Program Information
- ISBN
- 9798898864248
- 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 4
Math (English) Grade 4
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 4 | 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 4 Scope and Sequence (165), module 1, topic 1, lessons 1–10 identify the grade 4 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 4 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 and calendar resource supports effective implementation by helping educators plan instruction while maintaining the intended sequence of the materials.
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 and calendar resources support effective implementation for various instructional calendars.
Evaluation for 1.1c
The Texas ClearMath Grade 4 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 the concepts connect throughout the year.
In the Texas ClearMath Grade 4 Teacher’s Implementation Guide Overview, the “Course Sequence” section shows how modules and topics build across the instructional year. This overview supports educators in understanding the rationale for unit order and how the concepts to be learned connect throughout the grade 4 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 also provides 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 unit 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 2, topic 5, lesson 3 provides educator-facing instructional guidance, questions, tasks, materials, and content-specific information connected to the topic. This lesson-level guidance within the unit helps educators understand the background content knowledge and academic vocabulary necessary to effectively teach the unit’s concepts.
Evaluation for 1.2b
The Texas ClearMath Grade 4 Student Practice Book, module 1, topic 2, the “Family Guide” section provides families with information about the mathematical concepts students will encounter in the topic and suggestions for supporting student progress. The “Family Guide” provides topic-level family supports aligned with the learning that students complete in the materials.
In the Student Practice Book, module 1, topic 2, 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, including suggestions for supporting their student’s progress.
Evaluation for 1.3a
In the Teacher’s Implementation Guide, module 2, topic 5, lesson 3 provides educator-facing instructional guidance, questions, tasks, lesson materials, and checks for understanding. Together, these components support the lesson’s content and language standards and provide the structure educators need to deliver the lesson as designed.
In the Teacher’s Implementation Guide, module 2, topic 5, lesson 4 provides educator-facing instructional guidance, questions, tasks, lesson materials, and opportunities for instructional assessment. These components further demonstrate that the materials provide detailed lesson plans aligned to the TEKS and the ELPS.
Evaluation for 1.3b
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 1, the “Lesson Structure and Pacing Guide” section outlines the sequence of instructional activities and the suggested timing for lesson components. This lesson overview helps educators prepare the materials and timing needed to deliver the lesson effectively.
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 5, the “Lesson Structure and Pacing Guide” section outlines the sequence of instructional activities and the 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 within the teaching cadence to provide continued practice and reinforcement beyond the core lesson. Together, the Student Practice Book guidance and the “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 4 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 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 and 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 4 Teacher’s Implementation Guide Overview, the “Course Sequence” section shows how modules and topics build across the instructional year. This overview supports educators in understanding the rationale for unit order and how the concepts to be learned connect throughout the grade 4 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 unit 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 2, topic 5, lesson 3 provides educator-facing instructional guidance, questions, tasks, materials, and content-specific information connected to the topic. This lesson-level guidance within the unit helps educators understand the background content knowledge and academic vocabulary necessary to effectively teach the unit’s concepts.
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 1, topic 2, 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, including suggestions for supporting their student’s progress.
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 2, topic 5, lesson 4 provides educator-facing instructional guidance, questions, tasks, lesson materials, and opportunities for instructional assessment. These components further demonstrate that the materials provide detailed lesson plans aligned to the TEKS and the 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 1, topic 1, lesson 5, the “Lesson Structure and Pacing Guide” section outlines the sequence of instructional activities and the 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 within the teaching cadence to provide continued practice and reinforcement beyond the core lesson. Together, the Student Practice Book guidance and the “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 4 Assessment Suite, module 1, topic 1, the “ReadyCheck Assessments” identify prerequisite skills and misconceptions before instruction, the “Snapshot Assessments” provide formative checks of understanding during instruction, and the “End-of-Topic Assessments” and “Performance Tasks” measure student mastery of topic concepts and skills after instruction.
In the Assessment Suite, module 1, topic 1 assessments include multiple-choice questions, open-response questions, model-based tasks, and performance-based tasks that allow students to demonstrate understanding in different ways. Additionally, in the Teacher’s Implementation Guide, module 1, topic 2, lesson 6 includes ongoing assessment opportunities to help educators monitor student understanding and provide targeted support during instruction.
Evaluation for 2.1b
In the Teacher’s Implementation Guide Overview, the “Comprehensive Assessment and Data-Driven Instruction” section describes assessment of learning, assessment for learning, and assessment as learning. The overview explains how each assessment approach supports monitoring student progress and informing instructional decisions.
In the Teacher’s Implementation Guide Overview, the “Comprehensive Assessment and Data-Driven Instruction” section explains the use of “Beginning-,” “Middle-,” and “End-of-Year Assessments” as well as “ReadyCheck Assessments,” “Snapshot Assessments,” “End-of-Topic Assessments,” and “Performance Tasks.” This guidance explains how educators use assessment results to identify student needs and plan instruction.
Evaluation for 2.1c
The Texas ClearMath Grade 4 Year-at-a-Glance (165) outlines when educators should administer assessments throughout the instructional year, including “ReadyCheck Assessments,” “Topic Assessments,” and dedicated assessment days. This guidance helps educators implement assessments consistently within the intended instructional sequence.
In the Year-at-a-Glance (165), pacing recommendations outline the number of instructional and assessment days within each module and topic. The document explains when educators use “ReadyCheck Assessments” and when students complete summative assessments, supporting accurate and consistent assessment administration.
Evaluation for 2.1d
In the Texas ClearMath Grade 4 Assessment Guide, the “Assessment Blueprints” section identifies the TEKS, item types, and Depth of Knowledge (DOK) levels for “ReadyCheck Assessments,” “Snapshot Assessments,” and “End-of-Topic Assessments.” The Assessment Guide also connects assessment items to the lessons that address each TEKS standard, supporting alignment between instruction and assessment.
In the Assessment Guide, each topic includes a lesson-by-lesson alignment of the TEKS addressed during instruction and ongoing assessments embedded throughout the lessons. The guide links assessment items to corresponding lessons and learning goals, demonstrating alignment between diagnostic, formative, and summative assessments and the objectives of the course, unit, and lesson.
Evaluation for 2.1e
In the Assessment Guide, the “Assessment Blueprints” section identifies the TEKS alignment and DOK level for each assessment item. The blueprints show a range of DOK levels across assessment questions, supporting evaluation of student learning at multiple levels of cognitive demand.
In the Assessment Guide, the “Assessment Blueprints” section identifies item formats such as multiple-choice, multiple-select, short-answer, and constructed-response questions. The guide includes descriptions of item types and DOK levels, demonstrating that assessments measure student understanding through multiple formats and levels of complexity.
Evaluation for 2.2a
In the Assessment Suite, “Performance Task” sections include a rubric with scoring criteria and educator facilitation notes that support consistent scoring of student responses. The rubric provides clear expectations for evaluating student work and interpreting performance levels.
The Assessment Guide offers scoring guidance and assessment rubrics to support the evaluation of “End-of-Topic Assessments” and “Performance Tasks.” The guide also includes recommendations for using assessment results to inform instructional decisions.
Evaluation for 2.2b
In the Teacher’s Implementation Guide Overview, the “Unpacking a Re-Engagement Lesson” section explains how educators analyze student responses and use assessment evidence to plan targeted instruction. This guidance helps educators clarify, strengthen, and extend student understanding.
In the Assessment Guide, “Targeted Instruction Recommendations by TEKS” and “Suggestions for Using the Performance Task as an Assessment for Learning” offer guidance on responding to student performance and supporting continued growth.
Evaluation for 2.2c
In the Teacher’s Implementation Guide Overview, the “Using Data to Monitor and Celebrate Success” section describes assessment reports and recording tools that support monitoring student performance and informing instructional decisions. Interactive course-level assessment recording sheets also support ongoing tracking of student growth across modules.
In the Texas ClearMath Grade 4 Student Resource Book, “Topic Self-Reflection” activities provide student-friendly I Can statements that help students monitor their understanding of concepts and skills. These reflection tools encourage students to identify strengths, set goals, and track their progress over time.
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, module 1, topic 1 assessments include multiple-choice questions, open-response questions, model-based tasks, and performance-based tasks that allow students to demonstrate understanding in different ways. Additionally, in the Teacher’s Implementation Guide, module 1, topic 2, lesson 6 includes ongoing assessment opportunities to help educators monitor student understanding and provide targeted support during instruction.
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 Teacher’s Implementation Guide Overview, the “Comprehensive Assessment and Data-Driven Instruction” section explains the use of “Beginning-,” “Middle-,” and “End-of-Year Assessments” as well as “ReadyCheck Assessments,” “Snapshot Assessments,” “End-of-Topic Assessments,” and “Performance Tasks.” This guidance explains how educators use assessment results to identify student needs and plan instruction.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
In the Year-at-a-Glance (165), pacing recommendations outline the number of instructional and assessment days within each module and topic. The document explains when educators use “ReadyCheck Assessments” and when students complete summative assessments, supporting accurate and consistent assessment administration.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
In the Assessment Guide, each topic includes a lesson-by-lesson alignment of the TEKS addressed during instruction and ongoing assessments embedded throughout the lessons. The guide links assessment items to corresponding lessons and learning goals, demonstrating alignment between diagnostic, formative, and summative assessments and the objectives of the course, unit, and lesson.
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
In the Assessment Guide, the “Assessment Blueprints” section identifies item formats such as multiple-choice, multiple-select, short-answer, and constructed-response questions. The guide includes descriptions of item types and DOK levels, demonstrating that assessments measure student understanding through multiple formats and levels of complexity.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The Assessment Guide offers scoring guidance and assessment rubrics to support the evaluation of “End-of-Topic Assessments” and “Performance Tasks.” The guide also includes recommendations for using assessment results to inform instructional decisions.
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
In the Assessment Guide, “Targeted Instruction Recommendations by TEKS” and “Suggestions for Using the Performance Task as an Assessment for Learning” offer guidance on responding to student performance and supporting continued growth.
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 Texas ClearMath Grade 4 Student Resource Book, “Topic Self-Reflection” activities provide student-friendly I Can statements that help students monitor their understanding of concepts and skills. These reflection tools encourage students to identify strengths, set goals, and track their progress over time.
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 1, topic 1, lesson 5, the “Re-Engagement Lesson” provides opportunities for students to revisit reading and writing whole numbers and interpreting place-value relationships through targeted reteaching activities. The lesson helps educators address unfinished learning and strengthen conceptual understanding.
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 1, “Just-in-Time Supports” and “Assistance for All” sections help educators respond to student needs during instruction. These supports provide scaffolded opportunities for students to deepen understanding and engage with grade-level content.
Evaluation for 3.1b
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 5, a “Language Link: Developing Contextual Language” section guides educators in building background knowledge and discussing terms such as normal body temperature and degrees Fahrenheit. These supports help students access lesson content and participate in mathematical discussions.
In the Teacher’s Implementation Guide, “Topic Overview” sections include language development resources, everyday connections, and contextual learning opportunities that help educators introduce unfamiliar vocabulary and support student comprehension throughout instruction.
Evaluation for 3.1c
In the Teacher’s Implementation Guide, “Stretch Centers” offer students opportunities to extend their mathematical thinking through challenging tasks and investigations. For example, in module 1, topic 3, lesson 7, the “In the Middle Stretch Center” encourages students to apply mathematical concepts in more complex ways and to justify their reasoning.
The materials also provide extension opportunities through differentiated center activities embedded within “Re-Engagement Lessons.” In the Teacher’s Implementation Guide, “Stretch Centers” support deeper exploration of mathematical concepts and encourage students to engage in advanced problem-solving, strategic thinking, and mathematical communication.
Evaluation for 3.2a
In the Teacher’s Implementation Guide, lesson facilitation notes include purposeful questions, anticipated student responses, sample explanations, visual models, and discussion prompts that help educators explain concepts and build mathematical understanding.
In the Teacher’s Implementation Guide, “Concept Lessons” and “Re-Engagement Lessons” include educator prompts, instructional guidance, and opportunities for mathematical discourse that help educators model strategies, clarify concepts, and support student reasoning.
Evaluation for 3.2b
In the Teacher’s Implementation Guide, purposeful questions embedded throughout the lessons prompt students to explain mathematical relationships, justify their reasoning, and communicate ideas during classroom discussions. These questions help educators facilitate discourse and monitor student understanding.
In the Teacher’s Implementation Guide, educator facilitation notes include anticipated student responses, discussion prompts, and follow-up questions to help educators guide conversations, clarify misconceptions, and strengthen students’ understanding of mathematical concepts.
Evaluation for 3.2c
In the Teacher’s Implementation Guide, the “Lesson Structure and Pacing Guide” section includes opportunities for guided practice, paired practice, collaborative problem-solving, and independent work. Activities such as Think-Pair-Share, Guided Play, and collaborative investigations support student learning across multiple instructional formats.
In the Teacher’s Implementation Guide, facilitation notes indicate when students engage in mathematical discourse, partner work, collaborative problem solving, and independent application of concepts. These structures support effective implementation and offer varied opportunities for practice and learning.
Evaluation for 3.3a
The Texas ClearMath Grade 4 Emergent Bilingual Student Support Handbook includes ELPS-aligned supports for Pre-Production/Beginning, Intermediate/High Intermediate, and High Intermediate/Advanced learners. These supports include sentence stems, word banks, visual supports, and modeling strategies that help students engage with mathematical content and academic language.
The Emergent Bilingual Student Support Handbook provides lesson-level guidance for scaffolded speaking, listening, reading, and writing supports aligned to the ELPS. These supports help students communicate mathematical thinking and develop academic language.
Evaluation for 3.3b
In the Teacher’s Implementation Guide, the “Embedding Language Development into Instruction: Empowering Emergent Bilingual Students” section offers guidance on integrating language development supports and instructional routines throughout mathematics instruction.
In the Teacher’s Implementation Guide and the Emergent Bilingual Student Support Handbook, educators receive recommendations for using language routines, scaffolds, and instructional supports that help emergent bilingual (EB) students access mathematical content and develop academic language.
Evaluation for 3.3c
In the Teacher’s Implementation Guide, EB support activities guide students in discussing and applying terms such as common denominator through structured conversations and sentence frames. These supports help students connect new vocabulary to prior learning and mathematical concepts.
In the Teacher’s Implementation Guide, students engage in guided discussions, vocabulary development activities, and collaborative learning experiences that strengthen comprehension and encourage the use of academic language in mathematical contexts.
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
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 1, “Just-in-Time Supports” and “Assistance for All” sections help educators respond to student needs during instruction. These supports provide scaffolded opportunities for students to deepen understanding and engage with grade-level content.
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
In the Teacher’s Implementation Guide, “Topic Overview” sections include language development resources, everyday connections, and contextual learning opportunities that help educators introduce unfamiliar vocabulary and support student comprehension throughout instruction.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.
1 out of 1 points
The materials also provide extension opportunities through differentiated center activities embedded within “Re-Engagement Lessons.” In the Teacher’s Implementation Guide, “Stretch Centers” support deeper exploration of mathematical concepts and encourage students to engage in advanced problem-solving, strategic thinking, and mathematical communication.
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
In the Teacher’s Implementation Guide, “Concept Lessons” and “Re-Engagement Lessons” include educator prompts, instructional guidance, and opportunities for mathematical discourse that help educators model strategies, clarify concepts, and support student reasoning.
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
In the Teacher’s Implementation Guide, educator facilitation notes include anticipated student responses, discussion prompts, and follow-up questions to help educators guide conversations, clarify misconceptions, and strengthen students’ understanding of mathematical concepts.
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
In the Teacher’s Implementation Guide, facilitation notes indicate when students engage in mathematical discourse, partner work, collaborative problem solving, and independent application of concepts. These structures support effective implementation and offer varied opportunities for practice and learning.
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 lesson-level guidance for scaffolded speaking, listening, reading, and writing supports aligned to the ELPS. These supports help students communicate mathematical thinking and develop academic language.
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
In the Teacher’s Implementation Guide and the Emergent Bilingual Student Support Handbook, educators receive recommendations for using language routines, scaffolds, and instructional supports that help emergent bilingual (EB) students access mathematical content and develop academic language.
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
In the Teacher’s Implementation Guide, students engage in guided discussions, vocabulary development activities, and collaborative learning experiences that strengthen comprehension and encourage the use of academic language in mathematical contexts.
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 1, “End-of-Module Assessment,” students demonstrate depth of understanding across place value, fractions, decimals, data, and money. Students complete expanded notation, compare large numbers, match standard form to expanded notation, round multi-digit numbers, identify equivalent fractions, explain why two fractions are not equivalent, compare fractions, write a fraction as a sum of unit fractions, determine decimals represented by 10 × 10 grids, compare decimals, complete a dot plot with fractional data, write decimals in expanded notation, and write the value of coins as a decimal. These assessment tasks require students to apply conceptual understanding, representation, reasoning, and procedural skill across multiple grade-level TEKS.
In the Teacher’s Implementation Guide, module 2, topic 6, students demonstrate depth of understanding by representing decimal addition and subtraction using models, expanded form, number lines, and standard algorithms. In lesson 1, students use base 10 blocks to add decimals and connect the models to expanded form and place value. In lesson 5, students use open number lines to find unknown addends and subtract decimals. In lesson 7, students compare strategies and explain how decimal subtraction relates to whole-number subtraction.
Evaluation for 4.1b
In the Teacher’s Implementation Guide, module 2, topic 6, questions and tasks progressively increase in rigor and complexity as students move from conceptual decimal addition and subtraction to standard algorithms. In lesson 1, students use base 10 blocks and place-value reasoning to add decimals. In lesson 5, students use open number lines and base 10 blocks to represent decimal differences and unknown addends. In lesson 6, students subtract decimals to the hundredths using expanded form and generalize strategies from whole-number subtraction.
The progression continues in lesson 7, during which students analyze decimal subtraction strategies, apply place-value alignment, and compare whole-number and decimal subtraction. Students then practice subtracting decimals with the standard algorithm and explain the similarities and differences between subtracting whole numbers and subtracting decimals. This sequence moves students from concrete and visual decimal models to more efficient symbolic procedures and reasoning about decimal place value.
Evaluation for 4.2a
In the Teacher’s Implementation Guide, the module 1 overview demonstrates coherence across units by linking place value, fractions, decimals, measurement, and data. The module overview highlights key concepts, including understanding place-value relationships, representing numbers in multiple ways, and comparing and ordering numbers. The “Mathematical Progressions Across Modules” chart shows how module 1 connects to later work in module 2, “Extending Addition and Subtraction Concepts”; module 3, “Multiplying and Dividing with Fluency”; module 4, “Solving Problems with Multiplication and Division”; and module 5, “Classifying and Comparing Shapes.”
In the Teacher’s Implementation Guide, the module 2 overview demonstrates coherence across units. The overview explains that students extend their understanding of addition and subtraction by composing, decomposing, and comparing numbers; using place-value reasoning; and applying strategies to solve problems. The topic overview connects decimal addition and subtraction to whole-number addition and subtraction and shows how students use base 10 blocks, open number lines, place value, and standard algorithms to build a connected understanding.
Evaluation for 4.2b
In the Teacher’s Implementation Guide, module 1, topic 1 overview connects prior grade-level learning to current grade 4 content. The “Connection to Prior Learning” section explains that in grade 3, students represented numbers up to 100,000 using numerals and expanded form. In grade 4, students extend this understanding by representing numbers beyond 100,000, analyzing place-value relationships, writing numbers in different forms, and comparing and ordering large numbers.
The same topic overview links current grade 4 learning to future mathematical understanding. The “Connection to Future Learning” section explains that in topic 3, students use place-value strategies to compare decimals to the hundredths. This connection shows how current work with multi-digit whole-number place value prepares students for decimal place value, decimal comparison, and later addition and subtraction with decimals.
Evaluation for 4.2c
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 1, students connect prior place-value understanding and whole-number addition strategies to decimal addition. The lesson begins with estimating sums in real-world contexts and then guides students to use base 10 blocks to add decimals. Students analyze the value of each base 10 block, determine decimal sums, and connect models to expanded form and place-value reasoning.
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 7, students connect prior learning in whole-number subtraction and decimal models to the standard algorithm for subtracting decimals. The lesson asks students to compare strategies, align decimal points, subtract by place value, and explain how subtracting decimals is similar to and different from subtracting whole numbers. This links earlier conceptual work with base 10 models and number lines to symbolic decimal subtraction.
Evaluation for 4.3a
The Teacher’s Implementation Guide offers spaced retrieval opportunities through “Re-Engagement Lessons.” In module 1, topic 1, lesson 5, students revisit place-value concepts after initial instruction. The lesson includes centers where students identify the value of digits in multi-digit numbers, read and compare place values of multi-digit numbers up to one billion, and create numbers using place-value relationships. These activities prompt students to retrieve previously learned place-value concepts and apply them in new contexts.
The materials also support spaced retrieval through “Spaced Review” components embedded in “Re-Engagement Lessons.” In module 2, topic 6, lesson 4 includes a “Spaced Review” after students revisit decimal addition. In module 4, topic 11, lesson 3, students complete centers focused on profit calculations, savings options, decimal values, and real-world money situations, followed by “Spaced Review.” These structures give students repeated opportunities to retrieve prior learning over time.
Evaluation for 4.3b
In module 2, topic 6, lesson 1, “Investigating Decimal Addition,” the Student Practice Book includes interleaved practice that reviews estimating solutions to addition problems using compatible numbers while students add decimal numbers to the hundredths using models, expanded form, and place-value reasoning. This requires students to apply prior estimation and whole-number reasoning as they learn decimal addition.
In the Student Practice Book module 2, topic 6, lesson 5, students review solving problems with numbers up to 1,000 while using open number lines and base 10 blocks to subtract decimals. In lesson 7, students review solving addition problems within 1,000 and apply the standard algorithm to subtract decimals. These tasks combine current decimal subtraction with previously learned computation and problem-solving 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 Teacher’s Implementation Guide, module 2, topic 6, students demonstrate depth of understanding by representing decimal addition and subtraction using models, expanded form, number lines, and standard algorithms. In lesson 1, students use base 10 blocks to add decimals and connect the models to expanded form and place value. In lesson 5, students use open number lines to find unknown addends and subtract decimals. In lesson 7, students compare strategies and explain how decimal subtraction relates to whole-number subtraction.
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 7, during which students analyze decimal subtraction strategies, apply place-value alignment, and compare whole-number and decimal subtraction. Students then practice subtracting decimals with the standard algorithm and explain the similarities and differences between subtracting whole numbers and subtracting decimals. This sequence moves students from concrete and visual decimal models to more efficient symbolic procedures and reasoning about decimal place value.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.
1 out of 1 points
In the Teacher’s Implementation Guide, the module 2 overview demonstrates coherence across units. The overview explains that students extend their understanding of addition and subtraction by composing, decomposing, and comparing numbers; using place-value reasoning; and applying strategies to solve problems. The topic overview connects decimal addition and subtraction to whole-number addition and subtraction and shows how students use base 10 blocks, open number lines, place value, and standard algorithms to build a connected understanding.
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 links current grade 4 learning to future mathematical understanding. The “Connection to Future Learning” section explains that in topic 3, students use place-value strategies to compare decimals to the hundredths. This connection shows how current work with multi-digit whole-number place value prepares students for decimal place value, decimal comparison, and later addition and subtraction with decimals.
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 2, topic 6, lesson 7, students connect prior learning in whole-number subtraction and decimal models to the standard algorithm for subtracting decimals. The lesson asks students to compare strategies, align decimal points, subtract by place value, and explain how subtracting decimals is similar to and different from subtracting whole numbers. This links earlier conceptual work with base 10 models and number lines to symbolic decimal subtraction.
4.3 Spaced and Interleaved Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.
4 out of 4 points
The materials also support spaced retrieval through “Spaced Review” components embedded in “Re-Engagement Lessons.” In module 2, topic 6, lesson 4 includes a “Spaced Review” after students revisit decimal addition. In module 4, topic 11, lesson 3, students complete centers focused on profit calculations, savings options, decimal values, and real-world money situations, followed by “Spaced Review.” These structures give students repeated opportunities to retrieve prior learning 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
In the Student Practice Book module 2, topic 6, lesson 5, students review solving problems with numbers up to 1,000 while using open number lines and base 10 blocks to subtract decimals. In lesson 7, students review solving addition problems within 1,000 and apply the standard algorithm to subtract decimals. These tasks combine current decimal subtraction with previously learned computation and problem-solving 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 9, students interpret, analyze, and evaluate decimal models and representations. In the “Odd One Out: Decimal Representation” activity, students compare multiple decimal representations and explain why one does not belong. Students then use base 10 blocks to model decimals, compare values such as 1.97 and 1.79, identify decimals between those values, and justify their comparisons using place-value reasoning. These tasks require students to analyze concrete models, visual representations, and symbolic decimal notation.
In the Student Practice Book, module 1, topic 3, students continue to interpret and analyze decimal representations. They compare decimals using visual models, place-value representations, and symbolic notation. They analyze decimal models, record comparison statements, and explain how these representations support their conclusions. These practice tasks require students to connect multiple representations and evaluate how each model supports decimal comparison.
Evaluation for 5.1b
In the Teacher’s Implementation Guide, module 2, topic 5, lesson 1, students create models to represent mathematical situations. In “Fraction Addition with Colored Rods,” students use colored rods to model addition expressions with like denominators by building fraction walls and representing sums such as (2/4 + 1/4). Students compare their models, describe the relationships they observe, and explain how the colored rods represent the fractional quantities. These tasks require students to create mathematical models that represent fraction addition.
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 4, students create strip diagrams to represent real-world mathematical situations. They draw and label diagrams, identify known and unknown quantities, explain what each value represents, and use the strip diagrams to solve problems involving equal groups, totals, and part-whole relationships. These tasks require students to create mathematical models that represent and support solutions to real-world problems.
Evaluation for 5.1c
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9, students apply conceptual understanding to a new real-world problem. In the “Pay to Play” activity, students solve a budgeting problem by selecting playground equipment, rounding costs to the nearest thousand, estimating totals, and determining whether their purchases stay within a given budget. Students record their calculations, explain how their estimates support their decisions, and justify why their selections meet the problem’s constraints.
In the Assessment Suite, module 1, the “Performance Task” has students apply place-value understanding, estimation, and problem-solving strategies to a multi-step real-world task. Students analyze the given information, determine an appropriate solution strategy, represent their thinking, and justify their responses with mathematical evidence. These performance tasks require students to apply previously learned concepts in a meaningful problem-solving context.
Evaluation for 5.2a
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 4, center 2, students build fluency in decimal addition. They repeatedly add decimals to the hundredths place while keeping a running total in a partner game. They record each sum, monitor the accuracy of their calculations, and develop strategies to reach 100 efficiently. These repeated calculations strengthen procedural fluency in decimal addition.
In the Student Practice Book, module 2, topic 6, students continue to develop fluency with decimal operations. They solve decimal addition problems using standard algorithms and place-value strategies, complete repeated calculations, compare solution methods, and explain how place-value understanding supports accurate computation. These practice activities reinforce procedural fluency while maintaining a connection to decimal place value.
Evaluation for 5.2b
In the Teacher’s Implementation Guide, module 3, topic 8, lesson 7, students practice efficient, flexible, and accurate procedures. In the “Using the Standard Algorithm to Divide” activity, students solve division problems with four-digit dividends and one-digit divisors using the standard algorithm. They compare the standard algorithm with place-value strategies, connect regrouping across both methods, solve application problems, and evaluate whether their quotients are reasonable.
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 12, students revisit decimal concepts through centers that clarify, strengthen, or extend understanding. Students identify benchmark intervals, compare decimal values through games, create decimal numbers to solve challenges, and explain the strategies they use to compare decimals. These reengagement activities provide students additional opportunities to refine efficient and accurate decimal-comparison procedures.
Evaluation for 5.2c
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 2, students evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy. In “Comparing Strategies to Add Decimals,” students solve decimal addition problems using multiple strategies and compare how each strategy yields the same sum. During Think-Pair-Share, students discuss what the strategies have in common, explain which approach they selected, and justify why their strategy is efficient and accurate.
In the Teacher’s Implementation Guide, module 2, topic 4, lesson 6, students evaluate subtraction procedures and solutions. In “More Regrouping,” students determine when regrouping is required, solve subtraction problems using the standard algorithm, and analyze why an incorrect strategy produced an inaccurate difference. Students explain the errors they identify and discuss how regrouping affects the solution, prompting them to evaluate both the process and the accuracy.
Evaluation for 5.2d
The Teacher’s Implementation Guide includes embedded supports to help educators guide students toward increasingly efficient approaches. In module 3, topic 7, lesson 10, the “About the Math” section explains that students first develop multiplication strategies using area models and cross-number puzzles before connecting those representations to a vertical record. The guidance describes the vertical record as a distinct and potentially more efficient method for calculating products.
The “About the Math” guidance explains how students build on prior multiplication strategies before applying the standard algorithm. By outlining the instructional progression from area models and previously developed strategies to the vertical record, the materials support educators in helping students transition to a more efficient computational approach while maintaining conceptual understanding of multiplication.
Evaluation for 5.3a
The Teacher’s Implementation Guide Overview, the “Emphasizing Focus, Coherence, and Balance” section explicitly outlines how conceptual understanding is addressed. The “Building Conceptual Understanding” section explains that students use colored rods and strip diagrams to model adding fractions with like denominators before extending those representations to addition and subtraction of fractions. This guidance explains how concrete and visual models build students’ conceptual understanding before introducing more efficient procedures.
The same overview explicitly describes how procedural fluency develops. The “Developing Procedural Fluency” section explains that students build procedural fluency by applying fraction addition and subtraction strategies through purposeful practice after first developing conceptual understanding with models. This guidance shows how conceptual learning progresses to efficient and accurate procedures, explicitly addressing the procedural emphasis of the TEKS.
Evaluation for 5.3b
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 10, students use concrete, pictorial, and abstract representations as required by the TEKS. In the “Explore 1” activity, students model decimal values with base 10 blocks, represent the same values on place-value grids, and compare decimals using symbolic notation. Students explain how each representation shows the same quantity and justify their comparisons.
In the Teacher’s Implementation Guide, module 3, topic 7, lesson 10, students connect pictorial and abstract representations of multiplication. In the “Explore 1” activity, students use area models to represent multiplication, connect the models to the vertical record, and explain how each representation shows the same product. Students compare representations and discuss the efficiency of different multiplication procedures.
Evaluation for 5.3c
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 9 provides supports for students to connect, create, define, and explain concrete and representational models of abstract decimal concepts. Students compare decimal representations in the “Odd One Out” activity and then use base 10 blocks to model decimal values. Students define the values each model represents, compare decimal quantities such as 1.97 and 1.79, and explain how the concrete models, visual representations, and symbolic notation represent the same quantities. Educator prompts guide students to justify their comparisons using place-value reasoning, supporting the connection from models to abstract decimal notation.
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 5 provides supports for students to connect, create, define, and explain how representational models relate to abstract equations. Students create strip diagrams to represent real-world mathematical situations, define what each part of the diagram represents, identify known and unknown quantities, and connect the diagrams to equations. Students then explain how the visual model supports the solution and justify how the equation represents the problem situation. These supports help students move from representational models to abstract symbolic equations and solution strategies.
Evaluation for 5.4a
In the Teacher’s Implementation Guide, module 5, topic 12, lesson 1, students develop academic mathematical language through visuals, structured discussion, and mathematical reasoning. In the “Explore 1: The Building Blocks of Geometry” activity, students identify and describe geometric figures using academic vocabulary such as point, line, ray, and endpoint. They explain each figure’s attributes using visual models, while educator questioning prompts them to distinguish among the geometric terms and justify their responses.
In the Teacher’s Implementation Guide, module 2, topic 5, lesson 1, students develop academic mathematical language through manipulatives and guided discussion. In the “Explore 1” activity, students use colored rods to model fraction addition and describe their models using vocabulary such as numerator, denominator, equivalent fractions, and sum. Educator guidance includes purposeful questions that prompt students to explain the relationships the models represent and to communicate their mathematical thinking using precise mathematical language.
Evaluation for 5.4b
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 8 provides embedded educator guidance to scaffold students’ development and use of academic mathematical vocabulary in context. During the “Explore 1: Nearest Benchmark Place Value” activity, the “Language Link: Developing Mathematical Language” section distinguishes between the terms estimate and round. The guidance explains that an estimate is a number close to an answer, whereas rounding identifies the nearest place-value benchmark. Educator guidance includes examples and discussion prompts that help students use precise mathematical language as they identify benchmark numbers, round multi-digit numbers, and explain their reasoning.
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 1, the “Language Link: Developing Mathematical Language” section provides embedded support for students’ development and use of fraction vocabulary in context. Students partition wholes into equal parts and describe the fractional relationships they observe. The “Language Link” section guides educators in introducing the concept of a fraction as a number that names a part of a whole partitioned into equal parts and supports the reinforcement of this vocabulary during instruction.
Evaluation for 5.4c
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 3 includes embedded educator guidance that supports mathematical conversations through vocabulary, syntax, and discourse. In “Activate: A Multiplying Pattern,” students analyze multiplication patterns and explain how multiplying by powers of 10 affects place value. Educator stories, facilitation notes, and purposeful questions guide students to describe the patterns they observe, justify their reasoning, and communicate their ideas using precise mathematical language. These supports give students opportunities to hear, refine, and use mathematical language as they explain and defend their mathematical thinking.
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 9, students apply mathematical language through structured discussion and multiple representations. In the “Activate: Odd One Out: Decimal Representation” activity, students compare multiple decimal representations and explain which does not belong. Students justify their reasoning using place-value vocabulary, and educator guidance includes purposeful questions and discussion prompts that encourage students to explain how each representation models the same quantity. These activities help students refine mathematical language through discourse, comparison, and explanation.
Evaluation for 5.5a
In the Teacher’s Implementation Guide, module 2, topic 6, lesson 2, the TEKS mathematical process standards are appropriately integrated into the materials. During the “Reflect: Reflect and Summarize” activity, students compare decimal addition strategies, explain how place-value understanding supports each method, and justify which strategy they find most efficient. “Reflect” prompts encourage students to discuss the similarities and differences among strategies and to communicate their mathematical reasoning. Educator guidance supports whole-class discussion by prompting students to defend their thinking with mathematical evidence.
In the Teacher’s Implementation Guide, module 2, the “Mindset Reflection” activity appropriately integrates the TEKS mathematical process standards as students reflect on how they approached mathematical challenges. Students identify the strategies they used when their first attempt was unsuccessful and consider how perseverance contributed to their learning. Educator guidance includes discussion prompts that encourage students to evaluate their learning experiences and communicate how their thinking developed throughout the lesson.
Evaluation for 5.5b
In the Teacher’s Implementation Guide Overview, the “Foundations for Effective Math Instruction: Attending to the Mathematical Process Standards” section describes how the course incorporates and connects the TEKS mathematical process standards throughout. The “Topic Overview” sections identify the process standards emphasized within each topic, while Student Look-Fors provide observable evidence that educators can use to monitor students’ application of the process standards during instruction. These embedded supports help educators intentionally implement and reinforce the TEKS mathematical process standards throughout the course.
The same “Foundations for Effective Math Instruction: Attending to the Mathematical Process Standards” section explains that “Reflect” activities and “Mindset Reflections” prompt students to evaluate how they applied the mathematical process standards when solving mathematical tasks. Educator guidance provides students with opportunities to discuss their reasoning, reflect on productive learning behaviors, and connect the process standards to their mathematical thinking. These supports show how process standards are reinforced across the course.
Evaluation for 5.5c
In the Teacher’s Implementation Guide Overview, the “Foundations for Effective Math Instruction: Attending to the Mathematical Process Standards” section describes how the process standards are incorporated and connected throughout instruction. The overview explains that Student Look-Fors identify observable behaviors that students are demonstrating the TEKS mathematical process standards as they represent mathematical ideas, communicate reasoning, analyze strategies, and justify solutions during lessons. These supports help educators recognize and reinforce students’ application of the TEKS mathematical process standards in meaningful mathematical contexts.
The same overview explains that “Reflect” activities and “Mindset Reflections” prompt students to evaluate their mathematical reasoning and describe how they applied the TEKS mathematical process standards when solving problems. Educator guidance includes prompts that support classroom discussion, helping students communicate their thinking and reflect on productive mathematical practices. These reflection opportunities reinforce students’ understanding and application of the TEKS mathematical process standards across the unit or topic.
Evaluation for 5.5d
In the Teacher’s Implementation Guide Overview, the “Foundations for Effective Math Instruction: Attending to the Mathematical Process Standards” section provides an overview of how the TEKS mathematical process standards are incorporated into instruction. The overview explains that “Topic Overview” sections identify the TEKS mathematical process standards addressed within each topic and offer educators instructional guidance for integrating those standards throughout the lesson sequence. This guidance highlights where students engage in reasoning, mathematical communication, representation, and problem-solving, supporting intentional instructional planning.
The same overview explains that Student Look-Fors identify observable evidence educators can use to monitor students’ demonstration of the TEKS mathematical process standards during instruction. The materials describe how educators observe students as they engage in lesson activities, representing mathematical ideas, communicating reasoning, evaluating strategies, and justifying solutions. These embedded supports help educators intentionally reinforce students’ application of the TEKS mathematical process standards throughout the course.
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 Student Practice Book, module 1, topic 3, students continue to interpret and analyze decimal representations. They compare decimals using visual models, place-value representations, and symbolic notation. They analyze decimal models, record comparison statements, and explain how these representations support their conclusions. These practice tasks require students to connect multiple representations and evaluate how each model supports decimal comparison.
5.1b
Questions and tasks require students to create models to represent mathematical situations.
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.
1 out of 1 points
In the Teacher’s Implementation Guide, module 4, topic 9, lesson 4, students create strip diagrams to represent real-world mathematical situations. They draw and label diagrams, identify known and unknown quantities, explain what each value represents, and use the strip diagrams to solve problems involving equal groups, totals, and part-whole relationships. These tasks require students to create mathematical models that represent and support solutions to real-world problems.
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 Assessment Suite, module 1, the “Performance Task” has students apply place-value understanding, estimation, and problem-solving strategies to a multi-step real-world task. Students analyze the given information, determine an appropriate solution strategy, represent their thinking, and justify their responses with mathematical evidence. These performance tasks require students to apply previously learned concepts in a meaningful problem-solving context.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.
2 out of 2 points
In the Student Practice Book, module 2, topic 6, students continue to develop fluency with decimal operations. They solve decimal addition problems using standard algorithms and place-value strategies, complete repeated calculations, compare solution methods, and explain how place-value understanding supports accurate computation. These practice activities reinforce procedural fluency while maintaining a connection to decimal place value.
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 Teacher’s Implementation Guide, module 1, topic 3, lesson 12, students revisit decimal concepts through centers that clarify, strengthen, or extend understanding. Students identify benchmark intervals, compare decimal values through games, create decimal numbers to solve challenges, and explain the strategies they use to compare decimals. These reengagement activities provide students additional opportunities to refine efficient and accurate decimal-comparison procedures.
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 the Teacher’s Implementation Guide, module 2, topic 4, lesson 6, students evaluate subtraction procedures and solutions. In “More Regrouping,” students determine when regrouping is required, solve subtraction problems using the standard algorithm, and analyze why an incorrect strategy produced an inaccurate difference. Students explain the errors they identify and discuss how regrouping affects the solution, prompting them to evaluate both the process and the 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 “About the Math” guidance explains how students build on prior multiplication strategies before applying the standard algorithm. By outlining the instructional progression from area models and previously developed strategies to the vertical record, the materials support educators in helping students transition to a more efficient computational approach while maintaining conceptual understanding of multiplication.
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 overview explicitly describes how procedural fluency develops. The “Developing Procedural Fluency” section explains that students build procedural fluency by applying fraction addition and subtraction strategies through purposeful practice after first developing conceptual understanding with models. This guidance shows how conceptual learning progresses to efficient and accurate procedures, explicitly addressing the procedural emphasis of the TEKS.
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 3, topic 7, lesson 10, students connect pictorial and abstract representations of multiplication. In the “Explore 1” activity, students use area models to represent multiplication, connect the models to the vertical record, and explain how each representation shows the same product. Students compare representations and discuss the efficiency of different multiplication procedures.
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 4, topic 9, lesson 5 provides supports for students to connect, create, define, and explain how representational models relate to abstract equations. Students create strip diagrams to represent real-world mathematical situations, define what each part of the diagram represents, identify known and unknown quantities, and connect the diagrams to equations. Students then explain how the visual model supports the solution and justify how the equation represents the problem situation. These supports help students move from representational models to abstract symbolic equations and solution strategies.
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 2, topic 5, lesson 1, students develop academic mathematical language through manipulatives and guided discussion. In the “Explore 1” activity, students use colored rods to model fraction addition and describe their models using vocabulary such as numerator, denominator, equivalent fractions, and sum. Educator guidance includes purposeful questions that prompt students to explain the relationships the models represent and to communicate their mathematical thinking using precise mathematical language.
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 1, topic 2, lesson 1, the “Language Link: Developing Mathematical Language” section provides embedded support for students’ development and use of fraction vocabulary in context. Students partition wholes into equal parts and describe the fractional relationships they observe. The “Language Link” section guides educators in introducing the concept of a fraction as a number that names a part of a whole partitioned into equal parts and supports the reinforcement of this vocabulary during instruction.
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 1, topic 3, lesson 9, students apply mathematical language through structured discussion and multiple representations. In the “Activate: Odd One Out: Decimal Representation” activity, students compare multiple decimal representations and explain which does not belong. Students justify their reasoning using place-value vocabulary, and educator guidance includes purposeful questions and discussion prompts that encourage students to explain how each representation models the same quantity. These activities help students refine mathematical language through discourse, comparison, and explanation.
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 2, the “Mindset Reflection” activity appropriately integrates the TEKS mathematical process standards as students reflect on how they approached mathematical challenges. Students identify the strategies they used when their first attempt was unsuccessful and consider how perseverance contributed to their learning. Educator guidance includes discussion prompts that encourage students to evaluate their learning experiences and communicate how their thinking developed throughout the lesson.
5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.
2 out of 2 points
The same “Foundations for Effective Math Instruction: Attending to the Mathematical Process Standards” section explains that “Reflect” activities and “Mindset Reflections” prompt students to evaluate how they applied the mathematical process standards when solving mathematical tasks. Educator guidance provides students with opportunities to discuss their reasoning, reflect on productive learning behaviors, and connect the process standards to their mathematical thinking. These supports show how process standards are reinforced across the course.
5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.
2 out of 2 points
The same overview explains that “Reflect” activities and “Mindset Reflections” prompt students to evaluate their mathematical reasoning and describe how they applied the TEKS mathematical process standards when solving problems. Educator guidance includes prompts that support classroom discussion, helping students communicate their thinking and reflect on productive mathematical practices. These reflection opportunities reinforce students’ understanding and application of the TEKS mathematical process standards across the unit or topic.
5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5d
Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
The same overview explains that Student Look-Fors identify observable evidence educators can use to monitor students’ demonstration of the TEKS mathematical process standards during instruction. The materials describe how educators observe students as they engage in lesson activities, representing mathematical ideas, communicating reasoning, evaluating strategies, and justifying solutions. These embedded supports help educators intentionally reinforce students’ application of the TEKS mathematical process standards throughout the course.
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 1, lesson 9, “Explore 1: Pay to Play” activity, students solve a real-world budgeting problem by selecting playground equipment, estimating costs using appropriate rounding strategies, and recording their thinking using the Problem-Solving Model. Students determine reasonable estimates, explain how they calculated the total cost, and justify the rounding strategies they selected. Educator guidance includes purposeful questioning, differentiation supports, and “Ongoing Assessment” prompts that encourage students to persevere through the task while explaining and defending their mathematical reasoning.
In the same lesson, the “Explore 2: Playground Proposals” offers students additional opportunities to make sense of mathematics through collaboration, explanation, and justification. Student groups present completed playground plans, explain their cost estimates, and justify why their proposal meets the project requirements. Educator facilitation prompts encourage students to compare strategies, respond to classmates’ questions, and defend their mathematical decisions. These collaborative discussions strengthen students’ ability to make sense of mathematics through explanation and mathematical reasoning.
Evaluation for 6.1b
In the Teacher’s Implementation Guide, module 3, topic 7, lesson 5, explore 1, students decompose factors in different ways to create multiple area models that represent the same multiplication problem. Educator guidance prompts students to explain how they partitioned each factor, compare different representations, and discuss why different partitions yield the same product.
In the same lesson, explore 2 and the “Reflect: Reflect and Summarize” activity offer additional opportunities for students to justify multiple representations and solution strategies. Students analyze Alicia’s multiplication strategy, compare area models with partial products, and explain why different representations yield the same solution. Educator facilitation prompts students to explain their reasoning, compare multiple solution strategies, and defend their mathematical conclusions. These activities support students in understanding, explaining, and justifying multiple ways to represent and solve mathematical problems.
Evaluation for 6.1c
In the Teacher’s Implementation Guide, module 1, topic 3, lesson 11, students make sense of mathematics through opportunities to do, write about, and discuss it with peers and educators. In explore 1, students analyze real-world water-quality data, represent the information on number lines, and compare their representations with classmates. Students explain how they interpreted the data and justify why their representation accurately models the situation. Educator guidance includes purposeful questions that prompt students to defend their reasoning and discuss similarities and differences among solution methods.
In the same lesson, the “Reflect: Reflect and Summarize” activity reinforces students’ ability to justify their mathematical thinking through explanation and reflection. Students explain how they selected their representation, evaluate the effectiveness of their strategy, and justify their conclusions with mathematical evidence. Educator guidance facilitates discussion that encourages students to communicate and defend their reasoning while reflecting on the problem-solving process.
Evaluation for 6.2a
In the Teacher’s Implementation Guide, module 1, topic 1, lesson 9 provides educators with guidance to help students share and reflect on problem-solving approaches through explanations, arguments, and justifications. In explore 1, students apply the Problem-Solving Model to estimate playground costs, record their mathematical thinking, and explain how they chose their rounding strategies. Educator guidance includes facilitation questions that prompt students to justify their estimates, describe how they determined the total cost, and explain why their solution is reasonable. Ongoing assessment guidance helps educators monitor students’ explanations and mathematical reasoning as they work through the problem.
In the same lesson, explore 2 offers additional support for students to share and reflect on their problem-solving approaches. Student groups present completed playground plans, explain their estimation strategies, and answer questions about their mathematical decisions. Educator guidance facilitates discussions that encourage students to compare approaches, defend their reasoning, and reflect on how they solved the problem. These collaborative discussions strengthen students’ ability to communicate and reflect on their mathematical thinking.
Evaluation for 6.2b
In the Teacher’s Implementation Guide, module 1, topic 2, lesson 8 includes prompts and guidance to help educators provide explanatory feedback based on student responses and anticipated misconceptions. The “Common Misconception” support identifies likely misunderstandings students may have when determining equivalent fractions. Educator guidance provides questions and instructional suggestions to help educators uncover students’ misconceptions, clarify fraction relationships, and provide explanatory feedback that strengthens conceptual understanding.
In the same lesson, students use visual fraction models to explain equivalent fractions and discuss their reasoning in educator-facilitated conversations. Ongoing assessment guidance encourages educators to monitor students’ explanations, identify misconceptions, and provide feedback that helps students refine their mathematical thinking. These instructional supports help educators provide explanatory feedback grounded in students’ demonstrated understanding.
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 same lesson, the “Explore 2: Playground Proposals” offers students additional opportunities to make sense of mathematics through collaboration, explanation, and justification. Student groups present completed playground plans, explain their cost estimates, and justify why their proposal meets the project requirements. Educator facilitation prompts encourage students to compare strategies, respond to classmates’ questions, and defend their mathematical decisions. These collaborative discussions strengthen students’ ability to make sense of mathematics through explanation and mathematical reasoning.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.
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 same lesson, explore 2 and the “Reflect: Reflect and Summarize” activity offer additional opportunities for students to justify multiple representations and solution strategies. Students analyze Alicia’s multiplication strategy, compare area models with partial products, and explain why different representations yield the same solution. Educator facilitation prompts students to explain their reasoning, compare multiple solution strategies, and defend their mathematical conclusions. These activities support students in understanding, explaining, and justifying multiple ways to represent and solve mathematical problems.
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 same lesson, the “Reflect: Reflect and Summarize” activity reinforces students’ ability to justify their mathematical thinking through explanation and reflection. Students explain how they selected their representation, evaluate the effectiveness of their strategy, and justify their conclusions with mathematical evidence. Educator guidance facilitates discussion that encourages students to communicate and defend their reasoning while reflecting on the problem-solving process.
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 same lesson, explore 2 offers additional support for students to share and reflect on their problem-solving approaches. Student groups present completed playground plans, explain their estimation strategies, and answer questions about their mathematical decisions. Educator guidance facilitates discussions that encourage students to compare approaches, defend their reasoning, and reflect on how they solved the problem. These collaborative discussions strengthen students’ ability to communicate and reflect on their mathematical thinking.
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 same lesson, students use visual fraction models to explain equivalent fractions and discuss their reasoning in educator-facilitated conversations. Ongoing assessment guidance encourages educators to monitor students’ explanations, identify misconceptions, and provide feedback that helps students refine their mathematical thinking. These instructional supports help educators provide explanatory feedback grounded in students’ demonstrated understanding.