL Assessment Overview identifies diagnostic, formative, and summative assessments throughout the course. The overview explains where to find each assessment type and how each supports progress monitoring. For example, educators use the “IXL LevelUp Diagnostic” to identify readiness and skill gaps, then use lesson- and unit-level assessments to monitor progress toward grade 1 objectives.
Grade 1 lessons include formative assessment tasks during instruction, guided practice, and independent practice. Warm-ups, guided practice questions, independent practice items, and skill checks provide educators with evidence of student understanding throughout the lesson. These tasks vary in format and allow students to show understanding through visual models, selected responses, text-entry responses, and skill-based practice.
Grade 1 end-of-unit tests provide summative assessment opportunities aligned with unit objectives. For example, the grade 1, unit 1 test includes questions that assess the concepts and skills taught throughout the unit. Students respond to varied item types, such as multiple-choice, text-entry, inline-choice, hotspot, and multi-select, allowing them to show understanding in more than one way.
Evaluation for 2.1b
The grade 1 Takeoff by IXL Assessment Overview defines diagnostic, formative, and summative assessments and explains the purpose of each. Diagnostic assessments help educators identify student readiness and learning gaps. Formative assessments help educators monitor learning during instruction. Summative assessments help educators evaluate mastery after instruction or at the end of a unit.
The LevelUp Guide for Administrators explains how assessment data supports instructional decision making. The guide describes how diagnostic, formative, and summative data can be used to identify learning gaps, monitor growth, and plan instruction. Educators and instructional leaders use this guidance to connect assessment results to student needs.
The “Assessments on IXL” video provides additional context on how assessment types are used in the program. It explains how the diagnostic identifies student performance and how quizzes or educator-created assessments can be used to check progress or evaluate mastery. This guidance helps educators understand when to use each assessment option in the grade 1 course.
Evaluation for 2.1c
The LevelUp Benchmark Guide provides administration guidance to support consistent and accurate benchmark testing. The guide includes suggested time allotments and scripts to help educators give consistent directions and maintain similar assessment conditions. This guidance supports reliable administration across grade 1 classrooms.
The Insightful Assessments Guide explains how educators administer unit-level assessments. The guide provides guidance on assigning digital assessments, printing assessments, reviewing objectives and point values, supporting students during assessment, and using post-assessment data. These procedures help educators administer grade 1 quizzes and unit tests as designed.
The assessment guidance also supports accurate interpretation after students complete assessments. After administration, educators review question-level data, objective-level results, and student performance reports. This helps educators determine whether students mastered the intended objectives and identify grade 1 concepts that need reteaching or additional practice.
Evaluation for 2.1d
The “IXL LevelUp Diagnostic” links diagnostic results to standards and grade-level expectations. The diagnostic identifies which grade 1 skills students know, partially know, or have not yet mastered. Educators use the standards-level results to align diagnostic performance with the TEKS and to identify learning gaps before or during instruction.
Grade 1 formative assessments align with the TEKS and the lesson objectives. The lesson’s “Goals” tab lists the aligned TEKS and objectives. Warm-ups, guided practice, independent practice, and skill checks provide evidence of student progress toward the grade 1 concept being taught.
Grade 1 summative assessments align with the TEKS and unit objectives through end-of-unit tests. Grade 1 unit tests include assessment questions tagged with the corresponding TEKS and learning objectives. Educators use the “Objectives” tab to review how test questions connect to unit outcomes and to interpret student mastery of the standards taught in the unit.
Evaluation for 2.1e
Grade 1 lessons include TEKS-aligned tasks that vary in complexity. Readiness skills and warm-ups help students review prerequisite skills, while guided and independent practice prompt students to apply the lesson concept. This progression allows educators to monitor student understanding from basic readiness through application of the grade-level objective.
Grade 1 assessments include varied item types aligned with the TEKS and lesson objectives. Students respond to multiple-choice, text-entry, inline-choice, hotspot, and multi-select items. These item types require students to show understanding in different ways, including selecting a correct response, entering an answer, interpreting a visual, or applying a strategy.
The “LevelUp Diagnostic Standards Performance Report” provides additional evidence of TEKS-aligned assessment complexity. The report shows which TEKS each student knows, partially knows, or has not yet mastered. Educators use this information alongside lesson and unit assessments to monitor student progress across skills that vary by task type, content focus, and complexity level.
Evaluation for 2.2a
The “Quiz Analysis” report helps educators interpret grade 1 assessment results by question, objective, class performance, and individual student performance. The “Question Review” section breaks down students’ performance on each assessment question and identifies which questions or objectives were most challenging for the class. Educators use this information to determine whether students have mastered the intended grade 1 objectives or need reteaching, targeted practice, or enrichment.
Assessment reports provide visual and item-level data that help educators identify patterns in student understanding. For example, after students complete a quiz or unit test, educators can review class performance, individual student scores, and question-level performance. This information enables educators to identify which grade 1 concepts students understood, which were challenging, and who needs additional support.
In the “Diagnostic Resources” section, under the “My IXL” tab, “A Guide to Understanding the Diagnostic Action Plan” provides additional guidance for interpreting diagnostic assessment data. The guide explains how educators interpret student diagnostic results and use them to plan instruction. Educators use the diagnostic action plan alongside quiz and unit assessment reports to identify readiness, learning gaps, and next instructional steps.
Evaluation for 2.2b
Each unit includes a “Personalization Day” that uses assessment data to recommend instructional next steps. The “Personalization Day” breaks down objectives, recommends student groupings based on quiz or unit test performance, identifies what the whole class needs to practice through “Group Jam,” and offers extension opportunities for students who demonstrate mastery. This information helps educators respond directly to trends in grade 1 assessment results.
The “Personalized Activities” report groups students by need and recommends targeted skills based on assessment performance. Educators use these recommended activities to provide reteaching, additional practice, or enrichment. Students who struggle with specific objectives receive targeted skill practice, while those who show understanding receive opportunities to extend their learning.
The “IXL LevelUp Diagnostic Action Plan” provides additional guidance for responding to diagnostic assessment results. The plan provides students with tailored learning recommendations connected to specific skills. Educators use these recommendations to address individual learning gaps, build on existing knowledge, and connect diagnostic data to targeted instructional tasks.
Evaluation for 2.2c
In the “Analytics” tab, the “Progress and Growth” report allows educators to track grade 1 students’ progress and growth over time. Educators use the report to monitor whole-class skill progress, review improvement, and identify skills that may need additional instruction. The report helps track whether students are progressing toward grade 1 expectations throughout the course.
Additional educator-facing reports provide more detailed information about individual student progress. For example, the “IXL Student Quick View” allows educators to review recent student practice, assess current skill progress, and identify which students may need additional attention. The “Student Diagnostic Growth” tab also helps educators monitor student mastery and growth by strand.
The materials also include student-facing tools for tracking progress and growth. For example, the “Student Reflection” resource includes self-assessment opportunities before and after each unit. The “Get Ready” section prompts students to reflect on prior knowledge and learning goals. The “Look Back” section asks them to evaluate their understanding, growth, and mastery of unit concepts.
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
Grade 1 lessons include formative assessment tasks during instruction, guided practice, and independent practice. Warm-ups, guided practice questions, independent practice items, and skill checks provide educators with evidence of student understanding throughout the lesson. These tasks vary in format and allow students to show understanding through visual models, selected responses, text-entry responses, and skill-based practice.
Grade 1 end-of-unit tests provide summative assessment opportunities aligned with unit objectives. For example, the grade 1, unit 1 test includes questions that assess the concepts and skills taught throughout the unit. Students respond to varied item types, such as multiple-choice, text-entry, inline-choice, hotspot, and multi-select, allowing them to show understanding in more than one way.
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
The LevelUp Guide for Administrators explains how assessment data supports instructional decision making. The guide describes how diagnostic, formative, and summative data can be used to identify learning gaps, monitor growth, and plan instruction. Educators and instructional leaders use this guidance to connect assessment results to student needs.
The “Assessments on IXL” video provides additional context on how assessment types are used in the program. It explains how the diagnostic identifies student performance and how quizzes or educator-created assessments can be used to check progress or evaluate mastery. This guidance helps educators understand when to use each assessment option in the grade 1 course.
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 Insightful Assessments Guide explains how educators administer unit-level assessments. The guide provides guidance on assigning digital assessments, printing assessments, reviewing objectives and point values, supporting students during assessment, and using post-assessment data. These procedures help educators administer grade 1 quizzes and unit tests as designed.
The assessment guidance also supports accurate interpretation after students complete assessments. After administration, educators review question-level data, objective-level results, and student performance reports. This helps educators determine whether students mastered the intended objectives and identify grade 1 concepts that need reteaching or additional practice.
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
Grade 1 formative assessments align with the TEKS and the lesson objectives. The lesson’s “Goals” tab lists the aligned TEKS and objectives. Warm-ups, guided practice, independent practice, and skill checks provide evidence of student progress toward the grade 1 concept being taught.
Grade 1 summative assessments align with the TEKS and unit objectives through end-of-unit tests. Grade 1 unit tests include assessment questions tagged with the corresponding TEKS and learning objectives. Educators use the “Objectives” tab to review how test questions connect to unit outcomes and to interpret student mastery of the standards taught in the unit.
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
Grade 1 assessments include varied item types aligned with the TEKS and lesson objectives. Students respond to multiple-choice, text-entry, inline-choice, hotspot, and multi-select items. These item types require students to show understanding in different ways, including selecting a correct response, entering an answer, interpreting a visual, or applying a strategy.
The “LevelUp Diagnostic Standards Performance Report” provides additional evidence of TEKS-aligned assessment complexity. The report shows which TEKS each student knows, partially knows, or has not yet mastered. Educators use this information alongside lesson and unit assessments to monitor student progress across skills that vary by task type, content focus, and complexity level.
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
Assessment reports provide visual and item-level data that help educators identify patterns in student understanding. For example, after students complete a quiz or unit test, educators can review class performance, individual student scores, and question-level performance. This information enables educators to identify which grade 1 concepts students understood, which were challenging, and who needs additional support.
In the “Diagnostic Resources” section, under the “My IXL” tab, “A Guide to Understanding the Diagnostic Action Plan” provides additional guidance for interpreting diagnostic assessment data. The guide explains how educators interpret student diagnostic results and use them to plan instruction. Educators use the diagnostic action plan alongside quiz and unit assessment reports to identify readiness, learning gaps, and next instructional steps.
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 “Personalized Activities” report groups students by need and recommends targeted skills based on assessment performance. Educators use these recommended activities to provide reteaching, additional practice, or enrichment. Students who struggle with specific objectives receive targeted skill practice, while those who show understanding receive opportunities to extend their learning.
The “IXL LevelUp Diagnostic Action Plan” provides additional guidance for responding to diagnostic assessment results. The plan provides students with tailored learning recommendations connected to specific skills. Educators use these recommendations to address individual learning gaps, build on existing knowledge, and connect diagnostic data to targeted instructional tasks.
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
Additional educator-facing reports provide more detailed information about individual student progress. For example, the “IXL Student Quick View” allows educators to review recent student practice, assess current skill progress, and identify which students may need additional attention. The “Student Diagnostic Growth” tab also helps educators monitor student mastery and growth by strand.
The materials also include student-facing tools for tracking progress and growth. For example, the “Student Reflection” resource includes self-assessment opportunities before and after each unit. The “Get Ready” section prompts students to reflect on prior knowledge and learning goals. The “Look Back” section asks them to evaluate their understanding, growth, and mastery of unit concepts.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (20 out of 20 points)
Evaluation for 3.1a
Each lesson includes an “Additional Supports” tab with “Readiness Skills,” “Tips for Support,” “Support Skills,” and “Language Supports.” These supports help educators identify prerequisite skills, provide just-in-time scaffolds, and adjust instruction for students who need additional support before or during grade-level instruction. “Readiness Skills” and “Support Skills” provide targeted activities that help students access the grade 1 lesson content. For example, when students have not yet reached proficiency in a skill needed for the current lesson, educators can use the suggested readiness or support skill to review prerequisite understanding before students continue with the lesson task. This guidance gives educators a way to provide scaffolded instruction while keeping students connected to the grade-level learning objective.
The materials provide educators with guidance for responding to students who struggle during instruction. For example, the “Tips for Support” embedded within lessons give educators on-the-spot strategies for helping students reconnect to the lesson content. In addition, the “Instant Review” tool identifies class Trouble Spots and creates a review session focused on the concepts students are struggling with, allowing educators to reteach specific skills based on current student performance.
Evaluation for 3.1b
Each unit includes academic vocabulary in the “Additional Resources” section. Educators can use this vocabulary list before instruction to introduce key terms students will encounter in the unit and to prepare students for the mathematical language used in lessons, activities, and assessments.
The student glossaries provide additional vocabulary support in both English and Spanish. Each entry includes the academic term, a definition, and a student-friendly image. These glossary supports help students understand unfamiliar vocabulary and give educators a resource for pre-teaching or reinforcing mathematical language throughout the unit.
The materials embed language supports in the lesson guidance to help students access vocabulary and lesson content. For example, the “Additional Supports” tab includes “Language Supports” aligned with the ELPS. In a lesson on customary units of length, the “Language Supports” suggest reviewing inches, feet, and yards before instruction and using a ruler, yardstick, or measuring tape as visual aids. The guidance also explains that some EB students may be unfamiliar with customary units because most countries use the metric system. Additional support for pre-production and beginning students addresses words with multiple meanings, such as foot and yard, by helping educators clarify the difference between the body part and the measurement unit.
Evaluation for 3.1c
Lessons include “Extension Ideas” that provide follow-up questions and enrichment activities for students ready to deepen or extend their learning. These supports help educators move proficient students beyond basic skill practice and provide opportunities for continued mathematical thinking.
The “Additional Supports” tab offers guidance educators can use to differentiate instruction for students who have already demonstrated understanding. “Extension Activities” provide specific ways to extend the lesson objective, ask additional questions, or offer more challenging applications of grade-level content. These activities support students who have met the lesson expectations by encouraging them to apply skills in new or more complex ways.
After each unit, the materials include a “Personalization Day” that provides targeted support based on each student’s assessment data and proficiency level. For example, students who need additional practice receive targeted skill assignments, while those who demonstrate proficiency receive enrichment or extension opportunities. This structure allows educators to respond to student performance after quizzes and tests by assigning tasks that match each student’s level of mastery, including challenge activities for students who are ready to extend their learning.
Evaluation for 3.2a
Grade 1 lessons use a gradual-release structure that guides educators in modeling the concept before students practice independently. During instruction, educator-facing notes and scripts help educators introduce the concept, explain the mathematical thinking, and model the strategy students will use. The lesson then moves into guided and independent practice, allowing students to apply the concept with decreasing educator support.
The lesson guidance includes visuals, questions, and step-by-step prompts that support educators’ explanations. For example, in grade 1, unit 4, lesson 2 “Subtraction Facts Within 10,” educators model subtraction strategies before students complete guided and independent practice. Educator questions help students explain their strategies for solving subtraction facts and help educators check whether students understand the strategy.
Guided practice continues to support educator modeling after the initial explanation. Educators use embedded questions and notes to clarify misconceptions, connect student responses to the lesson objective, and help students articulate their thinking. This guidance supports the transition from direct instruction to shared practice and then to independent application.
Evaluation for 3.2b
Grade 1 “Teacher Notes” provide guidance for delivering lessons through multiple instructional approaches. The notes include prompts for explaining concepts, asking questions, modeling strategies, and facilitating student discussion. These supports help educators incorporate direct instruction, questioning, discourse, guided practice, and independent work into the lesson sequence.
Lessons include visual, hands-on, collaborative, digital, and paper-and-pencil practice opportunities. For example, students may use models or manipulatives during instruction, discuss strategies during guided practice, complete game-based practice, and then apply the concept independently. These approaches help students build understanding through concrete representations, conversation, and independent application.
Educator prompts support mathematical discourse and real-world connections. For example, in lessons on addition, subtraction, or measurement, students explain their strategies, compare approaches, and apply mathematics to familiar situations. This guidance helps educators facilitate student reasoning rather than relying solely on direct explanation.
Evaluation for 3.2c
Grade 1 lessons include whole-group instruction, guided practice, collaborative practice, and independent practice. The lesson cycle provides educators with a clear structure for moving from educator modeling to student application. Students first learn the concept through educator explanation, then practice with support before completing tasks independently.
Guided practice gives educators a framework for monitoring student understanding during the lesson. “Teacher Notes” include questions and prompts that educators use as students work through practice problems. These supports help check for understanding, provide feedback, and address misconceptions before students move into independent practice.
Collaborative and independent practice opportunities help students apply the lesson concept in multiple ways. “Game Time” gives students opportunities to practice with classmates, while independent practice allows them to demonstrate understanding on their own. Educators use these structures for whole-group, small-group, partner, or individual practice based on student needs.
Evaluation for 3.3a
Grade 1 lessons include language support guidance in the “Additional Supports” section. The guidance identifies supports for students at the beginning, intermediate, advanced, and advanced high levels, enabling educators to adjust instruction based on students’ language proficiency. These accommodations help students participate in grade-level mathematics while building academic language.
Linguistic supports help students use increasingly academic language during instruction and practice. For example, educators use sentence stems, visuals, vocabulary support, and discussion prompts to help students explain mathematical ideas. Students progress from simple responses to more complete oral and written explanations using lesson vocabulary.
Evaluation for 3.3b
The “Instructional Design: Empowering Language Learners in Math” document provides implementation guidance for supporting EB students in mathematics. The document explains how educators support language development through vocabulary, discourse, and modeling strategies. This guidance helps educators use the materials in bilingual and ESL settings without separating language support from mathematics instruction.
Grade 1 lessons embed language supports that educators can use during instruction and practice. For example, lesson guidance includes strategies for building vocabulary, using visual models, supporting oral language production, and encouraging student discussion. These supports help students develop academic language as they learn the mathematics content.
Educators can apply language supports during whole-group instruction, guided practice, partner discussions, and independent practice. This structure supports EB students throughout the lesson. Students use academic vocabulary and mathematical language as they explain their thinking, respond to questions, and complete practice tasks.
Evaluation for 3.3c
Grade 1 units include vocabulary support in the “Additional Resources” section, and student glossaries provide academic terms, definitions, and visuals in both English and Spanish. Educators use these resources to preview vocabulary, connect terms to prior knowledge, and support cross-linguistic connections among English, Spanish, and students’ home languages.
Lesson-level language supports provide guidance to improve comprehension. For example, in a lesson on customary units of length, the “Language Supports” suggest reviewing inches, feet, and yards before instruction and using a ruler, yardstick, or measuring tape as visual aids. The guidance also notes that some EB students may be unfamiliar with customary units because most countries use the metric system.
Grade 1 lessons support oral and written discourse through educator questions, partner discussions, and student explanations. For example, “Think and Talk” activities prompt students to use academic vocabulary and explain mathematical ideas to a partner or in a group. Written-response tasks and guided practice provide additional opportunities for students to communicate mathematical understanding.
Evaluation for 3.3d
This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials provide educators with guidance for responding to students who struggle during instruction. For example, the “Tips for Support” embedded within lessons give educators on-the-spot strategies for helping students reconnect to the lesson content. In addition, the “Instant Review” tool identifies class Trouble Spots and creates a review session focused on the concepts students are struggling with, allowing educators to reteach specific skills based on current student performance.
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 student glossaries provide additional vocabulary support in both English and Spanish. Each entry includes the academic term, a definition, and a student-friendly image. These glossary supports help students understand unfamiliar vocabulary and give educators a resource for pre-teaching or reinforcing mathematical language throughout the unit.
The materials embed language supports in the lesson guidance to help students access vocabulary and lesson content. For example, the “Additional Supports” tab includes “Language Supports” aligned with the ELPS. In a lesson on customary units of length, the “Language Supports” suggest reviewing inches, feet, and yards before instruction and using a ruler, yardstick, or measuring tape as visual aids. The guidance also explains that some EB students may be unfamiliar with customary units because most countries use the metric system. Additional support for pre-production and beginning students addresses words with multiple meanings, such as foot and yard, by helping educators clarify the difference between the body part and the measurement unit.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
The “Additional Supports” tab offers guidance educators can use to differentiate instruction for students who have already demonstrated understanding. “Extension Activities” provide specific ways to extend the lesson objective, ask additional questions, or offer more challenging applications of grade-level content. These activities support students who have met the lesson expectations by encouraging them to apply skills in new or more complex ways.
After each unit, the materials include a “Personalization Day” that provides targeted support based on each student’s assessment data and proficiency level. For example, students who need additional practice receive targeted skill assignments, while those who demonstrate proficiency receive enrichment or extension opportunities. This structure allows educators to respond to student performance after quizzes and tests by assigning tasks that match each student’s level of mastery, including challenge activities for students who are ready to extend their learning.
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 lesson guidance includes visuals, questions, and step-by-step prompts that support educators’ explanations. For example, in grade 1, unit 4, lesson 2 “Subtraction Facts Within 10,” educators model subtraction strategies before students complete guided and independent practice. Educator questions help students explain their strategies for solving subtraction facts and help educators check whether students understand the strategy.
Guided practice continues to support educator modeling after the initial explanation. Educators use embedded questions and notes to clarify misconceptions, connect student responses to the lesson objective, and help students articulate their thinking. This guidance supports the transition from direct instruction to shared practice and then to independent application.
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
Lessons include visual, hands-on, collaborative, digital, and paper-and-pencil practice opportunities. For example, students may use models or manipulatives during instruction, discuss strategies during guided practice, complete game-based practice, and then apply the concept independently. These approaches help students build understanding through concrete representations, conversation, and independent application.
Educator prompts support mathematical discourse and real-world connections. For example, in lessons on addition, subtraction, or measurement, students explain their strategies, compare approaches, and apply mathematics to familiar situations. This guidance helps educators facilitate student reasoning rather than relying solely on direct explanation.
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
Guided practice gives educators a framework for monitoring student understanding during the lesson. “Teacher Notes” include questions and prompts that educators use as students work through practice problems. These supports help check for understanding, provide feedback, and address misconceptions before students move into independent practice.
Collaborative and independent practice opportunities help students apply the lesson concept in multiple ways. “Game Time” gives students opportunities to practice with classmates, while independent practice allows them to demonstrate understanding on their own. Educators use these structures for whole-group, small-group, partner, or individual practice based on student needs.
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
Linguistic supports help students use increasingly academic language during instruction and practice. For example, educators use sentence stems, visuals, vocabulary support, and discussion prompts to help students explain mathematical ideas. Students progress from simple responses to more complete oral and written explanations using lesson vocabulary.
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
Grade 1 lessons embed language supports that educators can use during instruction and practice. For example, lesson guidance includes strategies for building vocabulary, using visual models, supporting oral language production, and encouraging student discussion. These supports help students develop academic language as they learn the mathematics content.
Educators can apply language supports during whole-group instruction, guided practice, partner discussions, and independent practice. This structure supports EB students throughout the lesson. Students use academic vocabulary and mathematical language as they explain their thinking, respond to questions, and complete practice tasks.
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
Lesson-level language supports provide guidance to improve comprehension. For example, in a lesson on customary units of length, the “Language Supports” suggest reviewing inches, feet, and yards before instruction and using a ruler, yardstick, or measuring tape as visual aids. The guidance also notes that some EB students may be unfamiliar with customary units because most countries use the metric system.
Grade 1 lessons support oral and written discourse through educator questions, partner discussions, and student explanations. For example, “Think and Talk” activities prompt students to use academic vocabulary and explain mathematical ideas to a partner or in a group. Written-response tasks and guided practice provide additional opportunities for students to communicate mathematical understanding.
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
100% (19 out of 19 points)
Evaluation for 4.1a
In the grade 1, unit 5, “Daily Planner,” students show depth of understanding of addition and subtraction word problems by representing and solving problems in which the unknown value can represent any part of the story. Across the unit, students use objects, drawings, strip models, number sentences, and symbols for the unknown value. For example, students progress from result-unknown problems to change-unknown, start-unknown, part-unknown, and comparison story problems, which require them to connect models, equations, and problem contexts rather than only compute an answer.
Instructional assessments require students to demonstrate understanding aligned with the grade 1 TEKS. In the unit 9 “Numbers to 120” test students read and write numbers, identify missing numbers in skip-counting sequences, count forward and backward within 120, and count objects using skip-counting strategies. For example, students determine the missing number when counting by twos, counting by ones from 98, counting back from 50, and using real-world context involving packs of gum to count by fives. These assessment items require students to apply counting, number patterns, and quantity reasoning in multiple ways.
Evaluation for 4.1b
The grade 1, unit 5, “Daily Planner” organizes questions and tasks so students move from foundational understanding to more complex problem solving. In lesson 5.1 students represent and solve addition and subtraction word problems in which the sum or difference is unknown. In lesson 5.2 students solve word problems in which the amount of change is unknown. In lesson 5.3 students solve start-unknown problems, and in lesson 5.4 students solve part-unknown problems when one or both parts of a group are unknown. This progression increases rigor by varying the position of the unknown and requiring students to choose how to represent each story.
The grade 1, unit 9, “Daily Planner” also shows tasks increasing in rigor across the unit. Students begin by reading and writing numbers to 120, then count forward by ones from any number within 120, count backward by ones, and count by 10s. Students then count objects using skip counting strategies and skip count by fives and twos. This sequence moves students from identifying and writing numbers to applying counting patterns flexibly with larger quantities and grouped objects.
Evaluation for 4.2a
The “Instructional Context” tab in the grade 1, unit 5 outline explicitly connects mathematical patterns, big ideas, and relationships across units. In unit 5 “More Addition and Subtraction Stories,” the “Look Back” section notes that students previously solved addition and subtraction word problems with unknown sums or differences and used strategies to add and subtract within 20. “This Unit” explains that students now solve addition and subtraction word problems in which the unknown value can represent any part of the story, using strip models, number sentences, and a symbol for the unknown. The materials build on prior work with addition and subtraction and extend it to more complex problem structures.
The “Instructional Context” tab in grade 1, unit 9 “Numbers to 120,” also demonstrates coherence across units. The “Look Back” section explains that in grade K, students counted and read numbers within 100, counted forward and backward within smaller ranges, and counted by 10s and ones. “This Unit” extends those ideas as students read and write numbers within 120, count forward and backward by ones, and skip-count by twos, fives, and 10s. This explanation shows how the materials connect counting, number patterns, and place value readiness across units.
Evaluation for 4.2b
The “Instructional Context” tab connects grade 1 content to prior and future grade-level learning. In unit 5 “More Addition and Subtraction Stories,” the “Look Back” section explains that students previously solved addition and subtraction word problems with unknown sums or differences. The “Look Forward” section explains that in the next unit students will use strip models to find unknown values in addition and subtraction equations without word problem contexts. The section also notes that students’ work with equations and unknowns lays the groundwork for algebraic thinking and problem solving in later years.
In the unit 9 “Instructional Context” tab, the “Look Back” section explains that students counted and read numbers within 100 in grade K. The “Look Forward” section explains that students will later use place value to represent and compare numbers up to 120, and that in grade 2 they will read and write numbers up to 1,200 in different forms. The section also notes that skip counting supports multiplication fluency in later grades. The materials show a clear vertical progression from grade K counting, to grade 1 numbers to 120, grade 2 place value work, and later multiplication readiness.
Evaluation for 4.2c
At the lesson level, the “Instructional Context” tab connects students’ prior knowledge to new mathematical learning. In unit 5, lesson 5.4 “Addition and Subtraction Stories: Part Unknown,” the “Look Back” section explains that in grade K students solved word problems when both addends were unknown and sums were within 10. The section also notes that earlier in unit 5 students solved addition and subtraction word problems within 20 when the result, amount of change, or starting amount was unknown.
The same lesson’s “This Lesson” and “Look Forward” sections show how prior knowledge connects to current and future learning. In “This Lesson,” students solve word problems within 20 when one or both parts of a group are unknown. They continue to use strip models and number sentences with a question mark to represent the unknown. In “Look Forward,” the materials explain that students will next solve a mix of addition and subtraction problem types in which the unknown can represent any part of the story, and that in grade 2, students will solve addition and subtraction word problems within 1,000.
Evaluation for 4.3a
The grade 1, unit 5, “Daily Planner” provides spaced retrieval opportunities by revisiting previously learned skills as students work on current word problem objectives. In lesson 5.1 students solve result-unknown addition and subtraction stories, and the planner includes spiral review with sorting three-dimensional shapes. In lesson 5.2 students solve change-unknown story problems and revisit addition and subtraction facts within 20. In lesson 5.3 students solve start-unknown problems and complete spiral review with doubles. These review opportunities revisit earlier grade 1 skills after time has passed.
The grade 1, unit 9 “Daily Planner” shows spaced retrieval across lessons and units. While students work on numbers to 120, the planner includes spiral review with making 10 to add, telling time, comparison word problems within 20, measurement with cube trains, and three-dimensional shapes in the real world. These opportunities help students retrieve previously learned skills while learning new counting and number-pattern content.
Evaluation for 4.3b
The grade 1, unit 5 “Daily Planner” provides interleaved practice by mixing current word problem skills with previously learned concepts. While students focus on addition and subtraction stories with unknown values, the unit also includes spiral review with sorting three-dimensional shapes, writing number sentences, and reviewing doubles. The unit blends current problem-solving work with prior geometry and operations skills rather than isolating each skill in a single unit.
The grade 1, unit 9 “Daily Planner” provides interleaved practice by combining current number work with prior skills from other strands. As students read and write numbers to 120, count forward and backward, and skip count by twos, fives, and 10s, the unit also includes spiral review with making 10 to add, telling time, comparison word problems, measurement, and three-dimensional shapes. This structure requires students to continue applying previously learned concepts while developing new number and counting skills.
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
Instructional assessments require students to demonstrate understanding aligned with the grade 1 TEKS. In the unit 9 “Numbers to 120” test students read and write numbers, identify missing numbers in skip-counting sequences, count forward and backward within 120, and count objects using skip-counting strategies. For example, students determine the missing number when counting by twos, counting by ones from 98, counting back from 50, and using real-world context involving packs of gum to count by fives. These assessment items require students to apply counting, number patterns, and quantity reasoning in multiple ways.
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 grade 1, unit 9, “Daily Planner” also shows tasks increasing in rigor across the unit. Students begin by reading and writing numbers to 120, then count forward by ones from any number within 120, count backward by ones, and count by 10s. Students then count objects using skip counting strategies and skip count by fives and twos. This sequence moves students from identifying and writing numbers to applying counting patterns flexibly with larger quantities and grouped objects.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
The “Instructional Context” tab in grade 1, unit 9 “Numbers to 120,” also demonstrates coherence across units. The “Look Back” section explains that in grade K, students counted and read numbers within 100, counted forward and backward within smaller ranges, and counted by 10s and ones. “This Unit” extends those ideas as students read and write numbers within 120, count forward and backward by ones, and skip-count by twos, fives, and 10s. This explanation shows how the materials connect counting, number patterns, and place value readiness across units.
4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
In the unit 9 “Instructional Context” tab, the “Look Back” section explains that students counted and read numbers within 100 in grade K. The “Look Forward” section explains that students will later use place value to represent and compare numbers up to 120, and that in grade 2 they will read and write numbers up to 1,200 in different forms. The section also notes that skip counting supports multiplication fluency in later grades. The materials show a clear vertical progression from grade K counting, to grade 1 numbers to 120, grade 2 place value work, and later multiplication readiness.
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 same lesson’s “This Lesson” and “Look Forward” sections show how prior knowledge connects to current and future learning. In “This Lesson,” students solve word problems within 20 when one or both parts of a group are unknown. They continue to use strip models and number sentences with a question mark to represent the unknown. In “Look Forward,” the materials explain that students will next solve a mix of addition and subtraction problem types in which the unknown can represent any part of the story, and that in grade 2, students will solve addition and subtraction word problems within 1,000.
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.
4 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.
4 out of 4 points
The grade 1, unit 9 “Daily Planner” shows spaced retrieval across lessons and units. While students work on numbers to 120, the planner includes spiral review with making 10 to add, telling time, comparison word problems within 20, measurement with cube trains, and three-dimensional shapes in the real world. These opportunities help students retrieve previously learned skills while learning new counting and number-pattern content.
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 grade 1, unit 9 “Daily Planner” provides interleaved practice by combining current number work with prior skills from other strands. As students read and write numbers to 120, count forward and backward, and skip count by twos, fives, and 10s, the unit also includes spiral review with making 10 to add, telling time, comparison word problems, measurement, and three-dimensional shapes. This structure requires students to continue applying previously learned concepts while developing new number and counting skills.
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
In grade 1, unit 1, lesson 1.1 “Addition Stories with Pictures,” students interpret, analyze, and evaluate models and representations for addition situations. Students use pictures to solve addition word problems, such as a story about four birds flying and two more joining them. Students complete the sentence “___ and ___ is ___” and write a number sentence that matches the story. This task requires students to interpret the picture, analyze how the two groups join, and connect the visual representation to an addition equation.
In unit 2, lesson 2.2 “Add by Counting On,” students analyze multiple representations of the same addition situation. Students model a story with cubes, represent the action on a number line, and write an addition sentence. For problems such as 6 + 4, students use a list and a number line to find the sum, then compare and discuss different counting-on strategies. These tasks require students to analyze how concrete models, number lines, and equations represent the same mathematical relationship.
Evaluation for 5.1b
In grade 1, unit 1, lesson 1.2 “Addition Stories with Linked Cubes,” students create models to represent mathematical situations. Students act out a story about three kids dancing and two more joining them, then represent the story with linked cubes and write a number sentence. This task requires students to create a concrete model that represents the action in the story and to connect it to a symbolic addition sentence.
In the same lesson, students continue to create models for addition situations across different story contexts. Students use linked cubes to represent stories about insects, candies, and buttons, then write number sentences and find the total. Students also examine a cube train and tell a matching story. These tasks require students to create models, connect them to addition situations, and represent mathematics with numbers and symbols.
Evaluation for 5.1c
In grade 1, unit 1, lesson 1.2 “Addition Stories with Linked Cubes,” students apply conceptual understanding to new problem situations and contexts. Students use linked cubes to model joining and put-together stories, including contexts such as kids dancing, insects in a garden, candies in a bag, and square and round buttons. Students determine the total and write number sentences to match each situation, applying their understanding of addition across multiple story contexts.
Unit 1, “Daily Planner,” “Addition and Subtraction Stories,” explains that students solve addition and subtraction word problems within 10 and represent situations using objects, drawings, and equations. Throughout the unit students solve addition, subtraction, and comparison word problems, write equations to represent them, and model them with objects and drawings. These tasks require students to apply conceptual understanding of joining, separating, and comparing in new problem situations.
Evaluation for 5.2a
In grade 1, unit 3, lesson 3.2 “Add Doubles,” students build automaticity and fluency with doubles facts. Students solve doubles such as 1 + 1, 2 + 2, and 3 + 3. Students also use cube models to represent 6 + 6, write doubles facts that match those models, and cross out problems that are not doubles before adding the doubles. These repeated tasks help students recognize and recall the doubles facts needed for grade-level addition fluency.
Unit 3, “Daily Planner,” “Addition Within 20,” supports fluency development through targeted practice and games. Lesson 3.2 “Add Doubles” includes the “Digging for Doubles” game and provides practice and support skills for adding doubles using models. These repeated opportunities help students build automaticity with basic fact strategies for addition within 20.
Evaluation for 5.2b
In unit 3, lesson 3.6 “Add by Making 10 Using Ten Frames,” students practice efficient, flexible, and accurate mathematical procedures. Students find missing numbers that make 10, use ten frames to model addition problems such as 9 + 6, decompose an addend, and write an equation that shows making 10 before adding the remaining amount. These tasks help students practice an efficient make-10 strategy while connecting the procedure to visual models and equations.
In unit 4, lesson 4.3 “Use 10 to Subtract on Ten Frames,” students practice efficient subtraction procedures using ten frames and equations. Students find missing numbers that make 10, use a ten frame model to subtract, and write step-by-step equations such as 14 - ___ = 10, 10 - ___ = ___, and 14 - 6 = ___. This practice helps students apply an efficient, flexible, and accurate subtraction strategy within 20.
Evaluation for 5.2c
In grade 1, unit 3, lesson 3.5 “Add Three Numbers,” students evaluate procedures and solutions for efficiency and flexibility. Students use cubes to add the same three numbers in different ways and decide which they prefer and why. The lesson presents different groupings of 3 + 2 + 7, allowing students to compare addend pairings, identify combinations that are easier to add, and justify which grouping is most efficient.
In unit 4, lesson 4.4 “Use 10 to Subtract on Number Lines,” students evaluate subtraction procedures for accuracy and efficiency. Students use a ten frame model to begin solving 13 - 5, then use a number line to subtract by making a jump to 10 and a second jump to find the difference. Students also solve 15 - 7 using only two jumps, which requires them to apply and evaluate a more efficient strategy than counting back one at a time.
Evaluation for 5.2d
Grade 1 materials embed supports for educators to guide students toward increasingly efficient approaches. In unit 3, lesson 3.6 “Add by Making 10 Using Ten Frames,” students first find missing numbers that make 10, then use ten frames and decomposition to add within 20. The lesson structure guides students from visual modeling, to the more efficient make-10 strategy, and to symbolic equations.
In unit 4, lessons 4.3 and 4.4 guide students from concrete and pictorial subtraction models toward more efficient procedures that use 10. In lesson 4.3 students use ten frames to subtract by getting to 10 first. In lesson 4.4 students use number lines to subtract with two jumps. These supports help educators move students from counting-based subtraction toward more efficient strategies that involve decomposing numbers and using 10.
Evaluation for 5.3a
Grade 1, unit 1, “Daily Planner,” “Addition and Subtraction Stories,” states how the conceptual and procedural emphasis of the TEKS are addressed. The unit summary explains that students solve addition and subtraction word problems within 10 and represent situations using objects, drawings, and equations. The listed TEKS include using objects and pictorial models to solve word problems and representing word problems with concrete and pictorial models and number sentences. The unit connects conceptual understanding of story situations with the procedural use of equations.
Unit 3, “Daily Planner,” “Addition Within 20,” also explicitly states how conceptual and procedural emphasis of the TEKS are addressed. The unit summary explains that students add within 20 using a variety of models and strategies and represent and solve addition word problems with up to three addends. The listed TEKS include applying basic fact strategies, applying properties of operations, and explaining strategies using spoken words, objects, pictorial models, and number sentences. The materials show a balance of conceptual understanding, procedural skill, and fluency in addition within 20.
Evaluation for 5.3b
In unit 3, lesson 3.6 “Add by Making 10 Using Ten Frames,” students use concrete models and pictorial and abstract representations as required by the TEKS. Students use ten frames to represent addition problems, decompose addends to make 10, and write equations such as 9 + ___ + ___ = ___. These tasks connect visual models to symbolic addition strategies.
In unit 4, lesson 4.3 “Use 10 to Subtract on Ten Frames,” students use ten frames, written equations, and subtraction sentences to solve subtraction problems. Students represent a subtraction situation on ten frames, identify how to get to 10, and then complete equations such as 14 - ___ = 10, 10 - ___ = ___, and 14 - 6 = ___. These tasks connect pictorial models, numeric relationships, and abstract subtraction notation.
Evaluation for 5.3c
Grade 1, unit 2, lesson 2.4 “Subtract by Counting Back,” includes supports to help students connect, create, define, and explain concrete and representational models to abstract subtraction concepts. Students use cubes to model a subtraction story about six stickers, with one sticker given away, then show the story on a number line and write a subtraction sentence. Students define the starting amount, the amount taken away, and the difference, and explain how the cubes and number line connect to the symbolic equation. These supports help students move from concrete and representational models to abstract numeric subtraction.
Grade 1, unit 3, lesson 3.1 “Add by Counting On Within 20,” includes supports to help students connect, create, define, and explain representational models to abstract addition concepts. Students begin with an addition story, write an addition sentence, and then find a sum in two ways, using a list and a number line. Students identify the starting number, count on a given number of times, and connect the list and number-line representation to the symbolic addition equation. These supports help students connect concrete or pictorial addition situations, representational counting strategies, and abstract number sentences.
Evaluation for 5.4a
In grade 1, unit 6, lesson 6.2 “Understand Equations,” students develop academic mathematical language through visuals, models, and explicit vocabulary instruction. Students learn the term equation through a graphic organizer that includes a definition, a model, examples, and nonexamples. The lesson connects the term equation to number sentences that use an equal sign, such as 9 + 5 = 14, and asks students to determine which number sentences are true. These tasks support students in developing academic vocabulary related to equations, equal signs, true and false equations, and same value.
In unit 12, lesson 12.2 “Identify 2D Shapes,” students develop academic mathematical language through visual shape models and attribute-based descriptions. Students identify closed and perfectly round shapes, compare a rectangle with a non-rectangle, trace triangles and hexagons, and describe shapes by counting sides, vertices, equal sides, and square corners. These tasks help students use precise geometry vocabulary, including triangle, rectangle, square, rhombus, hexagon, closed, sides, vertices, equal sides, and square corners.
Evaluation for 5.4b
Grade 1, unit 12, lesson 12.1 “Describe 2D Shapes,” provides embedded support for students’ development and use of academic mathematical vocabulary in context. Students identify shapes with a curved part, six sides, four vertices, or square corners, and shapes that are open or closed. Students also use an attribute word bank that includes eight sides, four vertices, six vertices, open, square corners, four equal sides, and closed. These tasks scaffold students’ use of precise geometric vocabulary as they describe and classify two-dimensional shapes.
Unit 10, lesson 10.1 “Understand Tens and Ones,” supports students’ use of academic place value vocabulary in context. Students use a place value chart labeled tens and ones, count a group of shirts, and complete the sentence “14 is ___ ten and ___ ones.” They also use linked cubes and place value representations to connect the visual model to the vocabulary of tens and ones. These tasks scaffold students’ understanding and use of place value language as they represent numbers with concrete and pictorial models.
Evaluation for 5.4c
Grade 1, unit 12, lesson 12.3 “Sort 2D Shapes,” includes embedded support that helps students apply appropriate mathematical language through vocabulary, syntax, and discourse. Students sort shapes into categories such as rectangles and hexagons and use defining attributes to justify why a shape belongs in a group. In the “Think and Talk” task, students discuss whether they agree with Tommy’s statement that a shape is neither a rectangle nor a hexagon. Tommy’s statement, “It has square corners but six sides,” serves as an exemplar response that students can analyze and refine using precise mathematical language about sides, square corners, rectangles, and hexagons.
The grade 1 “Instructional Design” document includes guidance for meaningful mathematical discourse throughout the course. Lessons include whole-class discussions and small-group conversations that give students opportunities to share their thinking, talk about what they notice, draw conclusions, and respond to others’ thinking. The guidance also includes educator prompts and exemplar student responses, such as students explaining how they sorted objects or why shapes belong in a category. These supports help educators guide students in hearing, refining, and using mathematical language with peers while developing their mathematical language toolkit over time.
Evaluation for 5.5a
Grade 1, unit 7, lesson 7.3 “Measure More Lengths,” appropriately integrates the TEKS process standards as students measure real-world objects and compare measurement tools. Students measure the height of a birthday candle first with cubes, and then with tiles, and respond to the “Think and Talk” question about whether it takes more cubes or tiles to measure the candle and why. These tasks require students to select tools, use representations, analyze measurement relationships, and communicate mathematical reasoning.
Unit 6, lesson 6.2 “Understand Equations,” integrates the TEKS process standards as students use equations, models, and reasoning to determine whether number sentences are true. Students analyze number sentences such as 4 + 9 = 13, 15 - 7 = 9, 9 = 8 - 1, and 5 = 5, then use an equation graphic organizer that includes a definition, a model, examples, and nonexamples. These tasks require students to reason about relationships, use representations, communicate mathematical ideas, and justify whether both sides of an equation represent the same value.
Evaluation for 5.5b
The grade 1 “Instructional Design” document includes the “Mathematical Process Standards” section, which describes how TEKS process standards are incorporated and connected throughout the course. The document explains that the program is designed around mathematical reasoning, communication, representations, problem solving, and discourse. This section provides a course-level overview of how students use process standards to acquire and demonstrate mathematical understanding across the grade level.
The same “Instructional Design” document also explains that the program incorporates meaningful mathematical discourse, including whole-class and small-group discussions throughout the course. These structures support students in communicating mathematical ideas, explaining their reasoning, responding to others’ thinking, and using precise academic language. This course-level guidance describes how process standards are connected across lessons and units through reasoning, representation, communication, and problem solving.
Evaluation for 5.5c
Unit 6, “Daily Planner,” “Addition and Subtraction Equations,” provides a unit-level description of the TEKS and process standards incorporated throughout the unit. The unit summary explains that students identify true and false equations, including equations with operations on both sides of the equal sign, and use strip models to find unknown values in addition and subtraction equations. The unit overview lists process standards 1.1.B, 1.1.C, 1.1.D, 1.1.E, 1.1.F, and 1.1.G, connecting the unit’s equation work to problem solving, tool use, representations, reasoning, and communication.
Unit 12, “Daily Planner,” “Geometry,” also provides a unit-level description of how process standards are incorporated and connected throughout the unit. The unit summary explains that students describe, identify, and sort two- and three-dimensional shapes by their defining attributes, then build, draw, and compose two-dimensional shapes. The unit overview lists process standards 1.1.F and 1.1.G, connecting the unit’s geometry work to analyzing mathematical relationships and to displaying, explaining, and justifying mathematical ideas using precise language.
Evaluation for 5.5d
The “First Grade At-a-Glance” standards document provides an overview of the TEKS process standards incorporated into lessons across the grade level. The TEKS chart lists each mathematical process standard and identifies the specific lessons where it appears. For example, process standard 1.1.A is connected to lessons 1.1–1.8, 5.1–5.8, 7.1–7.6, 8.1–8.4, and other lessons throughout the course.
The same “First Grade At-a-Glance” standards document provides lesson-level alignment for additional process standards. For example, the chart identifies lessons aligned with 1.1.C for selecting tools and techniques, 1.1.D for communicating mathematical ideas using multiple representations, and 1.1.E for creating and using representations to organize and communicate mathematical ideas. This standards chart provides an overview of how the TEKS process standards are incorporated into individual lessons.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
In unit 2, lesson 2.2 “Add by Counting On,” students analyze multiple representations of the same addition situation. Students model a story with cubes, represent the action on a number line, and write an addition sentence. For problems such as 6 + 4, students use a list and a number line to find the sum, then compare and discuss different counting-on strategies. These tasks require students to analyze how concrete models, number lines, and equations represent the same mathematical relationship.
5.1b
Questions and tasks require students to create models to represent mathematical situations.
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
In the same lesson, students continue to create models for addition situations across different story contexts. Students use linked cubes to represent stories about insects, candies, and buttons, then write number sentences and find the total. Students also examine a cube train and tell a matching story. These tasks require students to create models, connect them to addition situations, and represent mathematics with numbers and symbols.
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
Unit 1, “Daily Planner,” “Addition and Subtraction Stories,” explains that students solve addition and subtraction word problems within 10 and represent situations using objects, drawings, and equations. Throughout the unit students solve addition, subtraction, and comparison word problems, write equations to represent them, and model them with objects and drawings. These tasks require students to apply conceptual understanding of joining, separating, and comparing in new problem situations.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Unit 3, “Daily Planner,” “Addition Within 20,” supports fluency development through targeted practice and games. Lesson 3.2 “Add Doubles” includes the “Digging for Doubles” game and provides practice and support skills for adding doubles using models. These repeated opportunities help students build automaticity with basic fact strategies for addition within 20.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
In unit 4, lesson 4.3 “Use 10 to Subtract on Ten Frames,” students practice efficient subtraction procedures using ten frames and equations. Students find missing numbers that make 10, use a ten frame model to subtract, and write step-by-step equations such as 14 - ___ = 10, 10 - ___ = ___, and 14 - 6 = ___. This practice helps students apply an efficient, flexible, and accurate subtraction strategy within 20.
5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.
3 out of 3 points
In unit 4, lesson 4.4 “Use 10 to Subtract on Number Lines,” students evaluate subtraction procedures for accuracy and efficiency. Students use a ten frame model to begin solving 13 - 5, then use a number line to subtract by making a jump to 10 and a second jump to find the difference. Students also solve 15 - 7 using only two jumps, which requires them to apply and evaluate a more efficient strategy than counting back one at a time.
5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
In unit 4, lessons 4.3 and 4.4 guide students from concrete and pictorial subtraction models toward more efficient procedures that use 10. In lesson 4.3 students use ten frames to subtract by getting to 10 first. In lesson 4.4 students use number lines to subtract with two jumps. These supports help educators move students from counting-based subtraction toward more efficient strategies that involve decomposing numbers and using 10.
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
Unit 3, “Daily Planner,” “Addition Within 20,” also explicitly states how conceptual and procedural emphasis of the TEKS are addressed. The unit summary explains that students add within 20 using a variety of models and strategies and represent and solve addition word problems with up to three addends. The listed TEKS include applying basic fact strategies, applying properties of operations, and explaining strategies using spoken words, objects, pictorial models, and number sentences. The materials show a balance of conceptual understanding, procedural skill, and fluency in addition within 20.
5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.
3 out of 3 points
In unit 4, lesson 4.3 “Use 10 to Subtract on Ten Frames,” students use ten frames, written equations, and subtraction sentences to solve subtraction problems. Students represent a subtraction situation on ten frames, identify how to get to 10, and then complete equations such as 14 - ___ = 10, 10 - ___ = ___, and 14 - 6 = ___. These tasks connect pictorial models, numeric relationships, and abstract subtraction notation.
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
Grade 1, unit 3, lesson 3.1 “Add by Counting On Within 20,” includes supports to help students connect, create, define, and explain representational models to abstract addition concepts. Students begin with an addition story, write an addition sentence, and then find a sum in two ways, using a list and a number line. Students identify the starting number, count on a given number of times, and connect the list and number-line representation to the symbolic addition equation. These supports help students connect concrete or pictorial addition situations, representational counting strategies, and abstract number sentences.
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
In unit 12, lesson 12.2 “Identify 2D Shapes,” students develop academic mathematical language through visual shape models and attribute-based descriptions. Students identify closed and perfectly round shapes, compare a rectangle with a non-rectangle, trace triangles and hexagons, and describe shapes by counting sides, vertices, equal sides, and square corners. These tasks help students use precise geometry vocabulary, including triangle, rectangle, square, rhombus, hexagon, closed, sides, vertices, equal sides, and square corners.
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
Unit 10, lesson 10.1 “Understand Tens and Ones,” supports students’ use of academic place value vocabulary in context. Students use a place value chart labeled tens and ones, count a group of shirts, and complete the sentence “14 is ___ ten and ___ ones.” They also use linked cubes and place value representations to connect the visual model to the vocabulary of tens and ones. These tasks scaffold students’ understanding and use of place value language as they represent numbers with concrete and pictorial models.
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 grade 1 “Instructional Design” document includes guidance for meaningful mathematical discourse throughout the course. Lessons include whole-class discussions and small-group conversations that give students opportunities to share their thinking, talk about what they notice, draw conclusions, and respond to others’ thinking. The guidance also includes educator prompts and exemplar student responses, such as students explaining how they sorted objects or why shapes belong in a category. These supports help educators guide students in hearing, refining, and using mathematical language with peers while developing their mathematical language toolkit over time.
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
Unit 6, lesson 6.2 “Understand Equations,” integrates the TEKS process standards as students use equations, models, and reasoning to determine whether number sentences are true. Students analyze number sentences such as 4 + 9 = 13, 15 - 7 = 9, 9 = 8 - 1, and 5 = 5, then use an equation graphic organizer that includes a definition, a model, examples, and nonexamples. These tasks require students to reason about relationships, use representations, communicate mathematical ideas, and justify whether both sides of an equation represent the same value.
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 same “Instructional Design” document also explains that the program incorporates meaningful mathematical discourse, including whole-class and small-group discussions throughout the course. These structures support students in communicating mathematical ideas, explaining their reasoning, responding to others’ thinking, and using precise academic language. This course-level guidance describes how process standards are connected across lessons and units through reasoning, representation, communication, and problem solving.
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
Unit 12, “Daily Planner,” “Geometry,” also provides a unit-level description of how process standards are incorporated and connected throughout the unit. The unit summary explains that students describe, identify, and sort two- and three-dimensional shapes by their defining attributes, then build, draw, and compose two-dimensional shapes. The unit overview lists process standards 1.1.F and 1.1.G, connecting the unit’s geometry work to analyzing mathematical relationships and to displaying, explaining, and justifying mathematical ideas using precise language.
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 same “First Grade At-a-Glance” standards document provides lesson-level alignment for additional process standards. For example, the chart identifies lessons aligned with 1.1.C for selecting tools and techniques, 1.1.D for communicating mathematical ideas using multiple representations, and 1.1.E for creating and using representations to organize and communicate mathematical ideas. This standards chart provides an overview of how the TEKS process standards are incorporated into individual lessons.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (22 out of 22 points)
Evaluation for 6.1a
In grade 1, unit 2, lesson 2.1, students think mathematically and make sense of mathematics as they investigate whether changing the order of addends changes the sum. Students model 6 + 3 with linked cubes, complete the addition sentence, turn the cube train around, and write the new addition sentence. Educator guidance highlights that the sum remains the same when the order of the addends changes because no cubes are added or removed. Students also trace and use the math words addends and sum to label the parts of an addition sentence, supporting their reasoning about the structure of addition.
In unit 1, lesson 1.5, students think mathematically and make sense of mathematics as they sort and classify a group of monsters in different ways. Students count how many monsters fit into categories such as big or small, one eye or more than one eye, exactly two arms or not exactly two arms, showing teeth or not showing teeth, and having legs or not having legs. Educator prompts help guide students to recognize that two opposite categories can make up the whole group. These tasks support students in reasoning about parts and wholes, organizing information, and making sense of mathematical relationships.
Evaluation for 6.1b
In grade 1, unit 1, lesson 1.2, students understand and explain that a problem can be represented in more than one way. Students first listen to an addition story and act it out with classmates, showing three students dancing and two more joining them. Students then count the total number of students dancing. Educator guidance explains that when acting out a story is not possible, students can represent the same situation another way, such as with linked cubes. Students model the story with linked cubes and connect the information in the story to the cube train.
In unit 2, lesson 2.2, students represent and solve addition problems using pictures, counting on, and number lines. Students use a picture to find the total number of bears by counting on from five, then write the numbers six, seven, and eight under the bears as they count. Students also represent the same situation on a number line by placing a dot at five and drawing three jumps to land on eight. Educator guidance connects the jumps on the number line to the three bears and highlights that counting on from five is more efficient than starting at one. These tasks help students understand and explain that the same addition situation can be represented and solved in multiple ways.
Evaluation for 6.1c
In grade 1, unit 1, lesson 1.4, students make sense of mathematics through opportunities to do, write about, and discuss mathematics with educators. Students act out a subtraction story by placing seven crayons in front of them and removing two. Students determine that five crayons are left, then connect the action in the story to subtraction sentences. Educator guidance helps students connect the verbal sentence “seven take away two is five” to the symbolic subtraction sentence, 7 - 2 = 5, supporting students as they connect concrete action, mathematical language, and written notation.
In unit 5, lesson 5.5, students make sense of mathematics through discussion, reasoning, and written responses about measurement. In questions 1–4, students determine whether inches or feet are more appropriate for measuring different objects and explain their reasoning. Some objects can be measured with either unit, giving students opportunities to justify their choices. In question 5, the “Think and Talk” task prompts students to discuss other common measurement tools and identify real-world objects that could be measured with each tool. These tasks require students to reason about measurement, discuss their ideas, and connect tools and units to real-world objects.
Evaluation for 6.2a
In grade 1, unit 1, lesson 1.4, educator guidance helps students share and reflect on problem-solving approaches through explanations and justifications. Students discuss how to determine whether a story involves addition or subtraction. Educator guidance prompts students to recognize that stories involving groups being put together or one group joining another can be represented with addition, while stories involving part of a group leaving or being taken away can be represented with subtraction. These prompts help students explain how the action in a story determines the operation used to solve it.
In unit 2, lesson 2.2, educators guide students to share and reflect on problem-solving approaches by comparing two counting on strategies. Students analyze two number line methods for finding the sum of two and seven. Educator guidance highlights that both students used a number line and found a sum of nine. One student started at two and counted on seven, while the other switched the order of the addends, started at seven, and counted on two. Students discuss which strategy they prefer and why, supporting reflection on efficiency, strategy selection, and mathematical reasoning.
Evaluation for 6.2b
Grade 1, unit 1, lesson 1.6, includes prompts and guidance to help educators provide explanatory feedback based on student responses. When students struggle to see how a problem uses subtraction, the guidance directs educators to have them model the situation with linked cubes. Educators then help students take apart a group of five into a group of two and a group of three, and connect the model to the subtraction problems from the previous lesson. This guidance supports explanatory feedback by helping students connect the story context, the concrete model, and the subtraction relationship.
Unit 2, lesson 2.3, includes guidance to help educators address anticipated misconceptions. When students have difficulty identifying Ted’s error, the guidance prompts them to find the missing addend in a different way, such as using their fingers, and to compare their work with Ted’s. This support helps educators provide explanatory feedback that moves students from identifying an incorrect answer to analyzing the reasoning, using another strategy, and correcting the misconception.
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
In unit 1, lesson 1.5, students think mathematically and make sense of mathematics as they sort and classify a group of monsters in different ways. Students count how many monsters fit into categories such as big or small, one eye or more than one eye, exactly two arms or not exactly two arms, showing teeth or not showing teeth, and having legs or not having legs. Educator prompts help guide students to recognize that two opposite categories can make up the whole group. These tasks support students in reasoning about parts and wholes, organizing information, and making sense of mathematical relationships.
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.
6 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.
6 out of 6 points
In unit 2, lesson 2.2, students represent and solve addition problems using pictures, counting on, and number lines. Students use a picture to find the total number of bears by counting on from five, then write the numbers six, seven, and eight under the bears as they count. Students also represent the same situation on a number line by placing a dot at five and drawing three jumps to land on eight. Educator guidance connects the jumps on the number line to the three bears and highlights that counting on from five is more efficient than starting at one. These tasks help students understand and explain that the same addition situation can be represented and solved in multiple ways.
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
In unit 5, lesson 5.5, students make sense of mathematics through discussion, reasoning, and written responses about measurement. In questions 1–4, students determine whether inches or feet are more appropriate for measuring different objects and explain their reasoning. Some objects can be measured with either unit, giving students opportunities to justify their choices. In question 5, the “Think and Talk” task prompts students to discuss other common measurement tools and identify real-world objects that could be measured with each tool. These tasks require students to reason about measurement, discuss their ideas, and connect tools and units to real-world objects.
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
In unit 2, lesson 2.2, educators guide students to share and reflect on problem-solving approaches by comparing two counting on strategies. Students analyze two number line methods for finding the sum of two and seven. Educator guidance highlights that both students used a number line and found a sum of nine. One student started at two and counted on seven, while the other switched the order of the addends, started at seven, and counted on two. Students discuss which strategy they prefer and why, supporting reflection on efficiency, strategy selection, and mathematical reasoning.
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.
4 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.
4 out of 4 points
Unit 2, lesson 2.3, includes guidance to help educators address anticipated misconceptions. When students have difficulty identifying Ted’s error, the guidance prompts them to find the missing addend in a different way, such as using their fingers, and to compare their work with Ted’s. This support helps educators provide explanatory feedback that moves students from identifying an incorrect answer to analyzing the reasoning, using another strategy, and correcting the misconception.