Program Information
- ISBN
- 9781483880013
- 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: Kindergarten Math
Math (English) Kindergarten
IMRA 2026
Publisher: IXL Learning, Inc.
Copyright: 2026
Rubric: Mathematics K–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Kindergarten | 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 K Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), and concepts taught throughout the course. For example, “Kindergarten At-a-Glance: Planning and Materials” provides an overview of each unit and the concepts taught, including the aligned grade K TEKS and ELPS.
In addition, each unit includes a “Daily Planner” that outlines the grade K TEKS, ELPS, and concepts taught throughout the course. For example, in unit 2, students read and write numbers to 10 and count forward and backward within 10. These concepts align with grade K standards K.2A, K.2B, K.2C, and K.2F.
Evaluation for 1.1b
The materials provide suggested pacing to support effective implementation across various instructional calendars. The “Pacing Calendars” section includes 165-, 180-, and 210-day calendars that provide pacing guidance 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.
“Kindergarten 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 “Kindergarten At-a-Glance: Planning and Materials,” the “Unit-by-Unit Overview” identifies the mathematical concepts each unit addresses and shows how the course is organized across the instructional year. For example, unit 3 builds directly on the counting skills students developed in unit 2 and the comparison strategies they learned in unit 1. Students revisit matching and counting strategies as they compare numbers up to 10, and deepen their understanding of comparison by representing numbers that are greater than, less than, or equal to another number using counters and pictures.
The materials also explain how concepts connect across the course at the unit level. On unit outline pages, the “Instructional Context” tab connects the current unit to prior learning and upcoming content. For example, in the unit 7 “Look Back” section, the unit outline notes that units 5 and 6 introduced students to addition and subtraction through stories and pictures. Students learned to write addition and subtraction sentences using the +, –, and = signs. These explanations help educators understand the rationale for the 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, lesson sequence, and additional resources. 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 also 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 structure to understand each lesson’s purpose, flow, and instructional supports. For example, the 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 how the materials are implemented, 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 grade K concepts effectively. For example, in the unit 3 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 K, unit 1 overview provides a list of vocabulary aligned with the unit’s concepts and guidance educators can use to prepare students for the mathematical language they will encounter, including compare, equal, fewer, greater, less, more, and order.
Evaluation for 1.2b
The materials include family supports in both English and Spanish for each grade K unit. For example, in the unit’s “Additional Resources” section educators can access a “Family Letter.” The letter explains the concepts taught in the unit and provides suggestions families can use to support students’ progress at home.
The “Family Welcome Letter” also provides guidance in English and Spanish on using the program outside the classroom. For example, the letter explains how families can view assigned skills, access classroom resources, review student achievements, and identify areas where their student needs additional practice.
Evaluation for 1.3a
In grade K, unit 8, lesson 2 “Classify, Sort, and Count,” the lesson plan outlines the lesson goal, aligned standards, materials, educator actions, student tasks, guided practice, independent practice, and assessment opportunities. The lesson structure guides students from direct instruction to supported practice and then to independent application. Educator-facing notes include questions educators can ask during instruction and practice to check whether students understand how to classify and count objects by shared attributes.
The grade K lesson plans include content and language supports aligned with the TEKS and ELPS. For example, unit 9, lesson 5 “Count Forward to 20,” includes instructional questions, student tasks, practice opportunities, and “Additional Supports” for emergent bilingual (EB) students. The lesson guidance helps educators support students as they count forward, use academic vocabulary, and explain their thinking during whole-group and guided practice.
Instructional assessments are embedded within the grade K lesson structure. Lessons include warm-ups, guided practice, independent practice, skill checks, and educator questions that monitor student understanding during instruction. These components help educators determine whether students can apply the lesson objective before moving to independent practice or assigning additional support.
Evaluation for 1.3b
The grade K, unit 11, “Daily Planner” identifies the educator and student materials needed to teach three-dimensional shapes. In lesson 11.1 “Flat and Solid Shapes,” the planner lists student workbook resources, independent practice resources, the “Flat Shapes” activity, a flashlight, and sets of geometric solids or wooden blocks, including a sphere, cube, and cylinder. In lesson 11.2 “Describe Solid Shapes,” the planner lists student resources, the “Roll or Slide” activity, sets of geometric solids or wooden blocks, a ball, and a small box. These examples show that the materials include both student-facing resources and physical objects or manipulatives needed for instruction.
The grade K, unit 2, “Daily Planner,” also outlines materials for each daily lesson. For example, lessons list student workbook resources, independent practice resources, dice, crayons, linked cubes, counters, and number strips. The planner also identifies online practice skills, support skills, games, unit quizzes, unit tests, and “Personalization Day.” This guidance helps educators prepare the student materials, manipulatives, games, and digital practice resources needed before instruction begins.
The Discover Takeoff by IXL: Comprehensive Lesson Plans guide provides suggested timing for lesson implementation. The guide divides each lesson into a five-minute warm-up, 15–20 minutes of instruction, 10–15 minutes of guided practice, and 15–20 minutes of independent practice. This timing guidance helps educators understand the lesson structure and how instructional time is allocated to prior knowledge activation, educator-led instruction, supported practice, and independent application.
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 so students revisit and apply skills from previous units.
Grade K, unit 6 provides lesson-level guidance for extension and enrichment. In lesson 6.1 students model and solve subtraction stories using cubes and subtraction language. In the lesson example, students show a story in which six cubes are shown, five are taken away, and one is left. The “Idea for Extension” gives educators a specific follow-up task where students use cubes to show a different version of the story and then state the subtraction sentence that matches their answer.
The extension activity in lesson 6.1 moves students beyond the original subtraction example by asking them to create and model a related subtraction situation. Students use cubes to represent a new version of the story, determine how many muffins Annie eats when the number eaten is the same as the number left, and state the matching subtraction sentence. This activity provides extended practice with concrete models, subtraction language, and representing a story with a subtraction sentence.
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
In addition, each unit includes a “Daily Planner” that outlines the grade K TEKS, ELPS, and concepts taught throughout the course. For example, in unit 2, students read and write numbers to 10 and count forward and backward within 10. These concepts align with grade K standards K.2A, K.2B, K.2C, and K.2F.
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
“Kindergarten 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. On unit outline pages, the “Instructional Context” tab connects the current unit to prior learning and upcoming content. For example, in the unit 7 “Look Back” section, the unit outline notes that units 5 and 6 introduced students to addition and subtraction through stories and pictures. Students learned to write addition and subtraction sentences using the +, –, and = signs. These explanations help educators understand the rationale for the 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 also 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 structure to understand each lesson’s purpose, flow, and instructional supports. For example, the 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 K, unit 1 overview provides a list of vocabulary aligned with the unit’s concepts and guidance educators can use to prepare students for the mathematical language they will encounter, including compare, equal, fewer, greater, less, more, and order.
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 “Family Welcome Letter” also provides guidance in English and Spanish on using the program outside the classroom. For example, the letter explains how families can view assigned skills, access classroom resources, review student achievements, and identify areas where their student needs 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
The grade K lesson plans include content and language supports aligned with the TEKS and ELPS. For example, unit 9, lesson 5 “Count Forward to 20,” includes instructional questions, student tasks, practice opportunities, and “Additional Supports” for emergent bilingual (EB) students. The lesson guidance helps educators support students as they count forward, use academic vocabulary, and explain their thinking during whole-group and guided practice.
Instructional assessments are embedded within the grade K lesson structure. Lessons include warm-ups, guided practice, independent practice, skill checks, and educator questions that monitor student understanding during instruction. These components help educators determine whether students can apply the lesson objective before moving to independent practice or assigning additional support.
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 K, unit 2, “Daily Planner,” also outlines materials for each daily lesson. For example, lessons list student workbook resources, independent practice resources, dice, crayons, linked cubes, counters, and number strips. The planner also identifies online practice skills, support skills, games, unit quizzes, unit tests, and “Personalization Day.” This guidance helps educators prepare the student materials, manipulatives, games, and digital practice resources needed before instruction begins.
The Discover Takeoff by IXL: Comprehensive Lesson Plans guide provides suggested timing for lesson implementation. The guide divides each lesson into a five-minute warm-up, 15–20 minutes of instruction, 10–15 minutes of guided practice, and 15–20 minutes of independent practice. This timing guidance helps educators understand the lesson structure and how instructional time is allocated to prior knowledge activation, educator-led instruction, supported practice, and independent application.
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 K, unit 6 provides lesson-level guidance for extension and enrichment. In lesson 6.1 students model and solve subtraction stories using cubes and subtraction language. In the lesson example, students show a story in which six cubes are shown, five are taken away, and one is left. The “Idea for Extension” gives educators a specific follow-up task where students use cubes to show a different version of the story and then state the subtraction sentence that matches their answer.
The extension activity in lesson 6.1 moves students beyond the original subtraction example by asking them to create and model a related subtraction situation. Students use cubes to represent a new version of the story, determine how many muffins Annie eats when the number eaten is the same as the number left, and state the matching subtraction sentence. This activity provides extended practice with concrete models, subtraction language, and representing a story with a subtraction sentence.
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 K Takeoff by IXL Assessment Overview identifies diagnostic, formative, and summative assessment opportunities throughout the course. The overview explains where educators can find each assessment type and how each supports progress monitoring. For example, educators use the “IXL LevelUp Diagnostic” to identify student readiness and skill gaps before or during instruction. Educators then use lesson-level warm-ups, guided practice, independent practice, and skill checks to monitor understanding during instruction.
Grade K lessons include formative assessment tasks that vary in format and purpose. For example, readiness skills help educators determine whether students have the prerequisite understanding for the lesson, while warm-ups and guided practice questions allow them to check understanding during instruction. Independent practice and skill checks provide educators with additional information about whether students can apply the grade K lesson objective after instruction.
Grade K end-of-unit tests provide summative assessment opportunities aligned with unit objectives. Students answer a range of question types, including multiple-choice, text-entry, inline-choice, hotspot, and multi-select items. These item types allow students to show understanding through visual recognition, selected responses, entered responses, and the application of grade K mathematics concepts.
Evaluation for 2.1b
The grade K Takeoff by IXL Assessment Overview outlines the assessment types included in the course and explains the purpose of each. Diagnostic assessments identify student readiness and learning gaps before or during instruction. Formative assessments monitor student understanding during instruction. Summative assessments evaluate student mastery after instruction or at the end of a unit.
The LevelUp Guide for Administrators explains how educators and instructional leaders use assessment data to monitor student progress and inform instructional decisions. For example, the guide explains that diagnostic, formative, and summative assessment data help identify student strengths, learning gaps, and next instructional steps. This guidance helps educators use assessment results for planning, intervention, and enrichment rather than merely recording scores.
The “Assessments on IXL” video provides additional guidance on how assessment types function within the program. The video explains how the diagnostic assessment identifies student performance and how quizzes or educator-created assessments can be used to monitor progress or evaluate mastery. Educators use this guidance to select an assessment based on whether they need to identify readiness, check progress, or evaluate mastery.
Evaluation for 2.1c
The LevelUp Benchmark Guide provides procedures to help educators administer diagnostic and benchmark assessments consistently. The guide includes suggested time allotments and educator scripts to ensure students receive the same directions and assessment conditions. This guidance supports accurate administration by helping educators follow a consistent process before and during benchmark testing.
The Insightful Assessments Guide explains how educators administer unit-level assessments. For example, the guide describes how educators assign a digital assessment, print an assessment, review objectives and point values, support students during the assessment, and review post-assessment data. These steps help educators administer grade K quizzes and unit tests consistently.
The assessment guidance also explains how educators use results after students complete an assessment. Educators review item-level results, objective-level performance, and student responses to determine which objectives students have mastered and which need reteaching or additional practice. This guidance supports accurate interpretation after assessment administration.
Evaluation for 2.1d
The “IXL LevelUp Diagnostic” connects diagnostic results to standards and course expectations. For example, the diagnostic identifies student performance by standard and indicates which grade K skills students know, partially know, or have not yet mastered. Educators use this standards-level information to align diagnostic results with the grade K TEKS and identify learning gaps before or during instruction.
Grade K formative assessments align with the TEKS and lesson objectives for each lesson. The “Goals” tab identifies the lesson objective and aligned TEKS. Warm-ups, guided practice, independent practice, and skill checks then provide educators with ongoing evidence of students’ progress toward the intended grade K objective.
Grade K summative assessments align with the TEKS and unit objectives through end-of-unit tests. Educators use the “Objectives” tab to review how each test question connects to the standards and outcomes taught in the unit. This alignment enables educators to interpret summative results based on the grade K TEKS and unit objectives students were expected to master.
Evaluation for 2.1e
Grade K lessons include TEKS-aligned formative tasks at varying levels of complexity. Readiness skills and warm-ups help students review prerequisite understanding, while guided and independent practice require students to apply the lesson concept. This progression moves students from basic recognition or recall to applying the grade K objective.
Grade K assessments include multiple item types that allow students to demonstrate understanding in different ways. Students may answer multiple-choice questions, enter a response, select from an inline-choice menu, identify information in a visual, or complete multi-select items. These formats assess procedural skills, conceptual understanding, and mathematical reasoning while remaining aligned with the TEKS and lesson objectives.
The “LevelUp Diagnostic Standards Performance Report” provides additional evidence of TEKS-aligned complexity. The report shows which TEKS each student knows, partially knows, or has not yet mastered. Educators use this information alongside lesson- and unit-level assessment results 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 K 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 K objectives or need reteaching, targeted practice, or enrichment.
Assessment reports provide visual and item-level information that helps educators identify patterns in student understanding. For example, after students complete a quiz or a unit test, educators can review class performance, individual student scores, and question-level performance. This information allows educators to identify which grade K 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” offers 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 includes extension opportunities for students who demonstrate mastery. This information helps educators respond directly to trends in grade K assessment results.
The “Personalized Activities” report groups students by need and recommends targeted skills based on assessment performance. Educators use these recommendations to provide reteaching, additional practice, or enrichment. Students who struggle with specific objectives receive targeted skill practice, while those who demonstrate 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 K 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 educators track whether students are progressing toward grade K expectations throughout the course.
Additional educator-facing reports provide more detailed insights into individual student progress. For example, the “IXL Student Quick View” enables 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 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 the 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 K lessons include formative assessment tasks that vary in format and purpose. For example, readiness skills help educators determine whether students have the prerequisite understanding for the lesson, while warm-ups and guided practice questions allow them to check understanding during instruction. Independent practice and skill checks provide educators with additional information about whether students can apply the grade K lesson objective after instruction.
Grade K end-of-unit tests provide summative assessment opportunities aligned with unit objectives. Students answer a range of question types, including multiple-choice, text-entry, inline-choice, hotspot, and multi-select items. These item types allow students to show understanding through visual recognition, selected responses, entered responses, and the application of grade K mathematics concepts.
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 educators and instructional leaders use assessment data to monitor student progress and inform instructional decisions. For example, the guide explains that diagnostic, formative, and summative assessment data help identify student strengths, learning gaps, and next instructional steps. This guidance helps educators use assessment results for planning, intervention, and enrichment rather than merely recording scores.
The “Assessments on IXL” video provides additional guidance on how assessment types function within the program. The video explains how the diagnostic assessment identifies student performance and how quizzes or educator-created assessments can be used to monitor progress or evaluate mastery. Educators use this guidance to select an assessment based on whether they need to identify readiness, check progress, or evaluate mastery.
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. For example, the guide describes how educators assign a digital assessment, print an assessment, review objectives and point values, support students during the assessment, and review post-assessment data. These steps help educators administer grade K quizzes and unit tests consistently.
The assessment guidance also explains how educators use results after students complete an assessment. Educators review item-level results, objective-level performance, and student responses to determine which objectives students have mastered and which need reteaching or additional practice. This guidance supports accurate interpretation after assessment administration.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Grade K formative assessments align with the TEKS and lesson objectives for each lesson. The “Goals” tab identifies the lesson objective and aligned TEKS. Warm-ups, guided practice, independent practice, and skill checks then provide educators with ongoing evidence of students’ progress toward the intended grade K objective.
Grade K summative assessments align with the TEKS and unit objectives through end-of-unit tests. Educators use the “Objectives” tab to review how each test question connects to the standards and outcomes taught in the unit. This alignment enables educators to interpret summative results based on the grade K TEKS and unit objectives students were expected to master.
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 K assessments include multiple item types that allow students to demonstrate understanding in different ways. Students may answer multiple-choice questions, enter a response, select from an inline-choice menu, identify information in a visual, or complete multi-select items. These formats assess procedural skills, conceptual understanding, and mathematical reasoning while remaining aligned with the TEKS and lesson objectives.
The “LevelUp Diagnostic Standards Performance Report” provides additional evidence of TEKS-aligned complexity. The report shows which TEKS each student knows, partially knows, or has not yet mastered. Educators use this information alongside lesson- and unit-level assessment results 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 information that helps educators identify patterns in student understanding. For example, after students complete a quiz or a unit test, educators can review class performance, individual student scores, and question-level performance. This information allows educators to identify which grade K 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” offers 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 recommendations to provide reteaching, additional practice, or enrichment. Students who struggle with specific objectives receive targeted skill practice, while those who demonstrate 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 insights into individual student progress. For example, the “IXL Student Quick View” enables 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 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 the 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 grade K lesson content. For example, when students have not yet demonstrated proficiency in a skill required for the current lesson, educators can use the suggested readiness or support skill to review prerequisite understanding before students proceed with the lesson task. This guidance gives educators a clear way to provide scaffolded instruction while keeping students connected to the grade-level learning objective.
The materials also guide educators in responding to students who struggle during instruction. For example, the “Tips for Support” embedded within lessons give educators on-the-spot strategies to help students reconnect with 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 glossary entry includes the academic term, a definition, and a student-friendly image. These glossary supports help students understand unfamiliar vocabulary and provide educators with a resource for pre-teaching or reinforcing mathematical language throughout the unit.
The lesson guidance also embeds supports for vocabulary development and comprehension of the lesson content. For example, the “Additional Supports” tab includes “Language Supports” aligned with the ELPS, which provide teaching strategies for clarifying academic language, using visuals and models, supporting student discussion, and helping students access unfamiliar vocabulary during grade K mathematics instruction.
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 also provides guidance educators can use to differentiate instruction for students who have already demonstrated understanding. The “Extension Activities” give educators specific ways to extend the lesson objective, pose additional questions, or provide more challenging applications of the 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
Lessons begin with educator-facing notes and scripts that guide how to introduce the concept, explain the mathematical thinking, and model how students solve or represent the problem. The lesson then moves into guided and independent practice so educators can model the concept before students apply it on their own.
The lesson guidance includes visuals, prompts, and questions that help educators explain grade K concepts clearly. For example, in unit 8, lesson 2 “Classify, Sort, and Count,” educators use visual representations and guided questions to help students learn to group objects by attributes. The educator notes support modeling by helping demonstrate the concept, ask questions, and connect student responses to the lesson objective.
During guided practice, educator notes continue to support explanation and modeling. Educators use embedded questions to clarify student thinking, address misconceptions, and connect the modeled examples to the problems students solve. This guidance helps educators move students from direct instruction to shared practice and then to independent application of grade K mathematics concepts.
Evaluation for 3.2b
Grade K lesson notes guide educators in delivering instruction through multiple approaches. These notes provide prompts for explaining concepts, asking questions, modeling strategies, and facilitating student discussion. The notes also help educators move through the lesson sequence while using direct instruction, questioning, guided practice, discussion, and independent work.
Lessons use a variety of approaches to support grade K concept development. For example, students may work with visuals, manipulatives, game-based practice, digital activities, and paper-and-pencil tasks within the same lesson cycle. These approaches help students encounter the concept through concrete models, visual representations, oral discussion, and independent application.
The lesson guidance also supports mathematical discourse and real-world connections. For example, educator prompts ask students to explain their thinking, discuss strategies with classmates, and relate lesson ideas to familiar situations. This helps educators facilitate instruction beyond direct modeling by encouraging students to reason, communicate, and make sense of grade K mathematics.
Evaluation for 3.2c
Grade K lessons provide multiple practice structures within each lesson cycle. Students begin with whole-group instruction, move into guided practice with educator support, and then complete independent practice to apply the concept. This structure gives educators a clear routine for moving students from modeled instruction to supported and independent practice.
Guided practice gives students opportunities to apply the lesson concept while educators monitor understanding. Prompts and lesson notes guide educators in asking questions, checking for understanding, and supporting students as they work through practice problems. This structure enables educators to provide immediate feedback before students move into independent work.
Independent and collaborative practice opportunities extend the lesson beyond direct instruction. For example, “Game Time” gives students opportunities to practice lesson concepts collaboratively, while independent practice asks students to apply the concept on their own. Educator guidance explains how to use these components during whole-group, small-group, partner, or individual work.
Evaluation for 3.3a
Each grade K lesson includes 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 to students’ English language proficiency levels. These supports help students access the mathematics content and develop the language needed to participate in the lesson.
Linguistic supports help students use increasingly academic language during mathematics instruction. For example, the “Additional Supports” section provides educators with strategies to adapt language expectations, support student responses, and help students use mathematical vocabulary during lesson tasks. As students engage with grade-level content, they progress from basic language use to more precise oral and written explanations.
Evaluation for 3.3b
The “Instructional Design: Empowering Language Learners in Math” document explains how educators can support EB students during mathematics instruction. The document provides guidance on vocabulary development, discourse opportunities, and modeling strategies. Educators use this guidance to support EB students in bilingual and ESL programs while keeping them engaged with grade-level mathematics.
Grade K lessons embed language support strategies within the regular lesson structure. For example, lesson guidance includes strategies for vocabulary support, visual modeling, oral language production, and student discussion. These supports allow educators to differentiate instruction for EB students without creating separate lesson materials.
Educators can use embedded language supports during whole-group instruction, guided practice, partner discussions, and independent practice. This approach helps educators integrate language development into grade K mathematics instruction rather than treating language support as a separate activity. Students receive support for both academic language and mathematical understanding within the same lesson.
Evaluation for 3.3c
Each grade K unit includes vocabulary support in the unit’s “Additional Resources” section, and student glossaries provide academic terms, definitions, and student-friendly visuals in both English and Spanish. Educators use these resources to preview vocabulary, connect new terms to students’ prior knowledge, and help students compare mathematical language across English and Spanish.
Lesson-level language supports help educators improve comprehension during mathematics instruction. For example, the “Additional Supports” section includes strategies aligned with the ELPS, such as visuals, models, gestures, sentence frames, repeated exposure to key terms, and clarification of unfamiliar references or words with multiple meanings. These supports help students understand lesson content and use academic vocabulary during instruction and practice.
Grade K lessons offer EB students opportunities to use academic vocabulary in oral and written discourse. For example, “Think and Talk” activities prompt students to discuss mathematical ideas, explain their reasoning, and use lesson vocabulary with a partner or in a group. Guided and independent practice also prompt students to record, explain, or apply mathematical thinking.
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 also guide educators in responding to students who struggle during instruction. For example, the “Tips for Support” embedded within lessons give educators on-the-spot strategies to help students reconnect with 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 glossary entry includes the academic term, a definition, and a student-friendly image. These glossary supports help students understand unfamiliar vocabulary and provide educators with a resource for pre-teaching or reinforcing mathematical language throughout the unit.
The lesson guidance also embeds supports for vocabulary development and comprehension of the lesson content. For example, the “Additional Supports” tab includes “Language Supports” aligned with the ELPS, which provide teaching strategies for clarifying academic language, using visuals and models, supporting student discussion, and helping students access unfamiliar vocabulary during grade K mathematics instruction.
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 also provides guidance educators can use to differentiate instruction for students who have already demonstrated understanding. The “Extension Activities” give educators specific ways to extend the lesson objective, pose additional questions, or provide more challenging applications of the 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, prompts, and questions that help educators explain grade K concepts clearly. For example, in unit 8, lesson 2 “Classify, Sort, and Count,” educators use visual representations and guided questions to help students learn to group objects by attributes. The educator notes support modeling by helping demonstrate the concept, ask questions, and connect student responses to the lesson objective.
During guided practice, educator notes continue to support explanation and modeling. Educators use embedded questions to clarify student thinking, address misconceptions, and connect the modeled examples to the problems students solve. This guidance helps educators move students from direct instruction to shared practice and then to independent application of grade K mathematics concepts.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Lessons use a variety of approaches to support grade K concept development. For example, students may work with visuals, manipulatives, game-based practice, digital activities, and paper-and-pencil tasks within the same lesson cycle. These approaches help students encounter the concept through concrete models, visual representations, oral discussion, and independent application.
The lesson guidance also supports mathematical discourse and real-world connections. For example, educator prompts ask students to explain their thinking, discuss strategies with classmates, and relate lesson ideas to familiar situations. This helps educators facilitate instruction beyond direct modeling by encouraging students to reason, communicate, and make sense of grade K mathematics.
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 students opportunities to apply the lesson concept while educators monitor understanding. Prompts and lesson notes guide educators in asking questions, checking for understanding, and supporting students as they work through practice problems. This structure enables educators to provide immediate feedback before students move into independent work.
Independent and collaborative practice opportunities extend the lesson beyond direct instruction. For example, “Game Time” gives students opportunities to practice lesson concepts collaboratively, while independent practice asks students to apply the concept on their own. Educator guidance explains how to use these components during whole-group, small-group, partner, or individual work.
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 mathematics instruction. For example, the “Additional Supports” section provides educators with strategies to adapt language expectations, support student responses, and help students use mathematical vocabulary during lesson tasks. As students engage with grade-level content, they progress from basic language use to more precise oral and written explanations.
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 K lessons embed language support strategies within the regular lesson structure. For example, lesson guidance includes strategies for vocabulary support, visual modeling, oral language production, and student discussion. These supports allow educators to differentiate instruction for EB students without creating separate lesson materials.
Educators can use embedded language supports during whole-group instruction, guided practice, partner discussions, and independent practice. This approach helps educators integrate language development into grade K mathematics instruction rather than treating language support as a separate activity. Students receive support for both academic language and mathematical understanding within the same lesson.
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 help educators improve comprehension during mathematics instruction. For example, the “Additional Supports” section includes strategies aligned with the ELPS, such as visuals, models, gestures, sentence frames, repeated exposure to key terms, and clarification of unfamiliar references or words with multiple meanings. These supports help students understand lesson content and use academic vocabulary during instruction and practice.
Grade K lessons offer EB students opportunities to use academic vocabulary in oral and written discourse. For example, “Think and Talk” activities prompt students to discuss mathematical ideas, explain their reasoning, and use lesson vocabulary with a partner or in a group. Guided and independent practice also prompt students to record, explain, or apply mathematical thinking.
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% (15 out of 15 points)
Evaluation for 4.1a
In the grade K unit 6 “Daily Planner,” students demonstrate depth of understanding in the subtraction unit by using concrete models, pictures, words, and number sentences. Throughout the unit, students model subtraction stories with linked cubes, use the minus and equal sign, draw pictures to represent subtraction, and write subtraction sentences. These practice opportunities require students to connect concrete models, visual representations, subtraction language, and symbolic notation rather than simply finding an answer.
In the grade K unit 11 “Daily Planner,” students demonstrate depth of understanding of three-dimensional shapes. Students describe, classify, and sort three-dimensional shapes. Students also identify attributes of solid shapes, identify the shapes of a solid object’s faces, and name real-world objects by shape. The unit includes lesson practice, independent practice, a unit review, a unit test, and “Personalization Day,” providing students with multiple opportunities to apply shape vocabulary, analyze attributes, and classify solid shapes in ways aligned with the grade K geometry TEKS.
Evaluation for 4.1b
The grade K, unit 11, “Daily Planner” organizes questions and tasks so that students move from foundational understanding to more complex application. In lesson 11.1 students distinguish between flat and solid shapes. In lesson 11.2 students describe solid shapes by their attributes, such as whether they roll, stack, or slide. In lesson 11.3 students identify the flat shapes that form a solid shape’s faces. Later lessons ask students to identify cubes, spheres, cones, and cylinders and to describe real-world objects using shape names and attributes.
The grade K, unit 2, “Daily Planner” also includes questions and tasks that increase in rigor across the unit. Students begin by counting and reading six and seven, and then writing them. Students then count and read 8–10. Later in the unit, students count groups of up to 10 in different arrangements, identify one more and one less, count forward to 10, and count backward from 10. This progression moves students from counting small sets to applying counting concepts flexibly.
Evaluation for 4.2a
The “Instructional Context” tab in the grade K unit outline explicitly connects mathematical patterns, big ideas, and relationships across units. In unit 11 “Three-Dimensional Shapes,” the “Look Back” section notes that students previously worked with two-dimensional shapes in unit 4. The “This Unit” section explains that students describe attributes of three-dimensional shapes and classify and sort cubes, spheres, cones, and cylinders. Students also use shape names to describe real-world objects. The materials connect prior geometry learning to the current unit’s work with solid shapes.
The grade K, unit 10, “Instructional Context” tab also demonstrates coherence across units. In unit 10 “Numbers to 100,” the “Look Back” section notes that students previously counted up to 20, counted forward and backward within that range, counted up to 20 objects, and wrote numerals to represent quantities. The “This Unit” section builds on those ideas as students count to 100 aloud, read and write numbers in that range, count by 10s, and count forward by ones and 10s from any number within 100. This section shows how the materials connect counting, numeral writing, quantity, and number patterns across units.
Evaluation for 4.2b
The “Instructional Context” tab connects grade K content to prior and future grade-level learning. In unit 11 “Three-Dimensional Shapes,” the “Look Back” section notes that students worked with two-dimensional shapes in unit 4 and may already know some three-dimensional shapes from everyday life. The “Look Forward” section explains that in grade 1 students will describe and analyze additional three-dimensional shapes, such as rectangular and triangular prisms. The section also explains that the work with geometric attributes supports the formal classification of three-dimensional shapes in later grades.
The unit 10 “Instructional Context” also connects grade K learning to future grade-level expectations. In unit 10 “Numbers to 100,” students build on counting to 20 from the previous unit and extend to counting to 100, reading and writing numbers, counting by 10s, and skip counting groups of objects. The “Look Forward” section explains that in grade 1 students will count forward and backward within 120, skip count by twos, fives, and 10s, and explore place value in numbers up to 120. The materials show a clear vertical progression from grade K counting to grade 1 place value work.
Evaluation for 4.2c
At the lesson level, the “Instructional Context” tab connects students’ prior knowledge to new mathematical learning. In unit 11, lesson 11.3 “Describe Faces of Solid Shapes,” the “Look Back” section notes that in the previous lesson students determined whether solid shapes have curved or flat surfaces. The section also connects to unit 4 where students named and identified flat shapes, including circles, squares, and triangles. This connection helps educators activate prior knowledge before introducing new geometry vocabulary.
The same lesson’s “This Lesson” and “Look Forward” sections show how prior knowledge connects to current and future learning. In “This Lesson” students learn that a flat surface on a solid shape is called a face and that two faces meet at an edge. Students identify the flat shapes that form a solid shape’s faces. The “Look Forward” section explains that students will later name, identify, and describe cubes, spheres, cones, and cylinders by their attributes and, in later grades, use the shapes of faces to formally define solid shapes such as cubes and prisms.
Evaluation for 4.3a
The unit 11 “Daily Planner” provides spaced retrieval opportunities by revisiting previously learned skills as students work on current geometry objectives. In lesson 11.1 students identify flat and solid shapes and complete spiral review with interpreting picture graphs. In lesson 11.2 students describe solid shapes and complete spiral review with counting on the hundred chart. In lesson 11.4 students identify and describe cubes and spheres while completing spiral review with counting pictures up to 20 and playing “Four in a Row: Numbers to 20.” These review opportunities revisit earlier skills after a period of time has passed.
The unit 3 “Daily Planner” also shows spaced retrieval across lessons and units. While students compare numbers to 10, the planner includes review of counting, counting scattered pictures, and matching quantities. These opportunities help students retrieve previously learned counting skills after time has passed and apply them to comparison tasks.
Evaluation for 4.3b
The unit 11 “Daily Planner” provides interleaved practice by mixing current geometry skills with previously learned concepts. While students focus on three-dimensional shapes, the unit also includes spiral review with picture graphs, counting on the hundred chart, counting pictures up to 20, and subtraction within 10. For example, lesson 11.6 focuses on describing real-world objects using shape names while also providing practice with subtraction up to 10. The lesson blends current geometry content with previously learned data, counting, and operations skills.
The unit 11 “Daily Planner” and “Additional Resources” support educators in planning interleaved practice. The planner identifies lesson objectives, practice skills, support skills, spiral review, games, the unit test, and “Personalization Day.” These structures help ensure that students continue practicing prior skills while learning new grade K content, rather than practicing each skill in isolation.
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
In the grade K unit 11 “Daily Planner,” students demonstrate depth of understanding of three-dimensional shapes. Students describe, classify, and sort three-dimensional shapes. Students also identify attributes of solid shapes, identify the shapes of a solid object’s faces, and name real-world objects by shape. The unit includes lesson practice, independent practice, a unit review, a unit test, and “Personalization Day,” providing students with multiple opportunities to apply shape vocabulary, analyze attributes, and classify solid shapes in ways aligned with the grade K geometry TEKS.
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 K, unit 2, “Daily Planner” also includes questions and tasks that increase in rigor across the unit. Students begin by counting and reading six and seven, and then writing them. Students then count and read 8–10. Later in the unit, students count groups of up to 10 in different arrangements, identify one more and one less, count forward to 10, and count backward from 10. This progression moves students from counting small sets to applying counting concepts flexibly.
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 grade K, unit 10, “Instructional Context” tab also demonstrates coherence across units. In unit 10 “Numbers to 100,” the “Look Back” section notes that students previously counted up to 20, counted forward and backward within that range, counted up to 20 objects, and wrote numerals to represent quantities. The “This Unit” section builds on those ideas as students count to 100 aloud, read and write numbers in that range, count by 10s, and count forward by ones and 10s from any number within 100. This section shows how the materials connect counting, numeral writing, quantity, and number patterns 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.
1 out of 1 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.
1 out of 1 points
The unit 10 “Instructional Context” also connects grade K learning to future grade-level expectations. In unit 10 “Numbers to 100,” students build on counting to 20 from the previous unit and extend to counting to 100, reading and writing numbers, counting by 10s, and skip counting groups of objects. The “Look Forward” section explains that in grade 1 students will count forward and backward within 120, skip count by twos, fives, and 10s, and explore place value in numbers up to 120. The materials show a clear vertical progression from grade K counting to grade 1 place value work.
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..
2 out of 2 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..
2 out of 2 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 learn that a flat surface on a solid shape is called a face and that two faces meet at an edge. Students identify the flat shapes that form a solid shape’s faces. The “Look Forward” section explains that students will later name, identify, and describe cubes, spheres, cones, and cylinders by their attributes and, in later grades, use the shapes of faces to formally define solid shapes such as cubes and prisms.
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 unit 3 “Daily Planner” also shows spaced retrieval across lessons and units. While students compare numbers to 10, the planner includes review of counting, counting scattered pictures, and matching quantities. These opportunities help students retrieve previously learned counting skills after time has passed and apply them to comparison tasks.
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 unit 11 “Daily Planner” and “Additional Resources” support educators in planning interleaved practice. The planner identifies lesson objectives, practice skills, support skills, spiral review, games, the unit test, and “Personalization Day.” These structures help ensure that students continue practicing prior skills while learning new grade K content, rather than practicing each skill in isolation.
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 unit 5, lesson 5.3 “Addition Sentences,” students interpret and analyze models and representations of addition situations. Students examine a picture of turtles and connect the visual representation to the statement “2 and 1 is 3.” Students then write the numbers and symbols to complete the addition sentence 2 + 1 = 3. This task requires students to interpret the picture, analyze how the two groups combine, and connect the visual model to the abstract addition sentence.
In the same lesson students continue analyzing models and representations by using pictures, linked cubes, and number sentences to show different ways to represent the same addition situation. Throughout the lesson, students use visual models and concrete tools to represent joining or putting-together situations, then connect those representations to addition sentences with the plus and equal sign. These tasks require students to analyze how models, pictures, and equations represent the same mathematical relationship.
Evaluation for 5.1b
In unit 5, lesson 5.1 “Addition Stories,” students create models to represent mathematical situations. Students act out an addition story, write the numbers, and use and and is to describe the joining situation. For example, students represent a story with three and two and determine the total. This task requires students to create a model for the story context and connect the quantities to an addition relationship.
In unit 5, lesson 5.2, students continue creating models for addition situations by using two-color counters to represent groups in a story. Students use one color for one group and another for the second group, combine the groups to find the total, and connect the model to numbers and an addition sentence. These tasks require students to create concrete models that represent mathematical situations and support the development of addition concepts.
Evaluation for 5.1c
In unit 5, lesson 5.3 “Addition Sentences,” students apply conceptual understanding to new problem situations and contexts. Students use pictures and linked cubes to represent addition stories in which groups are put together, then write addition sentences to match the situation. For example, students model a story about buckets, determine the total, and connect the model to the sentence “one plus four equals five.” This task requires students to apply their understanding of addition in a new story context.
Unit 5, “Daily Planner,” “Introduction to Addition,” explains that students represent addition with words, number sentences, and a variety of models, then use those representations to solve simple word problems. Throughout the unit, students model and solve addition stories, use the plus and equal signs to show addition, and use sentences with and and is to describe addition. These tasks require students to apply their conceptual understanding of joining and putting together in new problem situations.
Evaluation for 5.2a
In unit 3, lesson 3.4 “Compare Numbers to 10,” students build automaticity and fluency in number recognition and comparison. Students listen, compare numbers, show a number, show a number less than or greater than the given number, and write the number. These repeated tasks help students efficiently identify, write, and compare numbers to 10, supporting the fluency needed for grade-level number-comparison tasks.
Unit 3, “Daily Planner,” “Compare Numbers to 10,” provides additional fluency practice. Students compare groups using matching and counting strategies, compare two numbers up to 10, and determine whether a number is more than, less than, or equal to a given number. These repeated opportunities with concrete and pictorial models build automaticity in counting, comparison language, and number relationships.
Evaluation for 5.2b
In unit 7, lesson 7.2 “More Ways to Add,” students practice efficient, flexible, and accurate mathematical procedures. Students add using counters, pictures, and number sentences. For example, students solve addition problems, such as 1 + 5 and 2 + 7, using counters to find the sum. These tasks give students opportunities to use concrete tools and written equations accurately while practicing addition within 10.
Unit 7, “Daily Planner,” “Addition and Subtraction,” shows that students practice multiple addition and subtraction strategies throughout the unit. Students add within 10 using pictures and linked cubes, and use models, pictures, and fingers to add, count on, decompose numbers, solve word problems, and compose and decompose numbers within 10. These opportunities allow students to practice flexible, accurate procedures using different strategies and representations.
Evaluation for 5.2c
In unit 3, lesson 3.4 “Compare Numbers to 10,” students evaluate procedures, processes, and solutions for accuracy as they compare numbers. Students show a number, then show a number that is less than or greater than the given number and write the corresponding numeral. This task requires students to check whether the number they created accurately matches the comparison direction and whether their written numeral represents the quantity shown.
In unit 7, lesson 7.11 “Add and Subtract with 0,” students evaluate solutions by recognizing the effect of adding or subtracting zero. Students write number sentences and perform addition and subtraction. Students also solve problems such as 1 - 1, 5 - 5, and addition or subtraction expressions involving zero. These tasks help students assess whether the results make sense and recognize that adding zero does not change a number, while subtracting a number from itself yields zero.
Evaluation for 5.2d
Grade K materials embed supports to help educators guide students toward increasingly efficient approaches. In unit 7, lesson 7.11 “Add and Subtract with 0,” students first use pictures and number sentences to reason about adding and subtracting zero. The lesson helps students move from concrete or pictorial counting-based strategies to recognizing the general relationships that adding zero does not change a number and subtracting all objects leaves zero.
Unit 3, lesson 3.4 “Compare Numbers to 10,” supports educators in moving students from concrete comparisons to more abstract number comparisons. Students begin by showing numbers, then show numbers that are less than or greater than a given number, and finally write numerals to represent their comparisons. This progression guides students from using models and counting strategies toward more efficient comparison of written numbers.
Evaluation for 5.3a
Unit 5, “Daily Planner,” “Introduction to Addition,” explicitly states how the conceptual and procedural emphasis of the TEKS are addressed. The unit summary explains that students represent addition with words, number sentences, and a variety of models, and use these representations to solve simple word problems. The unit objectives include using the plus and equal signs to show addition, modeling and solving addition stories, and using and and is to describe addition. The unit explicitly connects conceptual understanding of joining with the procedural use of symbols and number sentences.
Unit 6, “Daily Planner,” “Introduction to Subtraction,” also explicitly states how conceptual and procedural emphasis of the TEKS are addressed. The unit summary notes that students represent subtraction with words, number sentences, and a variety of models, and use these representations to solve simple word problems. The TEKS listed include modeling the action of separating, solving word problems with objects and drawings, and explaining strategies using spoken words, concrete and pictorial models, and number sentences. The materials show a balance of conceptual understanding, procedural skills, and fluency with subtraction representations.
Evaluation for 5.3b
In unit 6, lesson 6.4 “Break-apart Stories with Subtraction,” students use concrete models and pictorial and abstract representations. Students use linked cubes and pictures to represent a subtraction story, then write the numbers in a subtraction sentence such as 5 - 3 = 2. The lesson connects concrete cube trains, pictorial story models, and symbolic number sentences as required by the TEKS.
In unit 7, lesson 7.2 “More Ways to Add,” students also use concrete, pictorial, and abstract representations. Students use counters to solve addition problems, use pictures to represent addition situations, and write addition sentences such as 3 + 2 = ___ to show the sum. These tasks connect manipulatives, drawings, and symbols as students practice addition within 10.
Evaluation for 5.3c
Unit 2, lesson 2.3 “Count and Read 8 and 9,” includes supports to help students connect, create, define, and explain concrete and representational models to abstract numeric concepts. Students count objects in a picture, read the numerals eight and nine, show the numbers, count groups of objects, and connect each quantity to the written numeral. Students create or identify representations of eight and nine, define the quantity represented by counting the objects, and explain the connection between the visual model and the abstract numeral. These supports help students connect concrete and pictorial representations to numeric symbols.
Unit 6, lesson 6.4 “Break-apart Stories with Subtraction,” includes supports to help students connect, create, define, and explain concrete and representational models to abstract subtraction concepts. Students use linked cubes and pictorial story models to show a whole being separated into parts, then write a subtraction number sentence to match the model. Students create the model, define the whole, the amount taken away, and the amount left. Then, students explain how the cube train and picture connect to the symbolic subtraction sentence, such as 5 - 3 = 2. These supports help students move from concrete and representational models to abstract numeric and symbolic subtraction concepts.
Evaluation for 5.4a
In unit 11, lesson 11.5 “Cones and Cylinders,” students develop academic mathematical language through visuals and shape models. Students examine cones and cylinders in various sizes and orientations, describe how the cones are alike and how the cylinders are alike, identify which shapes are cones or cylinders, and match three-dimensional shapes to their names. These tasks help students use academic vocabulary such as cone, cylinder, sphere, cube, and shape attributes to describe and classify three-dimensional figures.
In unit 7, lesson 7.1 “Add Within 10,” students develop academic mathematical language using pictures, cubes, and addition sentences. Students count squirrels, birds, animals, and cubes to solve addition problems and connect visual models to equations such as 4 + 2 = ___, 3 + 2 = ___, and 2 + 5 = ___. These tasks help students hear and use terms such as add, in all, plus, equals, and sum while connecting mathematical vocabulary to visual and concrete models.
Evaluation for 5.4b
Unit 4, lesson 4.1 “Describe Shapes,” provides embedded support for developing and using academic mathematical vocabulary in context. Students trace and identify shape attributes labeled as straight, curved, side, equal sides, vertex, sides, and vertices. Students then count sides and vertices and find shapes based on described attributes. These tasks help students use precise geometry vocabulary while interacting with visual models of two-dimensional shapes.
Unit 4, lesson 4.2 “Circles,” supports students in using academic vocabulary to identify and describe circles. Students examine circles of different sizes, colors, and orientations, distinguish circles from non-circles, and identify real-world objects shaped like circles. These tasks provide contextual support for students to use the term circle accurately when comparing shapes and explaining which examples match the mathematical attribute of a circle.
Evaluation for 5.4c
Unit 3, lesson 3.3 “Compare Groups by Counting (Part 2),” embeds educator guidance to support students’ use of mathematical vocabulary, syntax, and discourse. Students count groups of objects and compare quantities using language such as greater than, equal to, number of, count, and compare. Problems prompt students to determine whether the number of bananas is equal to the number of cereal boxes, whether the number of pears is greater than the number of milk cartons, and whether the number of cans is equal to the number of carrots. These prompts support mathematical conversations in which students explain how they know one group is greater or equal and refine comparison language through repeated use.
The “Instructional Design” document provides 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, such as “Are there more metal objects than plants? How do you know?” and exemplar student responses, such as “Yes! There are four metal objects and three plants.” 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
Unit 5, lesson 5.5 “Break-apart Stories with Addition,” appropriately integrates the TEKS process standards as students model and communicate addition relationships. Students listen to a story, show the story, and write addition sentences that decompose a whole into two parts. Students use representations and symbols to communicate mathematical ideas, aligning with process standards for applying mathematics, creating and using representations, analyzing relationships, and explaining mathematical ideas.
Unit 11, lesson 11.5 “Cones and Cylinders,” also integrates the TEKS process standards as students describe, classify, and justify shape names using visual representations. Students compare cones and cylinders, identify which shapes belong to each category, match solid shapes to their names, and count cones, spheres, and cylinders. These tasks require students to analyze mathematical relationships, use representations, and communicate ideas with precise shape vocabulary.
Evaluation for 5.5b
The “Instructional Design” document includes the “Mathematical Process Standards” section, which describes how these standards are incorporated throughout the course. The document also explains how the program is designed to develop students’ understanding through mathematical reasoning, communication, representations, problem solving, and discourse. This provides a course-level description of how the TEKS process standards are embedded in the instructional design.
The “Instructional Design” document also explains that the program offers frequent opportunities for mathematical discourse, including whole-class discussions, small-group conversations, and educator prompts that help students share their reasoning, respond to others’ thinking, and use mathematical language. This course-level guidance describes how students engage with the TEKS process standards across lessons and units through discussion, representation, justification, and problem solving.
Evaluation for 5.5c
The unit 5 “Process Standards” tab provides a unit-level description of how the TEKS process standards are incorporated and connected throughout the unit. For K.1.A, the materials explain that students learn addition by solving real-world problems, such as finding the total number of children playing together in a park in lesson 5.1 and the total number of cars on a street in lesson 5.4. This shows how the unit connects addition content to everyday problem-solving contexts.
The same “Process Standards” tab describes how additional process standards are incorporated throughout the unit. For K.1.D, students communicate mathematical ideas using multiple representations, including acting out stories, using manipulatives, drawing, and writing number sentences. For K.1.E and K.1.F, students use representations to organize and communicate addition ideas and to analyze relationships among quantities in addition stories. This unit-level guidance explains how process standards connect across lessons.
Evaluation for 5.5d
The unit 7 “Daily Planner” provides an overview of the TEKS process standards incorporated into each lesson. For example, lesson 7.1 “Add Within 10,” lists process standards K.1.A, K.1.D, K.1.E, and K.1.G. Lesson 7.4 “Break Apart Numbers Within 5,” lists K.1.A, K.1.B, K.1.C, K.1.D, K.1.E, K.1.F, and K.1.G. These lists show which process standards are addressed in each lesson within the unit.
The lesson 7.4 “Goals” tab also identifies the TEKS and process standards addressed in the lesson. The lesson objective is to decompose numbers up to five, and the TEKS section lists K.2.I and process standards K.1.A–G. This lesson-level overview shows that process standards are identified for individual lessons and connected to the lesson objective and instructional activities.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
In the same lesson students continue analyzing models and representations by using pictures, linked cubes, and number sentences to show different ways to represent the same addition situation. Throughout the lesson, students use visual models and concrete tools to represent joining or putting-together situations, then connect those representations to addition sentences with the plus and equal sign. These tasks require students to analyze how models, pictures, 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 unit 5, lesson 5.2, students continue creating models for addition situations by using two-color counters to represent groups in a story. Students use one color for one group and another for the second group, combine the groups to find the total, and connect the model to numbers and an addition sentence. These tasks require students to create concrete models that represent mathematical situations and support the development of addition concepts.
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 5, “Daily Planner,” “Introduction to Addition,” explains that students represent addition with words, number sentences, and a variety of models, then use those representations to solve simple word problems. Throughout the unit, students model and solve addition stories, use the plus and equal signs to show addition, and use sentences with and and is to describe addition. These tasks require students to apply their conceptual understanding of joining and putting together 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,” “Compare Numbers to 10,” provides additional fluency practice. Students compare groups using matching and counting strategies, compare two numbers up to 10, and determine whether a number is more than, less than, or equal to a given number. These repeated opportunities with concrete and pictorial models build automaticity in counting, comparison language, and number relationships.
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
Unit 7, “Daily Planner,” “Addition and Subtraction,” shows that students practice multiple addition and subtraction strategies throughout the unit. Students add within 10 using pictures and linked cubes, and use models, pictures, and fingers to add, count on, decompose numbers, solve word problems, and compose and decompose numbers within 10. These opportunities allow students to practice flexible, accurate procedures using different strategies and representations.
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 7, lesson 7.11 “Add and Subtract with 0,” students evaluate solutions by recognizing the effect of adding or subtracting zero. Students write number sentences and perform addition and subtraction. Students also solve problems such as 1 - 1, 5 - 5, and addition or subtraction expressions involving zero. These tasks help students assess whether the results make sense and recognize that adding zero does not change a number, while subtracting a number from itself yields zero.
5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Unit 3, lesson 3.4 “Compare Numbers to 10,” supports educators in moving students from concrete comparisons to more abstract number comparisons. Students begin by showing numbers, then show numbers that are less than or greater than a given number, and finally write numerals to represent their comparisons. This progression guides students from using models and counting strategies toward more efficient comparison of written numbers.
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 6, “Daily Planner,” “Introduction to Subtraction,” also explicitly states how conceptual and procedural emphasis of the TEKS are addressed. The unit summary notes that students represent subtraction with words, number sentences, and a variety of models, and use these representations to solve simple word problems. The TEKS listed include modeling the action of separating, solving word problems with objects and drawings, and explaining strategies using spoken words, concrete and pictorial models, and number sentences. The materials show a balance of conceptual understanding, procedural skills, and fluency with subtraction representations.
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 7, lesson 7.2 “More Ways to Add,” students also use concrete, pictorial, and abstract representations. Students use counters to solve addition problems, use pictures to represent addition situations, and write addition sentences such as 3 + 2 = ___ to show the sum. These tasks connect manipulatives, drawings, and symbols as students practice addition within 10.
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
Unit 6, lesson 6.4 “Break-apart Stories with Subtraction,” includes supports to help students connect, create, define, and explain concrete and representational models to abstract subtraction concepts. Students use linked cubes and pictorial story models to show a whole being separated into parts, then write a subtraction number sentence to match the model. Students create the model, define the whole, the amount taken away, and the amount left. Then, students explain how the cube train and picture connect to the symbolic subtraction sentence, such as 5 - 3 = 2. These supports help students move from concrete and representational models to abstract numeric and symbolic subtraction concepts.
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 7, lesson 7.1 “Add Within 10,” students develop academic mathematical language using pictures, cubes, and addition sentences. Students count squirrels, birds, animals, and cubes to solve addition problems and connect visual models to equations such as 4 + 2 = ___, 3 + 2 = ___, and 2 + 5 = ___. These tasks help students hear and use terms such as add, in all, plus, equals, and sum while connecting mathematical vocabulary to visual and concrete models.
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 4, lesson 4.2 “Circles,” supports students in using academic vocabulary to identify and describe circles. Students examine circles of different sizes, colors, and orientations, distinguish circles from non-circles, and identify real-world objects shaped like circles. These tasks provide contextual support for students to use the term circle accurately when comparing shapes and explaining which examples match the mathematical attribute of a circle.
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 “Instructional Design” document provides 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, such as “Are there more metal objects than plants? How do you know?” and exemplar student responses, such as “Yes! There are four metal objects and three plants.” 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 11, lesson 11.5 “Cones and Cylinders,” also integrates the TEKS process standards as students describe, classify, and justify shape names using visual representations. Students compare cones and cylinders, identify which shapes belong to each category, match solid shapes to their names, and count cones, spheres, and cylinders. These tasks require students to analyze mathematical relationships, use representations, and communicate ideas with precise shape vocabulary.
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 “Instructional Design” document also explains that the program offers frequent opportunities for mathematical discourse, including whole-class discussions, small-group conversations, and educator prompts that help students share their reasoning, respond to others’ thinking, and use mathematical language. This course-level guidance describes how students engage with the TEKS process standards across lessons and units through discussion, representation, justification, 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
The same “Process Standards” tab describes how additional process standards are incorporated throughout the unit. For K.1.D, students communicate mathematical ideas using multiple representations, including acting out stories, using manipulatives, drawing, and writing number sentences. For K.1.E and K.1.F, students use representations to organize and communicate addition ideas and to analyze relationships among quantities in addition stories. This unit-level guidance explains how process standards connect across lessons.
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 lesson 7.4 “Goals” tab also identifies the TEKS and process standards addressed in the lesson. The lesson objective is to decompose numbers up to five, and the TEKS section lists K.2.I and process standards K.1.A–G. This lesson-level overview shows that process standards are identified for individual lessons and connected to the lesson objective and instructional activities.
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 unit 5, lesson 5.1, students think mathematically, persevere in solving problems, and make sense of mathematics as they act out and solve addition stories. Students represent a story about three children playing in a park and two more joining them. The educator guides students to identify the starting and joining groups, count all the children, and connect the action in the story to the statement “three and two is five.” Students then use the picture and written sentence to connect the story context, visual representation, and total. These tasks help students make sense of addition as joining groups together.
In unit 7, lesson 7.10, students solve word problems by acting out situations, drawing models, using manipulatives, and discussing strategies with peers. Students persist through multiple approaches as they determine how to represent the problem, solve it, and verify that their answers make sense. These opportunities help students think mathematically, make sense of the problem context, and use representations to reason through a solution.
Evaluation for 6.1b
In unit 6, lesson 6.3, students develop an understanding that problems can be represented and solved in more than one way. Students draw pictures to model and solve subtraction problems. When students need additional support, educators guide them to use linked cubes or counters to model the same subtraction situation concretely before connecting it to the picture. This support helps students understand that subtraction problems can be represented through drawings, manipulatives, and mathematical explanations.
In unit 5, lesson 5.1, students represent and solve addition stories in multiple ways. Students first act out an addition situation, then count the students to find the total. In a second example, students use linked cubes to model the joining groups and solve the problem. These experiences help students understand, explain, and justify that the same addition story can be represented by acting it out, counting people, using cubes, and connecting the model to a written sentence.
Evaluation for 6.1c
In unit 3, lesson 3.3, students make sense of mathematics through opportunities to do, write about, and discuss mathematics with educators and peers. Students count groups of objects, write the numbers, and compare quantities using language such as less than, equal to, and greater than. Educators ask students to show whether they agree with comparison statements and to explain how they know. Students justify their thinking by connecting the counted quantities to the comparison. For example, students recognize that eight bananas and eight cereal boxes are equal because the numbers are the same.
In unit 5, lesson 5.2, students make sense of mathematics by modeling and writing addition stories. Students model situations in which two groups join and write “___ and ___ is ___” sentences to represent the stories. These tasks require students to connect the story context, model, and written sentence while using mathematical language to describe addition.
Evaluation for 6.2a
In unit 6, lesson 6.1, students reflect on problem-solving approaches by evaluating the reasonableness of their answers and connecting their solutions to the story context. Students use models such as pictures and linked cubes to represent subtraction situations and explain how the models show what is happening in the story. These supports guide students to share, explain, and reflect on how they solved the problem.
In unit 5, lesson 5.1, educator guidance helps students share and reflect on their approaches after representing and solving addition problems. Students discuss whether their answers make sense in the story context and write the numbers from the story problem in a number sentence using words rather than symbols. These tasks guide students to explain how the quantities in the story are represented and to reflect on the connections among the story, model, and solution.
Evaluation for 6.2b
Unit 1, lesson 1.3, includes prompts and guidance to help educators provide explanatory feedback based on student responses and anticipated misconceptions. Educator guidance supports students as they compare quantities by connecting objects, visual representations, and numerical comparisons. The materials identify expected responses, highlight key mathematical ideas, and guide educators in reinforcing the use of multiple strategies for comparing quantities.
Unit 6, lesson 6.3, provides guidance to help educators respond to students who struggle to solve subtraction problems using visuals alone. As students draw pictures to model and solve subtraction problems, the “Tip for Support” directs educators to provide linked cubes or counters so students can model the problem concretely. This guidance helps educators provide explanatory feedback by connecting students’ concrete models to their drawings and strengthening their understanding of the subtraction situation.
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 7, lesson 7.10, students solve word problems by acting out situations, drawing models, using manipulatives, and discussing strategies with peers. Students persist through multiple approaches as they determine how to represent the problem, solve it, and verify that their answers make sense. These opportunities help students think mathematically, make sense of the problem context, and use representations to reason through a solution.
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 5, lesson 5.1, students represent and solve addition stories in multiple ways. Students first act out an addition situation, then count the students to find the total. In a second example, students use linked cubes to model the joining groups and solve the problem. These experiences help students understand, explain, and justify that the same addition story can be represented by acting it out, counting people, using cubes, and connecting the model to a written sentence.
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 5.2, students make sense of mathematics by modeling and writing addition stories. Students model situations in which two groups join and write “___ and ___ is ___” sentences to represent the stories. These tasks require students to connect the story context, model, and written sentence while using mathematical language to describe addition.
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 5, lesson 5.1, educator guidance helps students share and reflect on their approaches after representing and solving addition problems. Students discuss whether their answers make sense in the story context and write the numbers from the story problem in a number sentence using words rather than symbols. These tasks guide students to explain how the quantities in the story are represented and to reflect on the connections among the story, model, and solution.
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 6, lesson 6.3, provides guidance to help educators respond to students who struggle to solve subtraction problems using visuals alone. As students draw pictures to model and solve subtraction problems, the “Tip for Support” directs educators to provide linked cubes or counters so students can model the problem concretely. This guidance helps educators provide explanatory feedback by connecting students’ concrete models to their drawings and strengthening their understanding of the subtraction situation.