Program Information
- ISBN
- 9798896388715
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 799.1 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 190.27 KB)
Texas Supplemental Math Solution Algebra I - Student 1 Year License
Supplemental Math (English) Grade 9
SBOE Approved | IMRA 2025
Commissioner No Action
Publisher: Carnegie Learning, Inc.
Copyright: 2025
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 9 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
48% (10 out of 21 points)
Evaluation for 1.1a
Materials include a "Table of Contents" that shows Texas Essential Knowledge and Skills (TEKS) alignment for each lesson and provides an overview of the concepts addressed in each lesson. The correlation document reflects horizontal alignment, which lists the specific location each TEKS appears in the program. Materials include vertical alignment from grade 6 through Algebra I in the Topic Readiness Resources provided in each topic. Materials do not include vertical alignment for courses beyond Algebra I.
Evaluation for 1.1b
Materials include strategies to support effective educator practices in different instructional contexts. For example, LiveLab provides real-time alerts that show which students are active or idle while working in MATHia. The materials include guidance to help teachers support students, such as "Redirect students to use the assistance features in MATHia before providing them with direct teacher support" and "Connect MATHia problems to classroom experiences, prior knowledge, real-world experiences, tools, and/or technology." In addition, teachers are advised to use the "Group by Workspace" feature in LiveLab to pair students who can support one another. Materials provide intervention suggestions for topic readiness and re-engagement activities. Materials do not include an implementation guide or provide usage recommendations.
Evaluation for 1.1c
Materials do not include a TEKS correlation guide that identifies recommended skill entry points based on diagnostic assessment results.
Evaluation for 1.1d
Materials do not include protocols with corresponding guidance for unit and lesson internalization.
Evaluation for 1.1e
Texas Supplemental Math Overview provides an implementation guide that gives instructional leaders guidance for effectively implementing the program, including coherence across lessons and grade levels and TEKS correlation and skill entry points.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
Materials include detailed overviews with learning objectives and TEKS, as well as suggested time frames. Lesson materials and assessments do not include English Language Proficiency Standards (ELPS) correlations.
Evaluation for 1.2c
The publisher has indicated there is no family/caregiver guide for supporting the progress of students. Resources for families to support student progress are not present in the materials.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
2 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
2 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
61% (14 out of 23 points)
Evaluation for 2.1a
For MATHstream, the materials define the lesson stream questions (formative) and the dynamic skills practice (summative) in the provided video for teachers and explain when these questions appear in each lesson in the Help Center. Materials give key differences between the various types of workspaces that the students interact with. The MATHia Reports FAQs define the Concept Builder Workspaces, the Mastery Workspaces, and the intended use of each type of activity. In Concept Builder Workspaces, students engage with various instructional strategies to develop their understanding of math concepts for a set number of problems. In Mastery Workspaces, students engage in self-paced, adaptive instruction to meet their individual needs and deepen their conceptual understanding.
Evaluation for 2.1b
Materials provide guidance to support consistent administration of instructional assessments, including recommended teacher actions before and during assessment administration. For example, the article "Learning through Assessments" states, "Before starting a new module, gain insight into student strengths and anticipate student learning by collecting data using the ReadyCheck Assessments and Getting Ready resources at the beginning of each module." The Educator Help Center provides suggestions for preparing the learning environment, facilitating MATHia, and setting clear expectations while students are working within the materials.
Evaluation for 2.1c
While digital assessments include features such as text-to-speech, these accommodations are automatically embedded, and educators cannot enable or disable them to support individual student needs or differentiate instruction. There are content language supports, including pop-up definitions and word glossaries for unfamiliar terms. These features are available to the students automatically and without exception. The educator cannot enable or disable these supports. There are no printable versions of the digital assessments or workspace questions. The educator must be able to enable or disable the features to support the individual needs.
Evaluation for 2.1d
No evidence of diagnostic assessments was found in the materials.
Evaluation for 2.1e
Materials provide a variety of opportunities for students to engage with interactive item types, including fill-in-the-blank, select from a drop-down menu, plot points, and graph equations. For example, in Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Understanding Quantities and Their Relationships, Identifying Quantities," students are asked to describe a functional relationship with a variety of interactive item types, including select from a drop-down menu and drag and drop. In Module 2, Topic 1, MATHia Adaptive Problem-Solving: "Multiple Representations of Linear Functions," students solve problems with varying complexity levels by selecting descriptions from a drop-down menu, using interactive tools to plot points, and solving problems using a drag-and-drop tool.
Evaluation for 2.2a
Materials provide multiple reports with scoring information and guidance for interpreting student performance, which are accessible within the Teacher Help Center. For example, the "Understanding the Progress Report" states, "The Group Progress Report provides detailed information about a group of students and their progress and performance at the module, unit, and workspace levels in MATHia." Teachers are provided with real-time scoring information and guidance for interpreting student performance through the LiveLab Overview. The LiveLab Overview provides teachers with "in-the-moment, actionable data to enable them to efficiently and effectively manage students working in MATHia during a classroom lab." Materials provide rationales for incorrect responses called Just-In-Time Hints, but do not provide rationales for correct responses through the LiveLab Data Insights.
Evaluation for 2.2b
Materials include guidance to ensure consistent administration of instructional assessments. For example, the Learning through Assessments section of the Help Center states, "Before starting a new module, gain insight into student strengths and anticipate student learning by collecting data using the ReadyCheck Assessments and Getting Ready resources at the beginning of each module." Materials provide guidance in the "Getting Started: MATHia Class and Student Reports" section on how to respond to student performance trends on MATHia Assessments by describing multiple teacher scenarios and the corresponding data reports to use.
Evaluation for 2.2c
Materials include Progress Reports, accessible in the "Data Insights tab," that track student progress and performance at the module, unit, and workspace levels in MATHia. Teachers can see the status of every workspace, each student's current placement within the assigned content, the number of workspaces completed, the syllabus completion percentage, and the average performance score for a selected date range, allowing teachers to monitor student growth. Materials include MATHstream Reports, accessible in the Data Insights tab, that allow teachers to track student progress and growth. For example, teachers can monitor which topics require the most repeats across the class to identify where whole-class instruction may be beneficial. Materials include tools for students to track their progress and growth, such as viewing the percentage of the course completed, the total number of workspaces completed, total time spent in each unit, and a performance score for each completed workspace.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
Materials provide frequent checks for understanding at key points throughout each lesson or activity. For example, MATHstream Video lessons include multiple embedded checkpoints. Students answer questions at key moments during each lesson and earn digital badges for maintaining streaks of correct answers. MATHia Mastery Workspaces include adaptive Skillometer circles that change as students answer questions correctly or incorrectly and as rigor builds throughout the workspace. For example, in Module 2, Topic 1, MATHia Adaptive Problem-Solving: "Comparing Linear Functions in Different Forms," the materials provide checks for understanding by asking students to identify a function's initial value and rate of change before progressing to graphing the function.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
2 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
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
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
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
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
30% (11 out of 37 points)
Evaluation for 3.1a
Materials provide educator guidance for scaffolding activities that educators can use with MATHia. For example, in "Scaffolding Support in MATHia," suggested scaffolds include demonstrating step-by-step examples as a whole class, meeting with small groups during a Concept Builder Workspace, or providing one-on-one instruction based on trends in student performance analyzed through "Data Insights" reports. Materials include Topic Readiness Resources in each lesson to activate prerequisite concepts and skills for students who have not yet reached proficiency. Educator guidance for Topic Readiness Resources includes skill descriptions and vertical alignment details.
Evaluation for 3.1b
Materials include explicit educator guidance for embedded language support for developing academic vocabulary. For example, the MATHia Glossary, available throughout the course, provides definitions, pictorial representations when possible, and examples for each entry as embedded supports for developing academic vocabulary. Materials do not include pre-teaching supports to develop academic vocabulary or support unfamiliar references in text; therefore, there is no explicit educator guidance for pre-teaching supports present.
Evaluation for 3.1c
Materials do not include enrichment or extension activities for students who have demonstrated proficiency in grade-level or above-grade-level content and skills; therefore, no explicit educator guidance for enrichment or extension is present. While materials state that if a student completes all units in their assigned grade-level MATHia course before their classmates, the student may serve as a peer tutor or begin work in the next course if the school has purchased it, these options do not provide explicit educator guidance for enrichment or extension within the program.
Evaluation for 3.1d
Materials do not include content and language support or calculators that educators can enable or disable to support individual students. While a student-controlled text-to-speech feature is present in the materials, educators cannot enable or disable this accommodation to support individual students.
Evaluation for 3.1e
Materials do not include options or supports for students to demonstrate understanding of mathematical concepts in various ways; therefore, no educator guidance for offering these options and supports is present.
Evaluation for 3.2a
Materials include explicit prompts and guidance for educators to activate prior knowledge; for example, within the Texas Supplemental Math Overview, "Appendix B" provides recommended TEKS entry points that teachers can use to connect new instruction to students' prior learning. Materials also include explicit prompts and guidance for anchoring big ideas. "Appendix D" of the Texas Supplemental Math Overview provides guidance for lesson internalization, including identifying and understanding the big idea for each unit. Materials do not include explicit prompts or guidance for highlighting and connecting key patterns, features, or relationships through multiple means of representation.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practices and teacher guidance to support effective implementation. For example, guidance is provided in "Creating an Engaged and Productive MATHia Classroom." Teachers are instructed to "allow students to collaborate with other students on a problem-by-problem basis. Even when receiving support from others, students will still receive individualized practice within their MATHia profile." Additionally, teachers should "provide time for spaced review as students work through MATHia at their own pace. Use this time to place students in small groups that you can support during MATHia lesson days." Materials also include multi-tiered intervention methods for various types of structures and teacher guidance to support effective implementation. For example, in "Cultivating a Blended Learning Approach," teacher guidance states, "Replace a traditional practice assignment with time to complete a MATHia Workspace. Students who are working at the pace of the class will be completing a workspace aligned to the concept you are currently studying. Students who need additional support may be completing workspaces for prerequisite skills. Students who are working at a faster pace may be working on more advanced workspaces." The teacher is guided to utilize "Data Insights" to structure the classroom for effective implementation of a variety of workspaces. Materials provide live reports as students work and provide suggestions for student-grouping structures based on similar learning gaps.
Evaluation for 3.2d
Materials do not include enrichment or extension methods that support various forms of engagement. While students may move through the course materials at a faster pace, this option does not constitute enrichment or extension because it does not provide additional opportunities for depth, complexity, or alternative forms of engagement. Materials also do not include guidance to support educators in the effective implementation of enrichment or extension methods.
Evaluation for 3.2e
Materials include prompts to support educators in providing timely feedback during lesson delivery. For example, LiveLab includes real-time dashboards that display dynamic indicators identifying which students are working or idle, while providing alerts to educators for students who may need additional support. Live notifications allow teachers to celebrate individual student academic growth and identify those who may need additional support to reach proficiency. Materials include guidance to support educators in providing timely feedback during lesson delivery. For example, LiveLab alerts provide teachers with the ability to view a detailed summary of student work, including activity and total workspaces completed, so that the teacher can provide individualized support on a specific problem, small group support, or whole group instruction. Guidance for teachers includes recommendations for student grouping. LiveLab provides teachers with the ability to prioritize at-risk students and group students by current workspace to support multiple students at the same time.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
Materials include embedded linguistic accommodations to engage students in using increasingly more academic language for at least one level of language proficiency through use of the Glossary. For example, in Module 4, Topic 1: "Introduction to Quadratic Functions," MATHia Adaptive Problem-Solving: "Exploring Quadratic Functions, Introduction to a Quadratic Function," students can click on a mathematical term to view both the definition and a visual representation, providing immediate support. Students can also toggle between English and Spanish throughout the materials. Materials do not include embedded linguistic accommodation for more than one additional level of language proficiency.
Evaluation for 3.3c
Materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. While the materials provide general guidance for emergent bilingual (EB) support in the Help Center, no evidence of implementation in state-approved programs is provided.
Evaluation for 3.3d
The materials do not include specific suggestions or embedded guidance to support EB students in developing academic vocabulary, comprehension, and making cross-linguistic connections. In the Texas Supplemental Math Overview, the "Developing and Using Academic Mathematical Language" section in Making Sense of Mathematics provides general guidance for developing academic language but does not specifically include strategies to support EB students. For example, the materials do not provide students with structured opportunities for written or oral discourse of the academic content. While the materials provide general guidance for EB support in the Help Center, there is no evidence of guidance for support through oral and written discourse. The materials provide a glossary for students under the "Tools Tab" and other resources without integrating vocabulary instruction into the lessons. The glossary does not differentiate or provide vocabulary support to emergent bilingual students, and there are no additional embedded vocabulary support resources. The materials do not provide students with opportunities to develop academic vocabulary through written discourse or foster making cross-linguistic connections through oral discourse. The materials consist of individual activity sheets or tasks without structured opportunities for students to discuss or write about the content.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
2 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
2 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
1 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
1 out of 4 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
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
88% (14 out of 16 points)
Evaluation for 4.1a
Materials include practice opportunities throughout learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. For example, in the Mastery Workspace, the materials state, "Students move on when they have mastered all of the skills in a workspace (workspace is Mastered) or when they reach the maximum number of problems in a workspace without demonstrating mastery on all of the skills (workspace is Not Mastered)." In Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Recognizing Functions and Function Families," Workspace 2: "Identifying Domain and Range," students identify domain and range based on a statement, a data set, a graph, and a real-world situation in the Concept Builder Workspace.
Evaluation for 4.1b
Materials include questions and tasks, including enrichment materials, increasing in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS. For example, in Module 3, Topic 1, Lesson 4, MATHia Adaptive Problem Solving: "Geometric Sequences and Exponential Functions," students classify sequences as arithmetic, geometric, or neither based on their graphs. Students then determine the function family for the sequence, write an explicit formula for the sequence, and finally rewrite it in exponential form, which demonstrates grade-level proficiency of the Algebra I TEKS. Materials do not include extension activities or opportunities for demonstrating above-grade-level proficiency in the Algebra I TEKS.
Evaluation for 4.2a
The MATHia Skillometer connects skills horizontally throughout the materials. For example, in Module 3, Topic 1, students write sequences as exponential functions in the Mastery Workspace. The skills demonstrated in this lesson include classifying a function based on its equation, classifying a function based on its graph, comparing a function classification graphically and symbolically, and writing an explicit formula for a sequence, which connects patterns and big ideas throughout the course. Materials provide coherence horizontally with the structure of the "Scope and Sequence," connecting the big ideas in Algebra I. For example, the materials begin a unit by introducing key characteristics of linear functions, then move to writing and graphing linear functions, continue with writing and converting among the three forms of linear equations, and finally address systems of equations. Each component builds on the previous concept as students progress through the unit.
Evaluation for 4.2b
Materials demonstrate coherence vertically by connecting big ideas and key characteristics across grade levels and courses. The "Algebra I Scope and Sequence Overview Video" explains that the program takes a function-based approach, introducing functions early so later content builds on this foundation. For example, in Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Recognizing Function and Function Families," students analyze graphs of square root, cube root, and cubic functions typically introduced in Algebra II. The video also notes that geometry uses the same approach, teaching students to recognize key characteristics of figures to support connections across courses. Topic Readiness Resources include MATHia Workspaces and MATHstream Videos aligned to prerequisite standards from previous courses necessary for topic mastery and connect patterns and big ideas across grade levels. In the "Course Overview Video," the materials demonstrate coherence vertically across concepts and grade bands. For example, in the Algebra I video, instructors explain how concepts build from grade 8 into Algebra I as students deepen their understanding of linear functions.
Evaluation for 4.2c
Materials include a "Scope and Sequence" that supports connections to prior knowledge across the concepts and procedures in the current course. The "Correlation Guide" identifies all TEKS and indicates the lessons and activities where these standards are addressed, demonstrating how they connect throughout the course. Within the Intervention Resources provided in each module, Topic Re-Engagement materials offer opportunities to practice concepts and procedures through targeted lessons aligned to current and future learning standards.
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned concepts across learning pathways. For example, in Module 2, Topic 2: "Linear Equations and Inequalities," MATHia Adaptive Problem-Solving: "Solving Linear and Literal Equations," materials include solving linear equations in a variety of forms, which builds upon skills from earlier lessons and previous courses. MATHia Workspaces, located in the Intervention Resources, provide support with prerequisite skills and reengagement with concepts associated with the topic.
Evaluation for 4.3b
Materials provide a variety of interleaved practice opportunities with previously learned skills and concepts across learning pathways. For example, in Module 3: "Investigating Growth and Decay," Topic 1: "Introduction to Exponential Functions," MATHia Adaptive Problem-Solving, Workspace: "Geometric Sequences and Exponential Functions," students classify sequences as arithmetic, geometric, or neither based on their graphs. They then determine the function family for each sequence, write an explicit formula, and finally rewrite it in exponential form. In the Concept Builder Workspace, students are provided with interleaved practice opportunities by identifying domain and range based on a statement, a data set, a graph, and a real-world situation as they apply previously learned skills and concepts across multiple function types.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
66% (25 out of 38 points)
Evaluation for 5.1a
Materials include questions that provide opportunities for students to interpret, analyze, and evaluate complex, real-world situations. For example, in Module 3, Topic 2, Lesson 1, MATHstream Videos: "LessonStream: Comparing Simple and Compound Interest," students match graphical representations to each type of interest and evaluate function values at a specific time value. Students then determine the average rate of change between pairs of values for each function and analyze whether the average rate of change is consistent across the simple interest function. This activity concludes with determining the number of years it will take for each type of interest to reach a specified dollar amount. Materials include tasks that provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations. For example, in Module 4, Topic 2, MATHia Adaptive Problem-Solving: "Modeling Quadratic Data, Using Quadratic Models," students are given quadratic equations that model real-world situations. They engage in questions such as "Determine the revenue if his selling price is $0." "If Ethan would like to generate $240 in revenue for the sale of cat boots, determine the lower of the two possible prices he could charge." "Use the graph to determine how much Ethan should charge for a set of cat boots to maximize his revenue." Students are then presented with additional real-world scenarios requiring similar analysis.
Evaluation for 5.1b
Materials include questions and tasks that provide opportunities for students to create representations of mathematical situations. For example, in Module 2, Topic 3, MATHia Adaptive Problem-Solving: "Graphing Linear Inequalities in Two Variables," Workspace 2: "Graphing Linear Inequalities in Two Variables," a task requires students to graph a linear inequality by graphing the equation, choosing the correct shading to indicate the solution set, and determining whether points on the line should be included. Materials do not provide questions or tasks that prompt students to create concrete models of mathematical situations using virtual or physical tools. The "Features and Functionality" article references opportunities to create, use, and connect concrete representations of mathematical ideas; however, the materials lack prompts for students to do that.
Evaluation for 5.1c
Materials include questions that provide opportunities for students to apply conceptual understanding to new problem situations. For example, in Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Recognizing Functions and Function Families, Identifying Key Characteristics of Graphs of Functions," students identify key characteristics of a graph starting with a quadratic equation in the Step-by-Step problem. The activity then asks students to apply this knowledge of characteristics to a variety of other types of functions. Materials include tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, in Module 1: "Searching for Patterns," Topic 2: "Sequences," Lesson 4, MATHstream Video: "Graphs of Sequences," students use models to explain patterns in real-world contexts. Students make observations, organize ideas, test and interpret results, and conclude by reflecting on their problem-solving process.
Evaluation for 5.2a
Materials provide tasks that are designed to build the automaticity necessary to complete grade-level mathematical tasks. In Algebra I, students continue to build their automaticity in plotting points on the coordinate grid, a skill introduced and practiced in earlier grade levels. Students plot points with "Linear Functions, Systems of Equations, and Systems of Inequalities," such as in Module 2, Topic 1, MATHia Adaptive Problem-Solving: "Multiple Representations of Linear Equations, Modeling Linear Relationships Using Multiple Representations." Students also plot points for exponential functions, such as in Module 3, Topic 2, MATHia Adaptive Problem-Solving: "Writing, Graphing, and Modeling Exponential Functions, Modeling Equations," and quadratic equations, such as in Module 4, Topic 1, MATHia Adaptive Problem-Solving: "Exploring Quadratic Functions, Modeling Area as Product of Two Binomials." Materials provide tasks that are designed to build the fluency necessary to complete grade-level mathematical tasks. For example, the progression of writing expressions and equations from earlier grade levels continues in Module 2, Topic 1, MATHia Adaptive Problem-Solving: "Multiple Representations of Linear Equations, Modeling Linear Relationships Using Multiple Representations," where students write linear expressions from multiple data inputs. Then, in Modules 3 and 4, students build upon this skill set by writing exponential and quadratic expressions.
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of flexible mathematical procedures in Module 4, Topic 2, MATHia Adaptive Problem-Solving: "Factoring, Factoring Quadratic Expressions," where students factor quadratic expressions using all known factoring methods, such as factoring by grouping, factoring trinomials, and applying special product patterns. Materials provide opportunities for students to practice efficiency and accuracy in mathematical procedures when selecting steps to solve quadratic equations in Module 4, Topic 2, MATHia Adaptive Problem-Solving: "The Quadratic Formula, Solving Quadratic Equations." For example, if a student attempts to subtract 5 from both sides of the equation x2 − 7x + 5 = 0, the program warns the student that this step is not needed because it is not the most efficient method and prompts them to use the Quadratic Formula instead, as this is the most efficient approach in this scenario.
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical models and strategies for efficiency and flexibility. For example, in Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Recognizing Functions and Function Families," students analyze the domain and range of functions in multiple representations. Students also identify the mathematical and contextual domain and range of functions represented by scenarios and graphs, demonstrating efficiency, flexibility, and accuracy in a variety of contexts. Materials provide opportunities for students to evaluate mathematical representations for efficiency and accuracy. For example, in Module 1, Topic 1, MATHia Adaptive Problem-Solving: "Understanding Quantities and Their Relationship, Identifying Quantities," students analyze a provided situation, determine the relationship between the quantities, and describe the characteristics of the graph. If students respond incorrectly, the program provides hints and guidance to ensure that students respond accurately before advancing to the next practice question or topic.
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems. For example, in Module 2, Topic 3, MATHia Adaptive Problem Solving: "Using Linear Combinations to Solve a System of Linear Equations," students choose and apply the most efficient method to solve systems of equations, and receive feedback when selecting less efficient methods, explaining why those choices are not the most efficient. Materials include embedded supports, such as Just-in-Time Hints and On-Demand Hints within MATHia, that guide students toward selecting efficient approaches to problem-solving.
Evaluation for 5.3a
Texas Supplemental Math Overview explains how MATHia and MATHstream balance conceptual understanding with procedural fluency. According to the article, "Conceptual learning is fostered through interactive tools, multiple representations, and activities like Worked Examples and Explore Tools that encourage students to investigate patterns, structures, and relationships before formalizing methods." The article also suggests that "Procedural skills are built through adaptive, targeted practice in Concept Builder and Mastery workspaces, gradually increasing in complexity until mastery is reached, with teacher-facing reports providing precise feedback for targeted support or enrichment." The article explains that the live explanations in MATHstream Videos provide procedural focus, "including visual and verbal modeling, and real-time connections between different representations." At the same time, interactive practice reinforces procedural skills within each video segment and end-of-stream assessments. The article continues to explicitly state that "both programs align procedural practice with the contexts in which concepts appear, students experience a continuous feedback loop in which conceptual understanding supports procedural accuracy, and procedural fluency reinforces conceptual insight."
Evaluation for 5.3b
Materials do not include questions and tasks that provide opportunities for students to use concrete models as required by the TEKS. Materials include questions and tasks that provide opportunities for students to use pictorial representations and abstract models as required by the TEKS. For example, in Module 2, Topic 1, MATHia Adaptive Problem-Solving: "Transforming Linear Functions, Exploring Graphs of Linear Functions," students graph f(x) = x and g(x) = f(x) + D using a slider to explore how changing the value of D affects the graph. Students then answer questions about the algebraic representation of the transformation. For instance, the materials ask students to describe the effect on the graph when D changes from 0 to -4 and to identify the resulting function. This sequence supports students in moving from pictorial representations to abstract models by combining visual exploration with verbal and symbolic descriptions of function transformations. Materials include questions and tasks that provide opportunities for students to use pictorial representations and abstract models as required by the TEKS. For example, in Module 3: "Investigating Growth and Decay," Topic 2: "Using Exponential Equations," MATHia Adaptive Problem-Solving: "Exponential Equations for Growth and Decay," Workspace 3: "Comparing Exponential Functions in Different Forms," students compare two exponential functions, one presented as a verbal description (abstract model) and one shown as a graph (pictorial representation). Students then identify and compare key characteristics of both functions to draw conclusions. The "Features and Functionality" article references connections among concrete, pictorial, and abstract representations; however, the materials do not include opportunities for students to use concrete models.
Evaluation for 5.3c
Materials do not include supports for students in connecting, creating, defining, or explaining concrete models to abstract concepts as required by the TEKS. Materials do not include supports for students in creating, defining, or explaining representational models to abstract concepts as required by the TEKS. Materials include supports for students in connecting representational models to abstract concepts as required by the TEKS. For example, in Module 2: "Exploring Constant Change," Topic 1: "Linear Functions," MATHia Adaptive Problem-Solving: "Transforming Linear Functions, Exploring Graphs of Linear Functions," students graph f(x) = x and g(x) = f(x) + D using a slider to observe how changing D affects the graph. The program prompts students to consider how these changes transform the graph. Students then answer questions about the algebraic representation of the transformation, connecting the pictorial representation with the abstract model.
Evaluation for 5.4a
Materials do not provide opportunities for students to develop academic mathematical language using manipulatives. Materials include opportunities for students to develop academic mathematical language using visuals and other language development strategies. For example, in Module 1: "Searching for Patterns," Topic 1: "Quantities and Relationships," Lesson 2: "A Sort of Sorts," MATHstream Videos: "LessonStream: Analyzing Graphs," students examine 18 different graphs and their key attributes and connect them to vocabulary words. The lesson describes differences between the smooth and dotted graphs to build the academic vocabulary words for discrete and continuous data. As the video continues, formal definitions are presented verbally and in written form. Another example of opportunities for students to develop academic mathematical language comes in Module 3: "Investigating Growth and Decay," Topic 1: "Introduction to Exponential Functions," Lesson 1: "It is a Generational Thing, Properties of Powers with Integer Exponents," when the terms power, base of a power, and exponent of a power are defined using visuals and written terms. Students will go on to write and evaluate expressions with positive integer exponents. They begin with a context using the power with a base of two. Students apply this academic vocabulary to investigate positive and negative integer bases where the negative sign may or may not be raised to a power depending on the placement of parentheses. Some expressions also contain variables.
Evaluation for 5.4b
Materials do not include scaffolding and support for students' use of academic vocabulary in context when communicating with peers and educators; therefore, no educator guidance for the scaffolding and support is present. The Help Center offers scaffolding support in MATHia; however, it is not specific to academic language.
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse. Besides multiple examples found in the materials through the MATHstream lessons referenced in our evidence guide, the materials also provide a four-page article, "Making Sense of Mathematics in Texas Supplemental Math," which details the ways that the materials support students' development of academic and mathematical language, including ideas and examples on how to use MATHia and MATHstream in peer interactions and whole group discussion. The article also guides the educator to model precise vocabulary to support students in applying mathematical language themselves. MATHstream includes interactive video lessons that allow for student collaboration. This encourages students to articulate their reasoning for problem-solving strategies. The article also explains that MATHia provides interactive tools to support the internalization of key terms and problem-solving skills.
Evaluation for 5.4d
Materials do not include embedded educator guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Evaluation for 5.4e
Materials do not provide anticipated answers to questions or tasks. Materials include embedded guidance to support inaccurate responses by providing real-time feedback to students for each response. For example, when a student submits an inaccurate response in Module 4: "Maximizing and Minimizing," Topic 1: "Introduction to Quadratic Functions," MATHia Adaptive Problem-Solving: "Exploring Quadratic Functions, Recognizing Key Features of Vertical Motion Graphs," the system highlights common misconceptions, provides hints, and directs the student toward a different approach rather than marking the answer wrong. Materials include embedded guidance to redirect inaccurate student responses. For example, in Module 4: "Maximizing and Minimizing," Topic 1: "Introduction to Quadratic Functions," MATHia Adaptive Problem-Solving: "Exploring Quadratic Functions, Recognizing Key Features of Vertical Motion Graphs," students need to fill in the blank: "The point where the pumpkin is launched or lands is called a(n) ____." If the student answers with maximum (incorrect response), the program redirects by saying: "Try again. A quadratic function can only have one maximum point, and the pumpkin begins and ends at two points."
Evaluation for 5.5a
Materials include TEKS process standards integrated appropriately into MATHia practices. For example, in Module 1: "Searching for Patterns," Topic 1: "Quantities and Relationships," MATHia Adaptive Problem-Solving: "Recognizing Functions and Function Families, Identifying Domain and Range," students identify domain and range from multiple representations—a statement, a data set, and a graph—then apply this understanding to a real-world situation. Materials include TEKS process standards integrated appropriately into MATHstream Videos. For example, in Module 3, Topic 2, Lesson 1, MATHstream Videos: "LessonStream: Comparing Simple and Compound Interest," students solve problems involving interest rates, matching graphical representations to types of interest, and evaluating function values at given time points. Students determine the average rate of change between value pairs and analyze whether it remains constant for simple interest functions. The video concludes with a task prompting students to calculate how many years it will take for each type of interest to reach a specific dollar amount.
Evaluation for 5.5b
Texas Supplemental Math Overview "Appendix A" describes how process standards are incorporated and connected throughout MATHia and MATHstream, utilizing real-world scenarios, multiple representations, making predictions, and testing hypotheses.
Evaluation for 5.5c
Materials do not include an overview of the TEKS process standards incorporated into each lesson. While a correlation guide including the content TEKS is provided for each lesson, the TEKS process standards are not included.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
1 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
1 out of 2 points
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
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
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
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
2 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
2 out of 3 points
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.
1 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.
1 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
1 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
1 out of 2 points
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
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
52% (11 out of 21 points)
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically. For example, in Module 3, Topic 1, MATHia Adaptive Problem-Solving: "Geometric Sequences and Exponential Functions, Writing Sequences as Exponential Functions," students classify sequences based on graphs, identify the function family, and write an explicit formula for each sequence. The module includes a step-by-step example with embedded hints that address common misconceptions, supporting students in making mathematical connections and thinking critically as they work through increasingly complex tasks. Materials provide opportunities for students to persevere through solving problems and make sense of mathematics through the student-directed use of the Hint feature in MATHia and MATHstream. The Hint feature in MATHia and MATHstream provides step-by-step guidance intended to scaffold learning by breaking down complex problems into manageable parts, offering optional explanations, visuals, or cues to support student understanding as they work through a task. However, in MATHia, a student can click the Next button three times within a Hint, and the program will provide the correct answer without requiring the student to do any work or attempt a response. Students are not prompted to attempt a response before receiving the answer, and the program does not alert the teacher that additional support may be needed. This significantly limits the effectiveness of the Hint feature in providing opportunities for students to persevere through solving problems or to make sense of mathematics. The Help Center article "Building on Student Strengths Through a Variety of Problem Types" states, "MATHbook is a record of student thinking, reasoning, and problem solving, which includes a variety of problem types to actively engage and challenge students. Activities are sequenced to ensure investigation, classification, worked examples, peer analysis, and real-world and mathematical problem-solving." However, Algebra I does not include access to the MATHbook component. As a result, students are not provided a space within the supplemental materials to record or reflect on their thinking, reasoning, or problem solving.
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. The "Making Sense of Mathematics" article states that "MATHia and MATHstream help students recognize that there are often multiple valid ways to solve problems, while requiring them to make sense of mathematics through active engagement. Streams and workspaces present tasks in multiple representations—verbal, algebraic, graphical, and numerical—and prompt learners to solve problems using different strategies, compare approaches, and justify their reasoning."
Evaluation for 6.1c
In the Help Center, the "Making Sense of Mathematics" article addresses how materials are designed to require students to make sense of mathematics through multiple opportunities to do and discuss math with peers and/or educators. It details that "[Students] in the same workspace receive similar, but not identical, problems, encouraging student-to-student discussions about strategies rather than just sharing answers." The materials do not provide opportunities for students to write about math with peers or educators.
Evaluation for 6.2a
Materials do not include opportunities for students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry; therefore, educator guidance for supporting students in their responses is not present. Materials include tools, such as animations, that allow students to observe various solution methods visually; however, the materials do not include prompts for students to discuss or write about their reflections, including explanations, arguments, justifications, or multiple points of entry. The teacher would need to create and implement their own opportunities for students to share and reflect on their problem-solving approaches. Materials do not include a teacher's guide, implementation guide, or any other resource to support this process. The "Instructional Tools in the Student MATHia Software" Help Center article outlines the embedded features of the MATHia program that are designed to support student learning. However, these features do not assist students in sharing and reflecting on their problem-solving approaches, nor do they provide guidance for educators in facilitating this sharing or reflection. A publisher-provided rationale states, "Explore Tools invite students to investigate concepts, discern patterns, and articulate their thinking: ideal for sharing approaches. Animations let students observe and discuss various solution methods visually, encouraging reflection on alternative strategies. Classification Tools require students to justify categorizations, promoting discussion of reasoning pathways. Problem‑Solving Tools provide adaptive, individualized support while prompting students to explain their method as they progress. Worked Examples encourage students to compare and critique different solution steps, helping them justify why certain approaches work and identify misconceptions. Together, these instructional tools give educators structured, embedded ways to facilitate student explanation, justification, and reflection, reinforcing the idea that multiple valid approaches exist." However, support is not provided for educators on how to use these features to guide students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Evaluation for 6.2b
Materials do not include prompts to support educators in providing explanatory feedback based on anticipated misconceptions. Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses. For example, in Module 2: "Exploring Constant Change," Topic 2: "Linear Equations and Inequalities," Lesson 2: "It is Literally About Literal Equations," MATHstream Video: "Solving Literal Equations" presents a segment at the 4:27 mark in which students identify the slope and intercepts of linear functions. If students answer incorrectly, the program plays a two-minute instructional video. In the video, the teacher offers targeted support, such as, "To find the x-intercept, we can substitute zero in for y." These teacher-led tips serve as explanatory feedback without directly providing answers. Materials include a real-time view of student progress in MATHia, identifying students who are stuck, idle, or in need of support. Teachers can also access the solution to a question using the Solve It feature. However, these features do not include prompts or guidance to support educators in providing explanatory feedback based on common misunderstandings, nor do they offer support to help educators prepare for anticipated misconceptions. Educators must independently analyze progress data or sample solutions to deliver actionable feedback. The "Making Sense of Mathematics" article provides guidance to support educators, including prompts to support educators in providing explanatory feedback based on student responses, and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. It states that the graphing tools in MATHia can be used to give visual feedback for misconceptions involving graphs.
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
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
2 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
2 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
0 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
0 out of 8 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
3 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
3 out of 4 points