Program Information
- ISBN
- 9798898864217
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 240.86 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 204.27 KB)
TX ClearMath 1e, Grade 1
Math (English) Grade 1
IMRA 2026
Publisher: Carnegie Learning, Inc.
Copyright: 2027
Series includes:
Rubric: Mathematics K–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (24 out of 24 points)
Evaluation for 1.1a
In the Texas ClearMath Grade 1 Scope and Sequence (165), module 1, topic 1, lessons 1–10 identify the grade 1 instructional progression and connect grade-level concepts to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). This scope and sequence provides educators with a yearlong course map that outlines the TEKS, ELPS, and concepts taught throughout the instructional year.
In the Texas ClearMath Grade 1 Scope and Sequence (180), module 1, topic 1, lessons 1–10 identify the instructional progression for the 180-day instructional calendar and connect grade-level concepts to the TEKS and ELPS. This additional scope and sequence provides educators with another course-level map that outlines the TEKS, ELPS, and concepts taught in the course.
Evaluation for 1.1b
The Scope and Sequence (165) organizes the course by module and topic and provides pacing guidance for implementation across the school year. This pacing guide/calendar resource supports effective implementation by helping educators plan instruction while maintaining the intended sequence of the materials.
The materials also include suggested pacing to support effective implementation for a different instructional calendar. The Scope and Sequence (180) organizes the course by module and topic and provides pacing guidance for a 180-day instructional calendar. Together, the 165-day and 180-day pacing guide/calendar resources support effective implementation for various instructional calendars.
Evaluation for 1.1c
The Texas ClearMath Grade 1 Mathematical Progressions and Connections describes mathematical progressions and connections across modules and topics. This resource explains how concepts build within the course, allowing educators to see how earlier learning supports later topics and how concepts to be learned connect throughout the year.
In the Texas ClearMath Grade 1 Teacher’s Implementation Guide Overview, the “Course Sequence” section identifies the course sequence and shows how modules and topics build across the instructional year. This overview supports educators in understanding the rationale of topic order and how concepts to be learned connect throughout the grade 1 course.
Evaluation for 1.1d
The Texas ClearMath K–5 Teacher Topic Internalization Protocol provides a structured protocol for topic-level internalization by guiding educators to identify key concepts, instructional goals, and planning considerations before teaching. This protocol provides corresponding guidance for internalizing the materials so educators can prepare for implementation as designed.
The Texas ClearMath K–5 Teacher Lesson Internalization Protocol provides a structured process for lesson internalization by guiding educators to examine lesson goals, instructional moves, materials, and anticipated student thinking before instruction. Together, the topic and lesson internalization protocols provide corresponding guidance for topic and lesson internalization.
Evaluation for 1.1e
The Texas ClearMath K–5 Coach Topic Internalization Protocol provides a coach-facing protocol for supporting educators as they internalize topic-level content and prepare to implement the materials. This resource gives instructional leaders guidance for coaching conversations focused on implementing the materials as designed.
The Texas ClearMath K–5 Coach Re-Engagement Protocol provides coach-facing guidance for supporting educators through reengagement planning and implementation. This resource supports instructional leaders by providing a structure for coaching conversations and implementation support aligned with the design of the materials.
Evaluation for 1.2a
In the Teacher’s Implementation Guide, module 1, topic 1, the “Topic Summaries” section includes “Key Ideas” and “Key Terms” sections for the topic. The “Key Ideas” section provides background content knowledge for the unit concepts, and the “Key Terms” section identifies academic vocabulary necessary to effectively teach the concepts in the unit.
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9 provides educator-facing instructional guidance, questions, tasks, materials, and content-specific information connected to the topic. This lesson-level guidance within the unit supports educators in understanding the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Evaluation for 1.2b
In the Texas ClearMath Grade 1 Student Practice Book, module 4, topic 9, the “Family Guide” section provides families with information about the mathematical concepts students will encounter in the topic and suggestions for supporting student progress. It also provides topic-level family supports connected to the learning students complete in the materials.
In the Student Practice Book, module 4, topic 9, the “Spanish Family Guide” section provides families with information about the mathematical concepts students will encounter and suggestions for supporting student progress at home. Together, the English and Spanish “Family Guides” provide supports for families with suggestions on supporting the progress of their students.
Evaluation for 1.3a
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9 provides educator-facing instructional guidance, questions, tasks, lesson materials, and checks for understanding. Together, these lesson components support the content and language standards of the lesson and provide the structure needed for educators to deliver the lesson as designed.
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 3 provides educator-facing instructional guidance, questions, tasks, lesson materials, and opportunities for instructional assessment. These lesson components further demonstrate how the materials provide detailed lesson plans aligned to the TEKS and ELPS.
Evaluation for 1.3b
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 1, the “Lesson Structure and Pacing Guide” section identifies the sequence of instructional activities and suggested timing for lesson components. This lesson overview helps educators prepare the materials and timing necessary to effectively deliver the lesson.
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 10, the “Lesson Structure and Pacing Guide” section identifies the sequence of instructional activities and suggested timing for lesson components. This second lesson overview confirms that the materials consistently provide lesson structure, materials, and timing guidance for effective lesson delivery.
Evaluation for 1.3c
In the Teacher’s Implementation Guide, the “Monitoring Student Progress” section explains how educators can use the Student Practice Book to monitor student progress and support continued practice. This guidance supports the effective use of lesson materials for additional practice and reinforcement beyond the core lesson.
In the Teacher’s Implementation Guide, the “Understanding the Teaching Cadence: Explore Centers” section explains how “Explore Centers” are used as part of the teaching cadence to provide continued practice and reinforcement beyond the core lesson. Together, the Student Practice Book guidance and “Explore Centers” guidance provide structures for additional practice, reinforcement, and extension.
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 the Texas ClearMath Grade 1 Scope and Sequence (180), module 1, topic 1, lessons 1–10 identify the instructional progression for the 180-day instructional calendar and connect grade-level concepts to the TEKS and ELPS. This additional scope and sequence provides educators with another course-level map that outlines the TEKS, ELPS, and concepts taught in the course.
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
The materials also include suggested pacing to support effective implementation for a different instructional calendar. The Scope and Sequence (180) organizes the course by module and topic and provides pacing guidance for a 180-day instructional calendar. Together, the 165-day and 180-day pacing guide/calendar resources support effective implementation for various instructional calendars.
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
In the Texas ClearMath Grade 1 Teacher’s Implementation Guide Overview, the “Course Sequence” section identifies the course sequence and shows how modules and topics build across the instructional year. This overview supports educators in understanding the rationale of topic order and how concepts to be learned connect throughout the grade 1 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 Texas ClearMath K–5 Teacher Lesson Internalization Protocol provides a structured process for lesson internalization by guiding educators to examine lesson goals, instructional moves, materials, and anticipated student thinking before instruction. Together, the topic and lesson internalization protocols provide corresponding guidance for topic and lesson internalization.
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
The Texas ClearMath K–5 Coach Re-Engagement Protocol provides coach-facing guidance for supporting educators through reengagement planning and implementation. This resource supports instructional leaders by providing a structure for coaching conversations and implementation support aligned with the design of the materials.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9 provides educator-facing instructional guidance, questions, tasks, materials, and content-specific information connected to the topic. This lesson-level guidance within the unit supports educators in understanding the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
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
In the Student Practice Book, module 4, topic 9, the “Spanish Family Guide” section provides families with information about the mathematical concepts students will encounter and suggestions for supporting student progress at home. Together, the English and Spanish “Family Guides” provide supports for families with suggestions on supporting the progress of their students.
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
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 3 provides educator-facing instructional guidance, questions, tasks, lesson materials, and opportunities for instructional assessment. These lesson components further demonstrate how the materials provide detailed lesson plans aligned to the TEKS and ELPS.
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
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 10, the “Lesson Structure and Pacing Guide” section identifies the sequence of instructional activities and suggested timing for lesson components. This second lesson overview confirms that the materials consistently provide lesson structure, materials, and timing guidance for effective lesson delivery.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
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
In the Teacher’s Implementation Guide, the “Understanding the Teaching Cadence: Explore Centers” section explains how “Explore Centers” are used as part of the teaching cadence to provide continued practice and reinforcement beyond the core lesson. Together, the Student Practice Book guidance and “Explore Centers” guidance provide structures for additional practice, reinforcement, and extension.
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 Texas ClearMath Grade 1 Assessment Suite, module 3, topic 7, the “ReadyCheck Assessment” includes matching, drawing, multiple-choice, and fill-in-the-blank items. These assessment formats allow students to show understanding in multiple ways and support educators in monitoring student progress throughout instruction.
In the Assessment Suite, topics with 10 or more lessons include “Snapshot Assessments,” which serve as formative mid-topic checks of understanding. “End-of-Topic Assessments” and “Performance Tasks” function as summative assessments that measure mastery of the skills and concepts taught within the topic. Together, these resources provide varied assessment opportunities that help educators measure student understanding across the instructional sequence.
Evaluation for 2.1b
In the Teacher’s Implementation Guide Overview, the “Comprehensive Assessment and Data-Driven Instruction” section explains the purpose and use of the Assessment Suite, including diagnostic, formative, and summative assessments. This guidance supports educators in understanding how each assessment type informs instruction and student support.
In the Assessment Suite, module 2, topic 4, the “Assessment Blueprints” and “Targeted Instruction Recommendations” sections outline the assessment system by describing course-level, module-level, topic-level, and lesson-level assessment blueprints and explaining the purpose of each assessment type. The resource also provides information about what each assessment measures, how assessment data should be collected, and actions educators can take based on student results.
Evaluation for 2.1c
The Texas ClearMath Grade 1 Year-at-a-Glance organizes the course by module and identifies the number of instructional days, review days, and assessment days included throughout the year. This pacing structure helps educators administer assessments within a consistent instructional timeframe.
In the Year-at-a-Glance, the course overview identifies lessons, assessments, and targeted instruction within each module. This structure helps ensure students receive similar instructional experiences and opportunities for practice before assessment, allowing assessment data to more accurately reflect student understanding of the taught concepts and skills.
Evaluation for 2.1d
In the Assessment Guide, module 1, topic 2, the “Assessment Blueprints” section identifies the TEKS and learning goals connected to assessment items. The “ReadyCheck Assessment Blueprint” also identifies the TEKS and objectives assessed. This alignment supports consistency between instruction and assessment.
The materials also include module-level and topic-level “ReadyCheck Assessments” that are administered before instruction to assess student readiness. In the Assessment Guide, the module and topic assessment guidance identifies the TEKS and topic objectives measured by each assessment. This information helps educators use diagnostic assessment results to plan instruction aligned to grade-level expectations and lesson objectives.
Evaluation for 2.1e
In the Assessment Guide, module 3, topic 8, the “End-of-Topic Assessment Blueprint” section includes a chart that identifies the TEKS aligned to each assessment item and the corresponding Depth of Knowledge (DOK) level. The blueprint includes items ranging from DOK 1 to DOK 3 and uses multiple item formats, including multiple-select, drawing, short-answer, and matching questions.
The materials include “Beginning-,” “Middle-,” and “End-of-Year Assessments” with TEKS-aligned items that evaluate student understanding through a variety of item types and levels of complexity. Assessment items include multiple-choice, short-answer, and fill-in-the-blank questions that measure a range of mathematical knowledge and skills. The assessments include items that require students to demonstrate procedural understanding, apply concepts, and explain mathematical thinking, providing opportunities to assess varying levels of cognitive complexity. Together, these assessment components allow students to demonstrate understanding through multiple formats while providing educators with information about student performance across a range of TEKS-aligned skills.
Evaluation for 2.2a
In module 3, topic 6, the “Performance Task: Measurement in the Park” section includes a scoring rubric with two criteria and descriptors for scores ranging from zero to two points for each criterion. These descriptors support accurate scoring by clearly defining performance expectations and levels of proficiency.
In module 1, topic 3, the “Performance Task: Gallery Walk” section includes a scoring rubric, sample student responses, and Student Look-Fors that identify evidence of understanding. These supports help educators identify student strengths, misconceptions, and areas for continued growth.
Evaluation for 2.2b
In the Assessment Guide, topic 7, the “Assessment Blueprints” and “Targeted Instruction Recommendations” sections align each assessment item to the TEKS and identify instructional supports connected to each skill. The “Targeted Instruction by TEKS” section gives educators suggested tasks and activities to address specific areas of need based on assessment results.
The materials also include targeted instructional guidance following each assessment blueprint. In the Assessment Guide, the “Targeted Instruction Recommendations by TEKS” section helps educators analyze student performance by standard and identify next steps. For example, after the topic 1 “End-of-Topic Assessment,” students who need additional practice with TEKS 1.3B can participate in a small-group activity using manipulatives, story mats, number bond models, or 10 frames to act out word problems and strengthen understanding.
Evaluation for 2.2c
In the Assessment Guide, module 3, topic 8, the “End-of-Topic Assessment Blueprint” section directs educators to “Assessment Reports” that are available in the Clear Learning Center. These reports include customizable progress-monitoring charts that allow educators to track individual student and whole-class performance over time. The reports also provide instructional actions based on assessment results, supporting data-driven instructional decisions.
In the Teacher’s Implementation Guide, the topic 2 overview includes a “Topic Self-Reflection” section with a student-friendly data tracker after each “Topic Assessment.” Students color a circle for each I Can statement to show their progress toward mastery of topic objectives. This tool supports student reflection, goal-setting, and ownership of learning by helping students identify strengths and areas for continued growth.
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
In the Assessment Suite, topics with 10 or more lessons include “Snapshot Assessments,” which serve as formative mid-topic checks of understanding. “End-of-Topic Assessments” and “Performance Tasks” function as summative assessments that measure mastery of the skills and concepts taught within the topic. Together, these resources provide varied assessment opportunities that help educators measure student understanding across the instructional sequence.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
In the Assessment Suite, module 2, topic 4, the “Assessment Blueprints” and “Targeted Instruction Recommendations” sections outline the assessment system by describing course-level, module-level, topic-level, and lesson-level assessment blueprints and explaining the purpose of each assessment type. The resource also provides information about what each assessment measures, how assessment data should be collected, and actions educators can take based on student results.
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
In the Year-at-a-Glance, the course overview identifies lessons, assessments, and targeted instruction within each module. This structure helps ensure students receive similar instructional experiences and opportunities for practice before assessment, allowing assessment data to more accurately reflect student understanding of the taught concepts and skills.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include module-level and topic-level “ReadyCheck Assessments” that are administered before instruction to assess student readiness. In the Assessment Guide, the module and topic assessment guidance identifies the TEKS and topic objectives measured by each assessment. This information helps educators use diagnostic assessment results to plan instruction aligned to grade-level expectations and lesson objectives.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials include “Beginning-,” “Middle-,” and “End-of-Year Assessments” with TEKS-aligned items that evaluate student understanding through a variety of item types and levels of complexity. Assessment items include multiple-choice, short-answer, and fill-in-the-blank questions that measure a range of mathematical knowledge and skills. The assessments include items that require students to demonstrate procedural understanding, apply concepts, and explain mathematical thinking, providing opportunities to assess varying levels of cognitive complexity. Together, these assessment components allow students to demonstrate understanding through multiple formats while providing educators with information about student performance across a range of TEKS-aligned skills.
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
In module 1, topic 3, the “Performance Task: Gallery Walk” section includes a scoring rubric, sample student responses, and Student Look-Fors that identify evidence of understanding. These supports help educators identify student strengths, misconceptions, and areas for continued growth.
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 materials also include targeted instructional guidance following each assessment blueprint. In the Assessment Guide, the “Targeted Instruction Recommendations by TEKS” section helps educators analyze student performance by standard and identify next steps. For example, after the topic 1 “End-of-Topic Assessment,” students who need additional practice with TEKS 1.3B can participate in a small-group activity using manipulatives, story mats, number bond models, or 10 frames to act out word problems and strengthen understanding.
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
In the Teacher’s Implementation Guide, the topic 2 overview includes a “Topic Self-Reflection” section with a student-friendly data tracker after each “Topic Assessment.” Students color a circle for each I Can statement to show their progress toward mastery of topic objectives. This tool supports student reflection, goal-setting, and ownership of learning by helping students identify strengths and areas for continued growth.
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
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 1 includes educator guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency on grade-level content and skills. The “Lesson Structure and Pacing Guide” section includes differentiation supports through “Assistance for All” and “Just in Time Supports” strategies that provide targeted reteaching opportunities during instruction. These supports include explicit educator guidance, instructional prompts, and strategies designed to address misconceptions and build student understanding of the lesson concepts.
The Teacher’s Implementation Guide provides “Clarify Centers” within “Re-Engagement Lessons” that enable targeted, educator-facilitated supports for students who need additional instruction by offering structured opportunities to revisit and strengthen their understanding of key concepts. For example, in module 1, topic 1, after lessons 4 and 5 regarding taking apart numbers up to 20, lesson 6 provides the “Act It Out! Clarify Center” activity in which the educator reads separating story problems aloud and students model the separating action using counters on a story mat and then write equations to match the problem.
Evaluation for 3.1b
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 4 includes a “Language Link: Developing Contextual Language” section that has pre-teaching supports for unfamiliar vocabulary and references in the text. This section provides guidance for addressing unfamiliar references that may interfere with students’ understanding of mathematical situations. For example, educators are guided to explain contextual references, such as brainstorming separating situations and acting them out before solving a separating word problem. These language supports help students develop understanding of unfamiliar references that are essential for accessing grade-level content.
The Teacher’s Implementation Guide includes a “Language Links: Developing Mathematical Language” section that provides guidance for developing mathematical language, including strategies for using precise vocabulary and discussing mathematical reasoning. In module 4, topic 9, lesson 2, this section reminds the educator that students may refer to their strategy as “easy” or “easier” and guides educators to connect the idea of “easier” to the idea “more efficient” and explain that when a task is more efficient, it saves time.
Evaluation for 3.1c
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 7 includes a “Challenge Opportunity Embedded Support” section that provides educator guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. The “Differentiation Strategy” section includes “Challenge Opportunity” tasks that provide enrichment activities designed to extend student thinking beyond grade-level expectations. These activities engage proficient students in deeper application of mathematical concepts through more complex problems and tasks that promote reasoning and conceptual understanding. Together, these supports ensure that students who demonstrate mastery are appropriately challenged through meaningful extension opportunities.
The Assessment Guide includes rubrics for various evaluations, including performance tasks. The “Recommendations for Future Topics” section provides educator guidance for differentiated instruction, including grouping strategies and suggestions for extension opportunities for students who have demonstrated proficiency in grade-level content and skills. These recommendations support educators in appropriately challenging proficient students by offering opportunities for deeper engagement and continued application of mathematical concepts beyond the core task. These supports ensure that students who demonstrate mastery are provided with meaningful extension experiences that promote higher-level thinking and sustained academic growth.
Evaluation for 3.2a
The Teacher’s Implementation Guide includes explicit prompts and guidance to support educators in modeling and explaining the concepts to be learned. Each task includes step-by-step instructional guidance in bullet-point format that outlines how educators should model and explain the concept. In addition, speech-bubble icons provide explicit educator prompts that can be used during instruction to support clear explanations and facilitate student understanding. Together, these supports guide educators in effectively modeling concepts and using consistent language to support student learning.
Facilitation notes also include Common Misconception embedded supports that identify likely student misunderstandings and provide guidance for addressing them during instruction. For example, in the Teacher’s Implementation Guide, module 3, topic 7, lesson 6, many students may identify a sphere as “having a circle” even though there is actually no flat circle that is part of the surface of a sphere.
Evaluation for 3.2b
The Texas ClearMath Instructional Strategies Handbook provides educators with a range of instructional strategies organized into categories such as Authentic Problem Solving, Explaining Their Thinking, Guided Interactions, Math Talks, and Multiple Representations. Each strategy includes descriptions, examples, implementation guidance, and tips for strengthening instructional delivery over time. Together, these supports provide educators with multiple approaches for delivering instruction, engaging students in mathematical discourse, and facilitating learning through varied instructional methods.
Each lesson in the Teacher’s Implementation Guide includes a “Lesson Structure and Pacing Guide” section that highlights the specific strategy associated with each activity, illustrating a range of instructional approaches within a single lesson. This guidance supports educators in selecting and implementing appropriate strategies for individual lessons.
Evaluation for 3.2c
The Teacher’s Implementation Guide volume 2 incorporates multiple forms of practice, including guided, collaborative, and independent learning opportunities that reinforce key concepts and skills. Clear educator guidance and recommended instructional structures, such as whole-group, small-group, partner, and individual activities, support effective implementation. These varied practice formats help students build understanding, apply learning, and develop confidence through meaningful engagement with the content.
The Teacher’s Implementation Guide volume 1 provides a variety of practice opportunities, including guided, collaborative, and independent tasks that strengthen student understanding of key concepts and skills. Embedded educator guidance outlines effective implementation through whole-group, small-group, partner, and individual learning structures. These diverse practice experiences support skill development, encourage active engagement, and help students apply their learning with increasing independence and confidence.
Evaluation for 3.3a
The Texas ClearMath Grade 1 Emergent Bilingual Student Support Handbook includes educator guidance for each lesson on providing linguistic accommodations for multiple levels of language proficiency. The “Emergent Bilingual Student Support” section provides connected ELPS-aligned scaffolds and supports for Pre-Production/Beginning, Intermediate/High Intermediate, and High Intermediate/Advanced learners. These supports include leveled sentence stems, reminders, and structured prompts that guide student discussion and participation in mathematical discourse. Across proficiency levels, the materials progressively increase expectations for students to use more complex and academic language, supporting students in developing and applying increasingly sophisticated language structures as they engage with grade-level content.
The Emergent Bilingual Student Support Handbook provides guidance for implementing linguistic accommodations that support students at varying levels of English language proficiency in alignment with the ELPS. Embedded supports—including sentence stems, visual representations, structured discussion opportunities—and targeted academic vocabulary instruction, help students access grade-level content while developing language skills. These scaffolds encourage students to progressively strengthen their use of academic language across listening, speaking, reading, and writing tasks.
Evaluation for 3.3b
The Teacher’s Implementation Guide includes implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a second language (ESL) programs. The “Empowering Emergent Bilingual Students” section in both the Teacher’s Implementation Guide and Emergent Bilingual Student Support Handbook provide educators with structured strategies to support multilingual learners during instruction. This includes embedded ELPS-aligned guidance, sentence frames for verbalizing mathematical thinking, word banks to support academic vocabulary development, and language goals that define expected language use within each topic. Together, these supports provide clear implementation guidance for adapting instruction to meet the linguistic and academic needs of emergent bilingual (EB) students while maintaining access to grade-level content.
The Emergent Bilingual Student Support Handbook provides clear guidance for implementing instruction within state-approved bilingual and ESL programs. Embedded supports include language development strategies, ELPS-aligned instructional recommendations, and opportunities for students to build both academic content knowledge and language proficiency. These resources help educators effectively support multilingual learners while ensuring access to rigorous, grade-level instruction.
Evaluation for 3.3c
The Emergent Bilingual Student Support Handbook offers comprehensive topic-level resources that effectively address the needs of EB students. In topic 13, instructional supports build background knowledge and comprehension through concrete demonstrations and visual references, while opportunities for home-language use encourage meaningful cross-linguistic connections. Additional scaffolds, including sentence frames and word banks, provide targeted support for developing academic vocabulary.
The educator facilitation notes in the Teacher’s Implementation Guide include guidance for supporting EB students. In module 5, topic 13, lesson 5, the “Emergent Bilingual Student Support” section suggests that educators partner EB students with native English speakers to assist in building background knowledge and supporting vocabulary and comprehension as students utilize academic vocabulary in their written story problems.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The Teacher’s Implementation Guide provides “Clarify Centers” within “Re-Engagement Lessons” that enable targeted, educator-facilitated supports for students who need additional instruction by offering structured opportunities to revisit and strengthen their understanding of key concepts. For example, in module 1, topic 1, after lessons 4 and 5 regarding taking apart numbers up to 20, lesson 6 provides the “Act It Out! Clarify Center” activity in which the educator reads separating story problems aloud and students model the separating action using counters on a story mat and then write equations to match the problem.
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 Teacher’s Implementation Guide includes a “Language Links: Developing Mathematical Language” section that provides guidance for developing mathematical language, including strategies for using precise vocabulary and discussing mathematical reasoning. In module 4, topic 9, lesson 2, this section reminds the educator that students may refer to their strategy as “easy” or “easier” and guides educators to connect the idea of “easier” to the idea “more efficient” and explain that when a task is more efficient, it saves time.
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 Assessment Guide includes rubrics for various evaluations, including performance tasks. The “Recommendations for Future Topics” section provides educator guidance for differentiated instruction, including grouping strategies and suggestions for extension opportunities for students who have demonstrated proficiency in grade-level content and skills. These recommendations support educators in appropriately challenging proficient students by offering opportunities for deeper engagement and continued application of mathematical concepts beyond the core task. These supports ensure that students who demonstrate mastery are provided with meaningful extension experiences that promote higher-level thinking and sustained academic growth.
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
Facilitation notes also include Common Misconception embedded supports that identify likely student misunderstandings and provide guidance for addressing them during instruction. For example, in the Teacher’s Implementation Guide, module 3, topic 7, lesson 6, many students may identify a sphere as “having a circle” even though there is actually no flat circle that is part of the surface of a sphere.
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
Each lesson in the Teacher’s Implementation Guide includes a “Lesson Structure and Pacing Guide” section that highlights the specific strategy associated with each activity, illustrating a range of instructional approaches within a single lesson. This guidance supports educators in selecting and implementing appropriate strategies for individual lessons.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The Teacher’s Implementation Guide volume 1 provides a variety of practice opportunities, including guided, collaborative, and independent tasks that strengthen student understanding of key concepts and skills. Embedded educator guidance outlines effective implementation through whole-group, small-group, partner, and individual learning structures. These diverse practice experiences support skill development, encourage active engagement, and help students apply their learning with increasing independence and confidence.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The Emergent Bilingual Student Support Handbook provides guidance for implementing linguistic accommodations that support students at varying levels of English language proficiency in alignment with the ELPS. Embedded supports—including sentence stems, visual representations, structured discussion opportunities—and targeted academic vocabulary instruction, help students access grade-level content while developing language skills. These scaffolds encourage students to progressively strengthen their use of academic language across listening, speaking, reading, and writing tasks.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The Emergent Bilingual Student Support Handbook provides clear guidance for implementing instruction within state-approved bilingual and ESL programs. Embedded supports include language development strategies, ELPS-aligned instructional recommendations, and opportunities for students to build both academic content knowledge and language proficiency. These resources help educators effectively support multilingual learners while ensuring access to rigorous, grade-level instruction.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The educator facilitation notes in the Teacher’s Implementation Guide include guidance for supporting EB students. In module 5, topic 13, lesson 5, the “Emergent Bilingual Student Support” section suggests that educators partner EB students with native English speakers to assist in building background knowledge and supporting vocabulary and comprehension as students utilize academic vocabulary in their written story problems.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (19 out of 19 points)
Evaluation for 4.1a
In the Assessment Suite, module 3, topic 7, students demonstrate depth of understanding aligned to the grade 1 geometry TEKS by identifying, classifying, composing, and sorting shapes based on attributes. The “End-of-Topic Assessment” asks students to determine which pattern blocks create a rectangle, identify a hexagon, choose attributes of a square, draw a shape with three sides and three vertices, use pattern blocks to compose shapes in different ways, and create a hexagon using three different pattern block shapes. Students also identify spheres, determine attributes of cones, sort rectangles and non-rectangles, identify non-defining attributes such as size and color, and sort solids by whether they roll. These tasks require students to apply geometric reasoning across two-dimensional and three-dimensional representations.
In the Assessment Suite, module 3, the “End-of-Module Assessment” also requires students to demonstrate depth of understanding across multiple grade 1 concepts. Students match analog and digital clocks, measure objects using nonstandard units, explain why measurements are different when using paper clips and connecting cubes, write and solve an addition story problem with an unknown starting amount, identify attributes of a hexagon, sort triangles and non-triangles, compose a larger shape from two squares, identify pattern blocks that create a triangle, partition a shape into two equal parts, and identify shapes partitioned into fourths. These assessment tasks require students to apply understanding of time, measurement, operations, shape attributes, shape composition, and equal shares across a variety of representations and problem types.
Evaluation for 4.1b
In the Implementation Guide, module 1, topic 1, lessons 7–9, questions and tasks progressively increase in rigor and complexity as students move from representing addition situations with unknowns to solving mixed addition and subtraction story problems. In lesson 7, students use number bonds, counters, and equations to represent addition stories with unknowns in different positions. Students identify the parts and whole, act out addition situations, and write addition equations to represent the unknown.
The progression continues in lesson 8 and lesson 9. In lesson 8, students use number bonds and counters to act out subtraction situations with unknowns in different positions and write subtraction equations. In lesson 9, students analyze action and non-action story problems, determine whether a problem represents addition or subtraction, match stories to equations, and explain their reasoning. This sequence moves students from concrete models and unknown quantities to flexible problem-solving with words, pictures, objects, number bonds, and equations.
Evaluation for 4.2a
In the Teacher’s Implementation Guide, the module 2 overview demonstrates coherence across topics by connecting place-value concepts to prior and future learning. The module overview explains that students develop place-value understanding by recognizing 10 as a unit and building numbers with tens and ones. The “Connection to Prior Learning” section connects this work to module 1, in which students built conceptual understanding with numbers to 20, composing and decomposing numbers, and adding and subtracting within 20.
The “Mathematical Progressions Across Modules” chart in module 2 shows how place-value understanding develops across the grade 1 course. Module 1 focuses on representing stories and relationships, while module 2 extends students’ number understanding to building with tens, numbers to 99, and comparing numbers. The chart also shows that this place-value work supports later learning in module 3, module 4, and module 5. This progression connects number relationships, place value, comparison, measurement, data, money, and time across the course.
Evaluation for 4.2b
In the Teacher’s Implementation Guide, module 1, topic 1 connects previous learning to current grade-level content. The topic overview explains that students build on kindergarten experiences with joining and separating sets, counting objects, representing story problems, and modeling addition and subtraction with objects and pictures. In grade 1, students extend this learning by solving addition and subtraction story problems with unknowns in different positions and representing their thinking with words, pictures, objects, number bonds, and equations.
The same topic overview connects current learning to future mathematical understanding. The “Connection to Future Learning” section explains that students apply their understanding of adding and subtracting in topic 2 when they use different strategies to add and subtract within 20. The module 2 overview further explains that students use their understanding of composing and decomposing numbers to develop place-value understanding with tens and ones. This shows a coherent progression from kindergarten story problems to grade 1 addition and subtraction strategies and then to place-value reasoning.
Evaluation for 4.2c
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 1, students use familiar models, including fingers, 10 frames, counters, and equations, to represent combinations that make 10. The lesson asks students questions such as “How do you see 10 on your fingers?” and “How do you see 10 on the ten frame?” Students represent 10 in multiple ways, record combinations that make 10, and connect the models to equations. This lesson builds on students’ prior counting, composing, and quantity representation work while preparing them for more efficient addition strategies.
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 1, students connect prior understandings of equality and shape attributes to new learning about equal shares. The lesson begins with students noticing shapes partitioned in different ways and discussing whether the parts are equal. Students then use pattern blocks to compose and compare equal and unequal parts, identify examples and non-examples, and explain why a shape is or is not partitioned into equal parts. This connects prior work with shapes, attributes, and equality to new learning about halves, fourths, and equal shares.
Evaluation for 4.3a
The Teacher’s Implementation Guide provides spaced retrieval opportunities through “Re-Engagement Lessons.” In module 1, topic 1, lesson 3, students revisit addition story problems and joining situations after initial instruction. The lesson includes a “Planning to Re-Engage” section that uses the “Reflect” activity to assess students’ current level of understanding and assign students to “Clarify Centers,” “Solidify Centers,” or “Stretch Centers” based on their needs.
In the same lesson, students retrieve and strengthen previously learned addition concepts through multiple centers and a “Spaced Review” component. In center 1, students use manipulatives to act out joining quantities. In center 2, students model and record put-together story problems with numbers. In center 3, students create matching models and equations. The lesson also directs educators to download and print a spaced review for students, providing additional retrieval of previously learned skills over time.
Evaluation for 4.3b
The Assessment Suite provides interleaved practice opportunities through the module 3 “End-of-Module Assessment.” Students engage with multiple mathematical domains within the same assessment, including time, measurement, operations, geometry, shape composition, and equal shares. For example, students match analog and digital clocks, measure a straw with paper clips, explain why a marker has different measurements when measured with paper clips and connecting cubes, solve an addition story problem with an unknown starting amount, identify attributes of a hexagon, and sort triangles and non-triangles. These varied tasks require students to apply previously learned concepts across lessons and topics.
The Student Practice Book also provides interleaved practice within lessons. Module 1, topic 1, lesson 7 identifies interleaved practice that reviews using picture graphs to represent data while students work on addition equations with unknowns in different positions. Lesson 8 identifies interleaved practice that reviews matching number bond models to subtraction equations. Lesson 9 identifies interleaved practice that reviews identifying equations that represent story problems within 10. These tasks mix current addition and subtraction story problem work with previously learned data, number bond, and equation skills.
4.1 Depth of Key Concepts
4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
In the Assessment Suite, module 3, the “End-of-Module Assessment” also requires students to demonstrate depth of understanding across multiple grade 1 concepts. Students match analog and digital clocks, measure objects using nonstandard units, explain why measurements are different when using paper clips and connecting cubes, write and solve an addition story problem with an unknown starting amount, identify attributes of a hexagon, sort triangles and non-triangles, compose a larger shape from two squares, identify pattern blocks that create a triangle, partition a shape into two equal parts, and identify shapes partitioned into fourths. These assessment tasks require students to apply understanding of time, measurement, operations, shape attributes, shape composition, and equal shares across a variety of representations and problem types.
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 progression continues in lesson 8 and lesson 9. In lesson 8, students use number bonds and counters to act out subtraction situations with unknowns in different positions and write subtraction equations. In lesson 9, students analyze action and non-action story problems, determine whether a problem represents addition or subtraction, match stories to equations, and explain their reasoning. This sequence moves students from concrete models and unknown quantities to flexible problem-solving with words, pictures, objects, number bonds, and equations.
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 “Mathematical Progressions Across Modules” chart in module 2 shows how place-value understanding develops across the grade 1 course. Module 1 focuses on representing stories and relationships, while module 2 extends students’ number understanding to building with tens, numbers to 99, and comparing numbers. The chart also shows that this place-value work supports later learning in module 3, module 4, and module 5. This progression connects number relationships, place value, comparison, measurement, data, money, and time across the course.
4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.
3 out of 3 points
The same topic overview connects current learning to future mathematical understanding. The “Connection to Future Learning” section explains that students apply their understanding of adding and subtracting in topic 2 when they use different strategies to add and subtract within 20. The module 2 overview further explains that students use their understanding of composing and decomposing numbers to develop place-value understanding with tens and ones. This shows a coherent progression from kindergarten story problems to grade 1 addition and subtraction strategies and then to place-value reasoning.
4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..
4 out of 4 points
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 1, students connect prior understandings of equality and shape attributes to new learning about equal shares. The lesson begins with students noticing shapes partitioned in different ways and discussing whether the parts are equal. Students then use pattern blocks to compose and compare equal and unequal parts, identify examples and non-examples, and explain why a shape is or is not partitioned into equal parts. This connects prior work with shapes, attributes, and equality to new learning about halves, fourths, and equal shares.
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
In the same lesson, students retrieve and strengthen previously learned addition concepts through multiple centers and a “Spaced Review” component. In center 1, students use manipulatives to act out joining quantities. In center 2, students model and record put-together story problems with numbers. In center 3, students create matching models and equations. The lesson also directs educators to download and print a spaced review for students, providing additional retrieval of previously learned skills over time.
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 Student Practice Book also provides interleaved practice within lessons. Module 1, topic 1, lesson 7 identifies interleaved practice that reviews using picture graphs to represent data while students work on addition equations with unknowns in different positions. Lesson 8 identifies interleaved practice that reviews matching number bond models to subtraction equations. Lesson 9 identifies interleaved practice that reviews identifying equations that represent story problems within 10. These tasks mix current addition and subtraction story problem work with previously learned data, number bond, and equation skills.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
100% (41 out of 41 points)
Evaluation for 5.1a
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 5, students interpret, analyze, and evaluate models and representations for mathematical concepts. Students use colored rods to represent both sides of an equation and determine whether the two sides are equal. Students compare the length of the rods, connect the visual model to an equation, and explain whether the equation is true. These tasks require students to interpret a model, analyze the relationship between both sides, and evaluate whether the symbolic equation accurately represents equality.
In the same lesson, students continue interpreting and evaluating mathematical representations through equation-sorting tasks. Students sort equations based on whether they are true or not true and explain how they know. The lesson prompts students to compare different representations, determine whether both sides have the same value, and justify their reasoning. These questions and tasks require students to analyze equations as representations of mathematical relationships and evaluate the accuracy of each representation.
Evaluation for 5.1b
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 11, students create models to represent addition situations. Students use colored rods and 10 frames to make rows of five and represent addends in different ways. They build models that show how numbers can be decomposed and recomposed to make 10 and then connect those models to addition equations. These tasks require students to create concrete and visual models that represent addition relationships.
In module 1, topic 2, lesson 12, students create models to represent addition problems using 10 frames and counters. During the “Roll and Fill” activity, students roll number cubes, place counters on 10 frames, and use the model to make 10 before adding the remaining amount. In the “Use 10 to Determine Unknown Addends” activity, students use 10 frame models to determine missing addends and represent their thinking with equations. These tasks require students to create models that represent addition situations and unknown quantities.
Evaluation for 5.1c
In the Teacher’s Implementation Guide, module 1, topic 4, lesson 10, students apply conceptual understanding to new problem situations and contexts. Students solve story problems with unknown addends by using pictures, equations, and reasoning. Students also analyze a story problem, write a representation, solve for the unknown, and record their answer. These tasks require students to apply addition concepts to new story contexts.
In the same lesson, students extend conceptual understanding through real-world-style problem situations. Students identify what is known and unknown in a story, determine which quantities are being put together, and explain how an equation represents the situation. They also connect the story context to a visual model and symbolic equation. These opportunities require students to apply their understanding of put-together problems, unknown addends, and equation structures in new contexts.
Evaluation for 5.2a
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 8, students build automaticity through the “Quick Images: Marbles” activity. Students briefly view structured arrangements of marbles, identify the total number of marbles, and explain how they recognized the quantity. This supports subitizing and helps students recognize quantities efficiently instead of counting each object one at a time.
The Teacher’s Implementation Guide also builds fluency through “Daily Math Routines” activities. In module 1, topic 2, lessons 11 and 12, the “Daily Math Routines” include “Headline Story” and “Mental Math” opportunities connected to making and breaking numbers. These repeated routines give students ongoing practice with number relationships, addition strategies, and mental math, supporting the automaticity and fluency needed for grade-level tasks.
Evaluation for 5.2b
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 12, students practice efficient, flexible, and accurate mathematical procedures. Students also use 10 frames and counters to make 10 before adding the remaining amount. Students represent problems with counters, 10 frames, and equations, allowing them to move flexibly among concrete models, visual representations, and symbolic procedures.
In the same lesson, students use 10 frame models to determine missing addends, explain how they made 10, and connect the model to an equation. These tasks help students use the make-10 strategy as a more efficient approach while still verifying their thinking with visual models and accurate equations.
Evaluation for 5.2c
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 5, students evaluate procedures, processes, and solutions for accuracy. Students use colored rods to build both sides of an equation and determine whether the equation is true. They compare the values on each side, explain how the model supports their decision, and sort equations based on whether they represent equal values. These tasks require students to evaluate mathematical representations and solutions for accuracy.
In module 1, topic 3, lesson 6, students evaluate procedures for efficiency and flexibility. Students use stacked rods with three addends, construct numbers with three addends, and discuss different ways to group addends. Educator prompts ask students to explain which grouping is easier to add and why. These tasks require students to compare strategies, use properties of addition, and evaluate which approach is more efficient while maintaining accuracy.
Evaluation for 5.2d
In the Assessment Guide, topic 3 includes embedded supports for educators to guide students toward increasingly efficient approaches. The “Coach’s Playbook” section explains that the topic strengthens students’ understanding of number relationships within 20 by connecting structured arrangements, fact families, and equations. The guidance explains that as students work with triangular numbers, stair-step numbers, and number bonds, they should consistently link models and equations so they can move from concrete representations toward more efficient symbolic reasoning.
The “Coach’s Playbook” section also provides educator guidance for moving students toward increasingly efficient and flexible strategies. It notes that the equal sign is a major focus and reminds educators that students may initially view it as a signal to compute instead of as a symbol of balance. The guidance also explains that students may assume visible numbers are always the addends when working with unknowns, so educators are prompted to support students in modeling equations and reasoning about each quantity. These embedded supports help educators guide students from direct modeling toward more efficient equation reasoning and strategy selection.
Evaluation for 5.3a
The Teacher’s Implementation Guide explicitly states how the “Foundations for Effective Math Instruction” section addresses the conceptual and procedural emphasis of the TEKS. The overview identifies rigor as a three-legged stool made up of conceptual understanding, procedural fluency, and real-world application. It explains that students develop conceptual understanding through concrete models, visual representations, mathematical discussions, and opportunities to make sense of mathematical relationships before moving toward abstract reasoning.
The same “Foundations for Effective Math Instruction” section explains how students develop procedural fluency alongside conceptual understanding. The overview describes students building procedural fluency by exploring and applying strategies, using different representations, playing games that reinforce relationships, and practicing procedures in meaningful contexts. This guidance explicitly identifies how the materials balance conceptual understanding, procedural fluency, and application in grade-level mathematics instruction.
Evaluation for 5.3b
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 12, students use concrete models, pictorial representations, and abstract representations as required by the TEKS. Students use counters as concrete models and 10 frames as visual representations to make 10 and determine unknown addends. Students then connect those models to equations, using symbolic notation to represent the addition relationship.
In the Teacher’s Implementation Guide, module 2, topic 10, lesson 6, students use base 10 models, drawings, and numeric representations to compose and decompose numbers to 120. Students use base 10 blocks as concrete models, draw or interpret base 10 representations, and connect those representations to numerals and equations. These tasks intentionally connect concrete, pictorial, and abstract representations to support place-value understanding.
Evaluation for 5.3c
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 11 includes supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract addition concepts. Students create concrete models with colored rods to represent addends and then use the models to make 10 and some more. Educator prompts guide students to define how the rods represent the addends, explain how decomposing one addend helps make 10, and connect the model to an abstract addition equation such as 8 + 7 represented as 8 + 2 + 5.
In the Teacher’s Implementation Guide, module 2, topic 10, lesson 6 includes supports for students in connecting, creating, defining, and explaining representational models to abstract place-value concepts. Students compose and decompose numbers to 120 using base 10 models, create different representations of the same number, and connect the hundreds, tens, and ones in the model to numerals and equations. Educator prompts guide students to explain how each model represents the same value and how the base 10 representation connects to abstract numeric and place-value notation.
Evaluation for 5.4a
In the Teacher’s Implementation Guide, module 2, topic 5, lesson 1, students develop academic mathematical language using visuals, manipulatives, and language-development strategies. Students examine a visual that connects the symbols (>), (<), and (=) to the terms greater than, less than, and equal to. Students also use their hands to create each symbol while comparing numbers and explaining which quantity is greater than, less than, or equal to. Students read comparison statements aloud, such as “7 is greater than 3,” and justify why a particular symbol represents the relationship between two numbers. The “Emergent Bilingual Student Support” section provides a labeled visual of the comparison symbols and guides students in reading and discussing comparison statements using precise mathematical language.
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 2, students develop academic mathematical language through visuals, manipulatives, and targeted language-development strategies. Educators prepare two sets of connecting cubes and a part-part-whole mat for each pair of students. Students listen to and narrate story problems and then use the part-part-whole model to solve them. Educator questions guide students to identify what the story is about, what the parts are, what another name for the parts is, what the whole is, and what equation can be written to represent the story. These supports help students connect mathematical vocabulary, concrete models, and equations.
Evaluation for 5.4b
In the Teacher’s Implementation Guide, module 4, topic 10, lesson 5 provides educator guidance to scaffold students’ development and use of academic mathematical vocabulary in context. In the “Language Link: Developing Mathematical Language” section, educators explain that expanded form is an equation that shows the value of each digit and is one way to decompose a number into its parts. Students connect expanded form to place-value models while representing 120 using hundreds, tens, and ones and discussing the value of each digit. This embedded educator guidance supports students in developing and applying academic mathematical vocabulary within a meaningful place-value context.
In the Teacher’s Implementation Guide, module 4, topic 10, lesson 13, provides educator guidance to scaffold students’ development and use of academic mathematical vocabulary. In the “Language Link” section, educators guide students in translating story problems into mathematical symbols by acting out the situations, drawing pictures to represent the stories, and restating the problems using the given quantities. Students use mathematical vocabulary to discuss the relationships among the quantities and determine the position of the unknown. This embedded educator guidance supports students in applying academic mathematical vocabulary within the context of representing and solving story problems.
Evaluation for 5.4c
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 7, educator guidance supports mathematical conversations through vocabulary, syntax, and discourse. Students analyze a story problem to determine the equation that represents the situation, identify the location of the unknown, and explain their thinking using mathematical language. During the Turn-and-Talk routine, students share and justify their ideas with a partner, giving them opportunities to hear, refine, and apply mathematical language through discussion. Educator questions guide students to explain how they selected the equation, and exemplar responses model complete mathematical explanations using appropriate mathematical vocabulary.
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 10, educator guidance supports mathematical conversations through vocabulary, syntax, and discourse. Students analyze three representations of the same number and place each representation on an open number line before explaining how they determined its location. Educator questions prompt students to justify how the representations relate to one another and describe how numbers are ordered on an open number line. During the class discussion, students hear, refine, and apply mathematical language while comparing their reasoning with classmates. Exemplar responses model complete mathematical explanations using appropriate mathematical vocabulary.
Evaluation for 5.5a
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9, the TEKS mathematical process standards are identified in the blue “Mathematical Process Standards” box and integrated throughout the lesson. TEKS 1.1B guides students in using a problem-solving model, while TEKS 1.1G guides students in displaying, explaining, and justifying mathematical ideas using precise mathematical language. Students use the Problem-Solving Model resource to analyze story problems, determine the appropriate operation, and write equations to represent the stories. Educator questions prompt students to explain their reasoning, justify their solution strategies, and communicate how each equation represents the story problem.
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 9, the TEKS mathematical process standards are identified in the blue “Mathematical Process Standards” box and integrated throughout the lesson. TEKS 1.1E guides students in creating and using representations to organize and communicate mathematical ideas. Students determine the unknown number in a number bond model, represent the relationship between the whole and the parts, and write and solve a corresponding subtraction equation. Educator questions prompt students to explain how the number bond represents the story and justify the position of the unknown.
Evaluation for 5.5b
In the Assessment Guide, the “Mathematical Process Standards” section describes how the TEKS mathematical process standards are incorporated and connected throughout the course. The TEKS Correlation Chart identifies where each Mathematical Process Standard is addressed across topics, demonstrating that the process standards are intentionally incorporated throughout the curriculum. The Mathematical Process Standards chart also identifies the specific process standards emphasized within each “Re-Engagement Lesson,” showing how students revisit and apply process standards across topics and lessons over time.
In the Teacher’s Implementation Guide, module 1, topic 1, the “Mathematical Process Standards” section describes how TEKS mathematical process standards are incorporated and connected throughout the topic. The section identifies the process standards emphasized throughout topic 1 and includes Student Look-Fors that describe how each process standard is demonstrated during instruction. These supports show how the TEKS process standards are intentionally incorporated and connected throughout the topic.
Evaluation for 5.5c
In the Teacher’s Implementation Guide, module 1, topic 2, the “Mathematical Process Standards” section describes how TEKS mathematical process standards are incorporated and connected throughout the topic. The “Mathematical Process Standards” table identifies the process standards emphasized within the topic and includes Student Look-Fors that describe how students demonstrate each process standard during instruction. These Student Look-Fors provide consistent expectations for applying process standards across the lessons within the topic.
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 10, students reflect on the learning goals and TEKS mathematical process standards emphasized throughout the topic. During the “Mindset Reflection,” students evaluate their own progress by selecting an emoji that represents their understanding. This reflection reinforces the TEKS mathematical process standards developed throughout the topic and provides a consistent opportunity for students to connect their mathematical thinking across lessons.
Evaluation for 5.5d
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 5, the lesson overview identifies the TEKS mathematical process standards incorporated into the lesson. The “Texas TEKS” section identifies the standards alongside the content TEKS and ELPS, providing educators with an overview of the standards addressed during instruction. This lesson overview appears at the beginning of each lesson throughout the curriculum, providing educators with consistent access to the TEKS mathematical process standards before instruction begins.
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 5, the “Mathematical Process Standard” section provides an overview of the TEKS mathematical process standards incorporated into the activity. The box identifies the specific process standards addressed during the lesson, allowing educators to identify the process standards integrated into instruction. This overview is embedded within the activity, providing educators with consistent access to the process standards as instruction progresses.
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 interpreting and evaluating mathematical representations through equation-sorting tasks. Students sort equations based on whether they are true or not true and explain how they know. The lesson prompts students to compare different representations, determine whether both sides have the same value, and justify their reasoning. These questions and tasks require students to analyze equations as representations of mathematical relationships and evaluate the accuracy of each representation.
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 module 1, topic 2, lesson 12, students create models to represent addition problems using 10 frames and counters. During the “Roll and Fill” activity, students roll number cubes, place counters on 10 frames, and use the model to make 10 before adding the remaining amount. In the “Use 10 to Determine Unknown Addends” activity, students use 10 frame models to determine missing addends and represent their thinking with equations. These tasks require students to create models that represent addition situations and unknown quantities.
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
In the same lesson, students extend conceptual understanding through real-world-style problem situations. Students identify what is known and unknown in a story, determine which quantities are being put together, and explain how an equation represents the situation. They also connect the story context to a visual model and symbolic equation. These opportunities require students to apply their understanding of put-together problems, unknown addends, and equation structures in new contexts.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
The Teacher’s Implementation Guide also builds fluency through “Daily Math Routines” activities. In module 1, topic 2, lessons 11 and 12, the “Daily Math Routines” include “Headline Story” and “Mental Math” opportunities connected to making and breaking numbers. These repeated routines give students ongoing practice with number relationships, addition strategies, and mental math, supporting the automaticity and fluency needed for grade-level tasks.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.
3 out of 3 points
In the same lesson, students use 10 frame models to determine missing addends, explain how they made 10, and connect the model to an equation. These tasks help students use the make-10 strategy as a more efficient approach while still verifying their thinking with visual models and accurate equations.
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 module 1, topic 3, lesson 6, students evaluate procedures for efficiency and flexibility. Students use stacked rods with three addends, construct numbers with three addends, and discuss different ways to group addends. Educator prompts ask students to explain which grouping is easier to add and why. These tasks require students to compare strategies, use properties of addition, and evaluate which approach is more efficient while maintaining accuracy.
5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.
1 out of 1 points
The “Coach’s Playbook” section also provides educator guidance for moving students toward increasingly efficient and flexible strategies. It notes that the equal sign is a major focus and reminds educators that students may initially view it as a signal to compute instead of as a symbol of balance. The guidance also explains that students may assume visible numbers are always the addends when working with unknowns, so educators are prompted to support students in modeling equations and reasoning about each quantity. These embedded supports help educators guide students from direct modeling toward more efficient equation reasoning and strategy selection.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The same “Foundations for Effective Math Instruction” section explains how students develop procedural fluency alongside conceptual understanding. The overview describes students building procedural fluency by exploring and applying strategies, using different representations, playing games that reinforce relationships, and practicing procedures in meaningful contexts. This guidance explicitly identifies how the materials balance conceptual understanding, procedural fluency, and application in grade-level mathematics instruction.
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 the Teacher’s Implementation Guide, module 2, topic 10, lesson 6, students use base 10 models, drawings, and numeric representations to compose and decompose numbers to 120. Students use base 10 blocks as concrete models, draw or interpret base 10 representations, and connect those representations to numerals and equations. These tasks intentionally connect concrete, pictorial, and abstract representations to support place-value understanding.
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
In the Teacher’s Implementation Guide, module 2, topic 10, lesson 6 includes supports for students in connecting, creating, defining, and explaining representational models to abstract place-value concepts. Students compose and decompose numbers to 120 using base 10 models, create different representations of the same number, and connect the hundreds, tens, and ones in the model to numerals and equations. Educator prompts guide students to explain how each model represents the same value and how the base 10 representation connects to abstract numeric and place-value notation.
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 the Teacher’s Implementation Guide, module 1, topic 1, lesson 2, students develop academic mathematical language through visuals, manipulatives, and targeted language-development strategies. Educators prepare two sets of connecting cubes and a part-part-whole mat for each pair of students. Students listen to and narrate story problems and then use the part-part-whole model to solve them. Educator questions guide students to identify what the story is about, what the parts are, what another name for the parts is, what the whole is, and what equation can be written to represent the story. These supports help students connect mathematical vocabulary, concrete models, and equations.
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
In the Teacher’s Implementation Guide, module 4, topic 10, lesson 13, provides educator guidance to scaffold students’ development and use of academic mathematical vocabulary. In the “Language Link” section, educators guide students in translating story problems into mathematical symbols by acting out the situations, drawing pictures to represent the stories, and restating the problems using the given quantities. Students use mathematical vocabulary to discuss the relationships among the quantities and determine the position of the unknown. This embedded educator guidance supports students in applying academic mathematical vocabulary within the context of representing and solving story problems.
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
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 10, educator guidance supports mathematical conversations through vocabulary, syntax, and discourse. Students analyze three representations of the same number and place each representation on an open number line before explaining how they determined its location. Educator questions prompt students to justify how the representations relate to one another and describe how numbers are ordered on an open number line. During the class discussion, students hear, refine, and apply mathematical language while comparing their reasoning with classmates. Exemplar responses model complete mathematical explanations using appropriate mathematical vocabulary.
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
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 9, the TEKS mathematical process standards are identified in the blue “Mathematical Process Standards” box and integrated throughout the lesson. TEKS 1.1E guides students in creating and using representations to organize and communicate mathematical ideas. Students determine the unknown number in a number bond model, represent the relationship between the whole and the parts, and write and solve a corresponding subtraction equation. Educator questions prompt students to explain how the number bond represents the story and justify the position of the unknown.
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
In the Teacher’s Implementation Guide, module 1, topic 1, the “Mathematical Process Standards” section describes how TEKS mathematical process standards are incorporated and connected throughout the topic. The section identifies the process standards emphasized throughout topic 1 and includes Student Look-Fors that describe how each process standard is demonstrated during instruction. These supports show how the TEKS process standards are intentionally incorporated and connected throughout the topic.
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
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 10, students reflect on the learning goals and TEKS mathematical process standards emphasized throughout the topic. During the “Mindset Reflection,” students evaluate their own progress by selecting an emoji that represents their understanding. This reflection reinforces the TEKS mathematical process standards developed throughout the topic and provides a consistent opportunity for students to connect their mathematical thinking 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
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 5, the “Mathematical Process Standard” section provides an overview of the TEKS mathematical process standards incorporated into the activity. The box identifies the specific process standards addressed during the lesson, allowing educators to identify the process standards integrated into instruction. This overview is embedded within the activity, providing educators with consistent access to the process standards as instruction progresses.
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 the Teacher’s Implementation Guide, module 1, topic 3, lesson 13, students think mathematically, persevere through solving problems, and make sense of mathematics as they solve a start-unknown story problem. Students write and solve an equation with an unknown, explain their thinking, and identify an additional equation that could be used to solve the problem. Educator questions prompt students to justify their reasoning and reflect on when they persevered while solving the problem and what strategies helped them continue working through challenges.
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 2, students think mathematically and make sense of mathematics as they work with a partner to sort and organize animal cutouts in different ways. Students record their data in a sorting table, represent the data using tally marks, and explain why tally marks are grouped in sets of five. Educator questions prompt students to explain their sorting strategies and reasoning, supporting students as they make sense of the mathematics throughout the activity.
Evaluation for 6.1b
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 7, students develop an understanding that there can be multiple ways to represent and solve mathematical problems. Students sort story problems by the strategy they would use to solve them, discuss their preferred strategy with a partner, and record an equation to represent each story problem. Educator questions prompt students to explain why they selected a particular strategy and justify how different strategies can correctly solve the same problem. During partner discussions, students compare their reasoning and recognize that there is more than one appropriate way to solve a problem.
In the Teacher’s Implementation Guide, module 5, topic 11, lesson 12, students work with a partner to make two unequal cube trains equal using two different-colored sets of connecting cubes. Students discover that the task can be completed by either adding cubes to the shorter train or removing cubes from the longer train. During the closing discussion, educator questions prompt students to explain the strategies they used and justify why both addition and subtraction equations can represent and solve the same situation. These opportunities support students in understanding that mathematical problems can be represented and solved in multiple ways.
Evaluation for 6.1c
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 4, students make sense of mathematics through opportunities to do, write about, and discuss mathematics with peers and educators. Students work in small groups to measure strips of tape using different units, compare the measurements, and discuss why the results differ. Before measuring, students make predictions about the measurements, record their group’s results in a table, and write a reflection comparing their prediction to the actual measurements. Educator questions and whole-group discussions prompt students to explain why measurements differ when different units are used and compare their observations with classmates.
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 3, students make sense of mathematics by doing, writing about, and discussing mathematical ideas with peers and educators. Students analyze visual models of base 10 blocks to determine the total value represented, record the corresponding addition equation, and discuss their observations with the educator and classmates. During the closing discussion, educator questions prompt students to compare different representations and explain how counting groups of 10 is similar to combining 10s rods and ones.
Evaluation for 6.2a
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9 provides educators guidance to support students in sharing and reflecting on their problem-solving approaches through explanations, arguments, and justifications. Students use the Problem-Solving Model to identify what the problem is asking, explain what the numbers represent, develop a plan, and work with a partner to determine the equation that best matches the story problem. Educator questions prompt students to explain why an equation represents the story problem, justify that their answer makes sense, and share the strategies they used to determine the matching equation. During the “Reflect” activity, students explain when they would use different representations to solve a problem, justify how different tools can represent the same mathematical situation, and reflect on their preferred problem-solving approaches.
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 9, students share and reflect on their problem-solving approaches through explanations, arguments, and justifications. Students work with a partner to determine unknown numbers and explain the strategies they used to solve each equation. As the educator monitors student work, educator questions prompt students to explain and justify their mathematical thinking. During the closing discussion, students share their problem-solving strategies, compare different approaches used by classmates, and explain why their strategies were effective.
Evaluation for 6.2b
In the Teacher’s Implementation Guide, module 4, topic 10, lesson 12 includes prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. A “Common Misconception” callout alerts educators that students may believe there is only one correct way to place pattern blocks on an open number line and explains that multiple valid placements are possible when the relationships remain accurate. Throughout the activity, educator prompts and sample student responses guide educators in questioning students about their placement decisions, explaining why the blocks belong in specific locations, and discussing the relationships among the values represented on the open number line.
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 6 provides prompts and guidance that support educators in giving explanatory feedback based on student responses and anticipated misconceptions. During the “Would You Rather? Halves and Fourths” activity, students explain their reasoning for choosing either one-half or one-fourth of a sandwich during a Think-Pair-Share discussion. Educator questions prompt students to justify their responses and explain their thinking. The lesson also includes a “Common Misconception” section that prepares educators to address the misconception that one-fourth is larger than one-half because four is greater than two. Educator guidance directs students to identify and compare the one-half and one-fourth pieces on the activity page, providing explanatory feedback that reinforces the relationship between the number of equal parts and the size of each part.
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 the Teacher’s Implementation Guide, module 4, topic 9, lesson 2, students think mathematically and make sense of mathematics as they work with a partner to sort and organize animal cutouts in different ways. Students record their data in a sorting table, represent the data using tally marks, and explain why tally marks are grouped in sets of five. Educator questions prompt students to explain their sorting strategies and reasoning, supporting students as they make sense of the mathematics throughout the activity.
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 the Teacher’s Implementation Guide, module 5, topic 11, lesson 12, students work with a partner to make two unequal cube trains equal using two different-colored sets of connecting cubes. Students discover that the task can be completed by either adding cubes to the shorter train or removing cubes from the longer train. During the closing discussion, educator questions prompt students to explain the strategies they used and justify why both addition and subtraction equations can represent and solve the same situation. These opportunities support students in understanding that mathematical problems can be represented and solved in multiple ways.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.
3 out of 3 points
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 3, students make sense of mathematics by doing, writing about, and discussing mathematical ideas with peers and educators. Students analyze visual models of base 10 blocks to determine the total value represented, record the corresponding addition equation, and discuss their observations with the educator and classmates. During the closing discussion, educator questions prompt students to compare different representations and explain how counting groups of 10 is similar to combining 10s rods and ones.
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 the Teacher’s Implementation Guide, module 4, topic 9, lesson 9, students share and reflect on their problem-solving approaches through explanations, arguments, and justifications. Students work with a partner to determine unknown numbers and explain the strategies they used to solve each equation. As the educator monitors student work, educator questions prompt students to explain and justify their mathematical thinking. During the closing discussion, students share their problem-solving strategies, compare different approaches used by classmates, and explain why their strategies were effective.
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
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 6 provides prompts and guidance that support educators in giving explanatory feedback based on student responses and anticipated misconceptions. During the “Would You Rather? Halves and Fourths” activity, students explain their reasoning for choosing either one-half or one-fourth of a sandwich during a Think-Pair-Share discussion. Educator questions prompt students to justify their responses and explain their thinking. The lesson also includes a “Common Misconception” section that prepares educators to address the misconception that one-fourth is larger than one-half because four is greater than two. Educator guidance directs students to identify and compare the one-half and one-fourth pieces on the activity page, providing explanatory feedback that reinforces the relationship between the number of equal parts and the size of each part.