Bluebonnet Learning Math, Grade 3

Quality Review

Summary of the Grade-Band Quality Review Read an overview of this program's product evaluation.

Overview

Grade K Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, suggested pacing guides for various instructional calendars, provide explanations for the rationale of unit order and concept connections, offer guidance for unit and lesson internalization, or resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provides guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a structured approach to Kindergarten math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various modules. Each module is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive module overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

The program includes instructional materials with interviews and observational tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. Separate small group lessons for intervention or extension are not included in the materials.
The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. Routines within the program support the teacher with engaging students in the demands of the mathematical standards and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks in the materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 1 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of lessons.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The materials offer a structured approach to grade 1 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The materials include comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

Bluebonnet Learning includes instructional materials with assessment tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. Separate small group lessons for intervention or extension are not included in the materials.
Bluebonnet Learning includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 2 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, lack suggested pacing guides for various instructional calendars, provide explanations for the rationale of unit order and concept connections, nor do they offer guidance for unit and lesson internalization, or resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provides guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet the language standards of the lesson.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The curriculum offers a structured approach to grade 2 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

The program includes instructional materials with assessment tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. The materials do not include separate small group lessons for intervention or extension.
The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 3 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3-5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offers a structured approach to grade 3 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

The program materials include instructional materials with assessment tasks that provide progressions towards proficiency through rubrics and exemplar student responses to support scoring and responding to student performance. The lessons include margin notes throughout to offer support that ensures access for all learners. Unit Overviews include the foundational standards that support the recommendation to use the Succeed resource from the prior grade for intervention. The materials include instruction for various strategies to suit students' needs and preferences. Separate small group lessons for intervention or extension are not a part of the materials.
The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials have a variety of ways to assess ELPS embedded into mathematics, including strategies for emerging bilingual learners. Routines within the program, such as lesson structure, support the teacher with engaging students in the demands of the mathematical tasks and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks throughout the materials consistently build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most critical topics to the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 4 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3-5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offers a structured approach to grade 4 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

The program materials include instructional materials with assessment tasks that provide progressions towards proficiency through rubrics and exemplar student responses to support scoring and responding to student performance. The lessons include margin notes throughout to offer support that ensures access for all learners. Unit Overviews include the foundational standards that support the recommendation to use the Succeed resource from the prior grade for intervention. The materials include instruction for various strategies to suit students' needs and preferences. Separate small group lessons for intervention or extension are not a part of the materials.
The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials have a variety of ways to assess ELPS embedded into mathematics, including strategies for emerging bilingual learners. Routines within the program, such as lesson structure, support the teacher with engaging students in the demands of the mathematical tasks and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks throughout the materials consistently build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most critical topics to the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 5 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	50 / 53
Progress Monitoring	28 / 28
Supports for All Learners	31 / 32
Depth and Coherence of Key Concepts	23 / 23
Balance of Conceptual and Procedural Understanding	66 / 66
Productive Struggle	25 / 25

Strengths

1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3–5 program. The instructional materials offer a well-organized and comprehensive approach to grade 5 math instruction, featuring a detailed scope and sequence that clearly outlines the key concepts and knowledge to be covered across various modules. Each module is thoughtfully supported by pacing guides that can be adapted to different instructional calendars, ensuring seamless implementation regardless of available instructional days. The program also includes thorough module overviews that provide essential background knowledge, academic vocabulary, and address common misconceptions, equipping teachers to teach concepts effectively.

Campus and district instructional leaders should consider the following:

The materials offer assessment tasks that guide students toward proficiency, supported by rubrics and exemplar responses to aid in scoring and providing feedback. Margin notes throughout the lessons ensure accessibility for all learners, while Module Overviews highlight foundational standards and suggest using the Succeed resource from prior grades for intervention. The materials include a variety of instructional strategies to meet different student needs, although separate small group lessons for intervention or extension are not explicitly included.
The program excels in helping students engage with a vertically aligned problem-solving model, encouraging critical and flexible thinking about mathematics. It integrates various ways to assess and support emerging bilingual learners, with embedded ELPS strategies. The program’s consistent routines, lesson structure, and daily opportunities for discourse foster high-level mathematical thinking. Tasks within the program build in complexity, following the concrete, representational, and abstract approach to deepen understanding of key grade-level topics. Over time, the materials tell a cohesive and coherent story of mathematics, both within and across grade levels.

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Standards Alignment

Rubric Section

Grade	TEKS Student %	TEKS Teacher %	ELPS Student %	ELPS Teacher %
Grade 3	100%	100%	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 TOTAL94% (50 out of 53 points) 94%

Section 1 Intentional Instructional Design Materials support educators in effective implementation through intentional course, unit, and lesson-level design. Total 94% (50 out of 53 points)

1.1 Course-Level Design

1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.

5 out of 5 points

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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

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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

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1.1d
Materials include guidance, protocols, and/or templates for unit and lesson internalization.

2 out of 2 points

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1.1e
Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.

4 out of 4 points

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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.

2 out of 2 points

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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

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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.

27 out of 30 points

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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.

27 out of 30 points

The Teacher Edition for Modules 1–7 includes a section at the beginning of each lesson called "Suggested Lesson Structure." This section is organized into four parts: "Fluency Practice," "Application Problems," "Concept Development," and "Student Debrief." Each lesson begins with a content objective and follows a recommended bullet-pointed structure detailing each component and its allocated time. Comprehensive teacher guidance is provided for each lesson component, including step-by-step instructions for activities, questions, and possible student responses. Each lesson contains a list of materials required for each task within a lesson, if applicable. Some lessons also include additional teacher guidance in the form of margin notes offering support for language and scaffolding activities aligned with the ELPS. Materials include ELPS by module and lesson in the Course Guide and ELPS by topic in the "Module Overview of Module Topics and Lesson Objectives" table. ELPS objectives do not appear at the lesson level as a part of comprehensive, structured, detailed lesson plans.
Instructional assessments are integrated throughout the course materials. Each module includes a "Mid-Module Assessment," "End-of-Module Assessment," and an "Exit Ticket" for each lesson. Detailed teacher guidance for informal instructional assessment opportunities is provided within individual lesson components.
The materials include a list of teacher questions and potential student responses within daily lesson plans, along with key academic vocabulary for each lesson. For instance, Module 2, Teacher Edition, Lesson 17, includes a Student Debrief section with the question: "How is the procedure for rounding to the nearest hundred the same or different for three-digit and four-digit numbers?"

1.3b
Materials include a lesson overview outlining the suggested timing for each lesson component.

1 out of 1 points

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1.3c
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.

2 out of 2 points

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1.3d
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

1 out of 1 points

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Rubric Section 2 Progress Monitoring Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress. Total TOTAL100% (28 out of 28 points) 100%

Section 2 Progress Monitoring Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress. Total 100% (28 out of 28 points)

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.

12 out of 12 points

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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.

12 out of 12 points

The grade 3 Assessments Teacher Edition provides formative and summative assessments that include multiple-choice questions, short-constructed responses, and questions of varying complexity. Tasks can be administered either on paper or online. Task formats include short answer, inline, fill-in-the-blank, multiple choice, and multi-select questions. The materials include a variety of instructional assessments that vary in types of tasks and questions. For example, in Module 1, Lesson 1, the Exit Ticket and Problem Set are two different types of tasks with different questions. These also vary compared to the "Module 1 End-of-Module Assessment." The grade 3 Assessments Teacher Edition incorporates summative assessments at the unit level through Mid-Module and End-of-Module Assessment Tasks, which include multiple-choice and short-constructed response questions. Teacher guidance from the OER K-5 Math Program and Implementation Guide indicates these assessments can serve both formative and summative purposes.
The grade 3 Assessments Teacher Edition suggests that some questions within Mid-Module Assessment Tasks can serve diagnostically by assessing TEKS that recur in End-of-Module Assessment Tasks. According to the Assessment book, "Mid-Module Assessment Tasks and Rubrics" can also be used in a "diagnostic manner as they assess TEKS that will be assessed again on the End-of-Module Assessment Task."
"Fluency Practice" and "Application Problems" are described as diagnostic tools intended to provide distributed practice and connect previous concepts to current lessons. As outlined in the OER K-5 Math Program and Implementation Guide, there are several lesson-level and module-level diagnostic assessments. At the lesson level, fluencies can be used to diagnose readiness in the lesson. The format of fluencies varies throughout the module. Fluency Practice has three goals, including "Anticipation (skills that ensure students are ready for the in-depth work of upcoming lessons)." Also, Application Problems can be "used to activate schema or prepare students for new learning." Lastly, the "Exit Tickets" are stated to have two purposes, which are "indispensable for planning purposes" of future lessons. Exit tickets also vary in format.
The materials provide formative assessments through "Problem Sets" in each module, offering diverse tasks like group projects and various question types. For instance, in grade 3, "Module 2, Lesson 1," students use a stopwatch and collaborate in groups during Problem Set activities. These sets feature multiple-choice and short-constructed response questions, promoting analysis, evaluation, and creative thinking. "Student Debriefs" serve as formative assessments through class discussions. According to the OER K-5 Math Program and Implementation Guide, Mid-Module Assessments are considered summative or formative. This information is also stated in the Assessment book.

2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

2 out of 2 points

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2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

2 out of 2 points

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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

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Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

6 out of 6 points

The materials include summative assessments aligned with the TEKS of the course and the objectives of the unit. In the Mid-Module Assessment Task and End-of-Module Assessment Task sections found in the Assessment Guide Teacher Edition, materials feature a chart detailing the standards addressed for each Mid-Module and End-of-Module Assessment Task. Additionally, there is a rubric titled "Progression Towards Proficiency" that specifies which TEKS each question on the Mid-Module and End-of-Module Assessment Tasks addresses, identifying correct answers and criteria for earning partial points. Exit tickets mirror the questions in the Problem Sets and align with the objectives and TEKS associated with each lesson.
Exit ticket formative assessments are included in each lesson of the course materials, aligned with both the stated lesson objective (noted in the "Lesson Overview") and the TEKS (found in the "Overview of Module Topics and Lesson Objectives" within each module of the materials). The materials also contain formative assessments aligned with the course's TEKS and the lesson objectives.
There are several opportunities for diagnostic assessments that are aligned with the TEKS and objective of the course, unit, or lesson. The first is the Mid-Module Assessment Task and Rubric, as found in the Assessment book, which outlines that they can be used in a "diagnostic manner as they assess TEKS that will be assessed again on the End-of-Module Assessment Task." The associated TEKS for that Mid-Module Assessment are found within the rubrics, as outlined, for example, on the Module 1 Mid-Module Assessment. Another TEKS-aligned diagnostic assessment can be found within the "Fluency and Application Problems," as outlined in the OER K-5 Math Program and Implementation Guide, which can be used for anticipatory purposes.

2.1e
Instructional assessments include standards-aligned items at varying levels of complexity.

2 out of 2 points

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2.2 Data Analysis and Progress Monitoring

2.2a
Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.

2 out of 2 points

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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

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Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

1 out of 1 points

The course materials include an "Additional Days School Year (ADSY) Module," which offers supplemental lessons, tasks, and activities. According to the K-5 Component Navigation Guide, these resources can be used for "responding to data after an assessment." The ADSY Module also provides teachers with guidance on using these lessons to address trends in student performance on assessments.
The Grade 3 Assessments Teacher Edition, included in the course materials, features a "Suggestions for Implementation" section. This section suggests using tasks and activities to respond to student performance on assessments. One such suggestion states, "For example, if data shows students need support reaching proficiency, teachers can utilize TEKS associated with each item in the Progression to Proficiency rubric. They can also refer to the scope and sequence, standards by lesson, and development of fluency information in the Course Guide to find appropriate lessons or fluency activities for additional practice."
Each module in the Teacher Edition includes a section titled Collaboratively Troubleshooting Student Misconceptions, which includes a chart that identifies potential student misconceptions. It lists various tasks and activities designed to address these misconceptions. For instance, in "Module 4," a common misconception is that "students add the number of length units and the number of width units to find the area." The recommended task suggests "using gestures when discussing side lengths and area" and provides a script for teachers to follow.
In the OER K-5 Math Program and Implementation Guide, the "Responding to Trends in Student Performance" section advises teachers on identifying trends and using structured materials effectively. It states, "Teachers can identify trends and use the coherent structure of these instructional materials to respond to student performance. Topics are clearly labeled with focus standards to help teachers quickly locate materials, problems, and other resources for supporting students in small groups or individually." This guidance assists teachers in utilizing tasks and activities to address trends in student performance effectively.

2.2c
Materials include tools for students to track their own progress and growth.

1 out of 1 points

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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 TOTAL97% (31 out of 32 points) 97%

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 97% (31 out of 32 points)

3.1 Differentiation and Scaffolds

3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

3 out of 3 points

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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

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3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.

3 out of 3 points

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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 skills.

3 out of 3 points

Lesson plans in the Grade 3 Modules 1–7 Teacher Edition include teacher guidance for differentiated instruction, targeting students who demonstrate proficiency in grade-level concepts. This instruction involves incorporating complex questions or tasks during the "Concept Development" and "Problem Set" sections of each lesson. According to the OER K-5 Math Program and Implementation Guide, "Problem Sets are intentionally crafted from simple to complex with various access points based on a student’s current level of proficiency." Additionally, the materials offer opportunities for students to engage with questions of varying depth during the "Student Debrief," such as justifying their answers using academic vocabulary.
Margin notes in lesson plan materials suggest differentiated instruction through extension activities designed for proficient students. For example, in Module 1, Lesson 7, the Notes on Multiple Means of Engagement box suggests providing a challenge to students by having them cover the array while skipping counting to find the solution, if suitable.
The Differentiation and Scaffolds section of the OER K-5 Math Program and Implementation Guide states teachers should consult margin notes for extension suggestions. For instance, in Module 1, Lesson 8, the Notes on Multiple Means of Engagement section suggests that teachers "Ask students who benefit from a challenge to analyze strategies independently or in pairs, and then present their thinking during the Debrief."
The materials have differentiated enrichment instruction for students who have demonstrated proficiency, as noted in Module 1, Lesson 15. In the "Application Problem," there is an extension for students, which is an opportunity for enrichment. The materials state, "On Monday, 6 students are absent. How many students are in class on Monday?" Also, in Lesson 15, the Multiple Means of Engagement margin box states, "Have students who need an additional challenge decompose the same problem using facts other than 5 x 4." Guidance also suggests that students compare strategies for efficiency.

3.2 Instructional Methods

3.2a
Materials include prompts and guidance to support the teacher in modeling, explaining, and communicating the concept(s) to be learned directly and explicitly.

6 out of 6 points

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3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

4 out of 4 points

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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.

3 out of 3 points

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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.

1 out of 2 points

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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

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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

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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 scored

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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 TOTAL100% (23 out of 23 points) 100%

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% (23 out of 23 points)

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.

1 out of 1 points

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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.

1 out of 1 points

The grade 3 materials include practice opportunities in the lessons that require students to demonstrate depth of understanding aligned to the TEKS. Information within the OER K-5 Math Program and Implementation Guide describes instruction components. It states, "These components are taught through the deliberate progression of material from concrete to representational to abstract. Lesson components and stages of instruction within these components are designed to help students reach higher and higher levels of understanding." Lesson-level practice includes procedural and application practice aligned to the TEKS 3.4G. For example, Module 3, Lesson 20, "Problem Set," includes opportunities for students to show their multiplication thinking with place value disks and place value charts alongside the algorithm. The last two problems of the Problem Set include multiplication in the context of real-world problems.
The materials include mid-module and end-of-module assessments for students to demonstrate depth of understanding aligned to the Texas Essential Knowledge and Skills (TEKS) and specific to each module's content. The Grade 3 Assessments Teacher Edition overview provides information about the assessment question types. Summative assessment questions come in formats that include constructed response, multiple choice, and multi-select, in which students demonstrate their comprehensive understanding and proficiency of the module concepts. The "Progression Toward Proficiency" rubric for mid-module and end-of-module assessments describes how the students show their understanding with increasing proficiency. The rubric defines the depth of understanding aligned to the TEKS. For example, Module 1, "Mid-Module Assessment Task," provides proficiency guidance for question 1 aligned to TEKS 3.4D. To receive full points for this question, the rubric indicates that students should correctly draw an array and include an equation with a solution.
The final lesson of each module provides practice in which students engage in tasks that include problem-solving and real-world problems that align with the TEKS. For example, in Module 1, Lesson 19, students utilize the tools, representations, and concepts to demonstrate proficiency in multi-step word problems involving all four arithmetic operations.

4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics standards.

2 out of 2 points

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4.2 Coherence of Key Concepts

4.2a
Materials demonstrate coherence across courses/grade bands through a logically sequenced and connected scope and sequence.

2 out of 2 points

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4.2b
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.

3 out of 3 points

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4.2c
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

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4.2d
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

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4.3 Spaced and Interleaved Practice

4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.

4 out of 4 points

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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 course materials include key lesson components that facilitate learning through spaced retrieval of previously acquired knowledge and skills. At the lesson level, "Fluency Practice" involves mental math exercises that revisit previous skills from current and prior modules. For example, before a lesson on solving measurement word problems using estimation, students engage in an estimation sprint and practice using subtraction algorithms with measurements.
"Application Problems" provide spaced retrieval opportunities to solve word problems using various techniques such as strip diagrams, number bonds, and arrays. For example, students can use a strip diagram to model the Application Problem in Module 2, Lesson 1. This problem provides a real-world scenario of time for shoe tying and asks students how long it would take to tie the shoes multiple times. The note below the problem states, "This reviews multiplication from Module 1 and gets students thinking about how long it takes to complete an activity or task. It leads into the Concept Development by previewing the idea of seconds as a unit of time."
Sometimes, the "Student Debrief" section integrates spaced retrieval practice. Students revisit previously learned skills and concepts through targeted questions and reflection points, making connections between previously learned skills across lessons. For example, in Module 4, Lesson 2, the Student Debrief section includes the question, "How is a spring scale like a number line?" Module 1 includes number lines and connects to this learning in Module 4.
Course materials offer retrieval opportunities through assessments found in the Assessments book. Each module includes Mid and End-of-Module assessments aligned with the TEKS, assessing students' proficiency in each module’s concepts.

4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.

4 out of 4 points

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Rubric Section 5 Balance of Conceptual and Procedural Understanding Materials are designed to balance conceptual understanding, procedural skills, and fluency. Total TOTAL100% (66 out of 66 points) 100%

Section 5 Balance of Conceptual and Procedural Understanding Materials are designed to balance conceptual understanding, procedural skills, and fluency. Total 100% (66 out of 66 points)

5.1 Development of Conceptual Understanding

5.1a
Questions and tasks require students to interpret, analyze, and evaluate a variety of models and representations for mathematical concepts and situations.

12 out of 12 points

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Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate a variety of models and representations for mathematical concepts and situations.

12 out of 12 points

Lesson tasks include opportunities for students to engage with mathematical concepts through interpreting, analyzing, and evaluating using a range of representations. In Module 5, Lesson 6, "Concept Development," the materials prompt students to use two-dimensional shapes like rhombi and hexagons, along with strip diagrams and number lines, to analyze and interpret fractions.
The lesson structure provides opportunities for students to interact with diverse models and representations and supports their work to interpret, analyze, and evaluate different mathematical concepts. For example, in Module 1, students engage with base ten blocks, counters, place value disks, strip diagrams, number bonds, and arrays. Specifically, Module 1, Lesson 19, Problem Set, provides strip diagrams for students to analyze and interpret in order to generate an equation to solve.
The materials include questions within lessons to prompt students to interact with various models and representations, enabling them to interpret, analyze, and evaluate different concepts. For example, in the Concept Development of Module 7, Lesson 1, teacher guidance asks students to solve word problems using different representations. In Module 4, Lesson 2, teacher guidance asks students various scaffolding questions involving comparing and relating problems, analyzing situations, and evaluating adjustments during the "Student Debrief."
The materials include questions for students to construct diverse models to illustrate mathematical concepts. For example, in Module 4, Lesson 2, Concept Development, the lesson prompts students to initially interpret a concrete area model. As the lesson advances, the focus shifts to adjusting the model and prompting analysis of the modifications made. By the conclusion of the activity, teacher guidance prompts students to evaluate solutions related to the area model.

5.1b
Questions and tasks require students to create a variety of models to represent mathematical situations.

2 out of 2 points

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Evaluation for 5.1b
Questions and tasks require students to create a variety of models to represent mathematical situations.

2 out of 2 points

The course materials include tasks that prompt students to create diverse models to represent mathematical situations. For example, in Module 2, Lesson 19, Concept Development, the lesson tasks students with constructing a place value chart and modeling a number using place value disks. After creating the concrete model, materials prompt students to transition from using physical objects to employing dots as a written representation. The four problems offer diverse representations in the place value model.
Each lesson component includes questions that require students to create a variety of models to represent mathematical situations. For example, in Module 2, Lesson 11, the "Fluency Practice" asks students to create number bonds to decompose minutes, the "Application Problem" asks students to create a model to solve a word problem, and the Concept Development, "Problem Set," and "Exit Ticket" includes scaffolding questions that require students to represent expanded form using a place value chart.
Lesson components include questions and tasks across the instructional materials that require students to construct various models that illustrate mathematical scenarios. For example, in grade 3, materials provide opportunities for students to utilize a range of tools such as place value disks, counters, arrays, ten-frames, number bonds, fraction strips, strip diagrams, and area models to visualize and solve mathematical problems. These models develop conceptual understanding and are practical tools in real-world applications in tasks within the Problem Set and Exit Ticket components.
Application Problems within the instructional materials require students to employ models as part of strategic problem-solving techniques, such as the "Read-Draw-Write" strategy. This process prompts students to select appropriate models, such as strip diagrams, number bonds, area models, or other visual aids.

5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

4 out of 4 points

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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.

2 out of 2 points

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Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.

2 out of 2 points

The "Fluency Practice" lesson component features "Sprints" in selected lessons throughout each module (unit) of the course materials. Sprints are timed fluency exercises intended to help students identify patterns and solve increasingly complex problems. For instance, in Module 1, Lesson 2, students start with the basic addition of two problems and progress to the simple subtraction of two problems. In the same lesson, they advance to adding 22 to larger two-digit and three-digit numbers.
According to the OER K-5 Math Program and Implementation Guide, Sprints "are carefully selected and sequenced to help students recognize patterns and structures to solve subsequent, more complex problems." These exercises support students in developing the automaticity needed to solve grade-level tasks. Sprint tasks encompass a range of skills such as recalling math facts, computational patterns with whole numbers and grade-appropriate rational numbers, rounding, estimation, and simplifying fractions.
Lessons within the course materials encompass both Fluency Practice and "Application Problem" components. These components support students in developing the fluency necessary for grade-level tasks. Fluency Practice tasks "offer spaced practice with previously learned material and prepare students for new learning by activating prior knowledge," with a primary emphasis on procedural fluency. Application Problem tasks, on the other hand, "apply conceptual understanding to make sense of and persevere through new problems," supporting fluency with the "Read-Draw-Write" process that includes flexible thinking strategies in problem-solving contexts.
The "Concept Development" components support student fluency by providing teachers with guidance to facilitate exploration and discussion of various problem-solving approaches with newly introduced mathematical concepts.

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

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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.

6 out of 6 points

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5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

1 out of 1 points

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Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

1 out of 1 points

Teacher guidance includes questioning to provide opportunities for students to evaluate procedures, processes, and solutions for efficiency within the lesson. In Concept Development, the teacher guides students through a variety of problems. These problems offer varying tasks involving multiple strategies, including the Read-Draw-Write process, the use of concrete models, and the chance to explain their thinking. For example, Module 3, Lesson 23 vignette, prompts the teacher to ask students to explain efficiency with the question, "What are the advantages to the standard algorithm?" The example student response is, "We are doing all of the calculations in fewer steps. "
Concept Development includes a vignette to guide teachers to prompt students to evaluate procedures, processes, and solutions related to new math concepts for efficiency, flexibility, and accuracy. For example, in Module 2, Lesson 20, students use multiple strategies to solve measurement addition problems. When introducing the standard algorithm, the Concept Development guides teachers to say, "Talk to a partner. How is this work similar to the work we did with the place value disks?"
The Student Debrief, a key component in every lesson of the course modules, provides teacher prompts to guide students in evaluating the efficiency, flexibility, and accuracy of procedures, processes, and solutions for new math concepts. For example, in Module 2, Lesson 20, students solve measurement addition problems using various strategies. Teacher prompts include questions like, "What pattern did you notice between Problems 1(a), 1(b), and 1(c)? How did this pattern help you solve the problems?" and "Which problems did you solve using mental math? The standard algorithm? Why did you use the standard algorithm for some problems and mental math for others?" These questions ask students to reflect on and articulate their reasoning for choosing specific problem-solving methods. The questions also prompt students to evaluate their approaches within the lesson, supporting peer comparison and encouraging students to justify and explain their strategies.

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.

2 out of 2 points

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5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representation (figures/drawings), and abstract representations.

6 out of 6 points

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Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representation (figures/drawings), and abstract representations.

6 out of 6 points

The materials include questions and tasks that use concrete models and manipulatives. For example, in Module 4, Lesson 4, "Concept Development" Part 1 section, teacher guidance prompts students to create a square figure using square-inch tiles to find the area of the shape. The "Problem Set" asks a question about the area in an abstract context and prompts students to use their own pictures, words, and numbers to solve it.
Materials include questions and tasks that use pictorial representations. For example, in Module 4, Lesson 4, the Concept Development Part 2 section prompts students to draw an area model of their manipulative model. The "Area Model Template" for the lesson provides a pictorial representation of the area within grid lines to support the vignette and student work during Concept Development.
Lesson materials incorporate questions and tasks using abstract representations. For instance, in Module 4, Lesson 4, "Problem Set," students use standard numbers to label square units in an area model and solve for the area using multiplication.
Lesson components feature questions and tasks integrating concrete models, manipulatives, and pictorial representations. For example, fraction rods illustrate fractions, connecting to pictorial models, strip diagrams, and number bonds. Teachers guide students with explicit questions like, "Now we need a strip to represent the purple rods. How long should the second strip be?"
Modules and lessons sequence learning to support conceptual understanding by linking concrete models and pictorial representations to abstract concepts such as algorithms and equations. Questions prompt students to explain relationships among models, pictorial representations, and abstract concepts. Hands-on activities with manipulatives in lessons support diverse representations.

5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts.

8 out of 8 points

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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.

8 out of 8 points

The modules (units) in the course include instructional sequencing of concepts and lessons using the "concrete-representational-abstract approach." Explicit teacher guidance and exemplars for supporting students in connecting, creating, defining, and explaining both concrete and representational models to abstract thinking often appear in the "Student Debrief." For example, Module 4, Lesson 8, Student Debrief, includes the teacher prompt, "Why did Tila and Evan wind up with the same amount of paper in Problem 4? If they both cut their rectangles from the corners of their papers, would they both be able to cut out a 4-cm by 8-cm rectangle with their remaining paper? (Guide students to reason that, although they both have 42 sq cm left and the 4 × 8 rectangle only measures 32 sq cm, only Evan can cut out such a rectangle from his remaining paper.)" Another example in Module 2, Lesson 3, questions include, "Describe the process of drawing the number line for Problem 2." and "How did your answer to Problem 4(a) help you solve Problem 4(b)?"
Concept Development includes scaffolds to support students in connecting, creating, defining, and explaining concrete and representational models to abstract concepts. For example, across Module 5, students begin by representing fractions using fractional strips and move to represent fractions with strip diagrams and on number lines to represent equivalent fractions in symbolic form.
Additional supports for students beyond Tier 1 lesson materials appear in the "Collaboratively Troubleshooting Student Misconceptions" section of each module (unit) overview, and margin notes are provided within individual lessons in the modules. These resources suggest ways for teachers to provide additional support for students in connecting, creating, defining, and explaining both concrete and representational models to abstract thinking through scaffolded instruction and extension tasks. For example, the margin note in Module 4, Lesson 8, states, "Adjust the numbers in Problem 2 of the Concept Development to challenge students who have demonstrated proficiency in grade level content and skills. Or, offer an alternative challenge, such as scripting and recording the steps to find the area of a nonrectangular shape that they can refer to when needed."

5.4 Development of Academic Mathematical Language

5.4a
Materials provide opportunities for students to develop their academic mathematical language using visuals, manipulatives, and other language development strategies.

3 out of 3 points

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Evaluation for 5.4a
Materials provide opportunities for students to develop their academic mathematical language using visuals, manipulatives, and other language development strategies.

3 out of 3 points

The materials offer various opportunities for students to develop their academic mathematical language through the use of visuals. In Lesson 7's "Application Problem," students engage in sorting 3-D shapes into groups, describing their sorts based on shape attributes using academic vocabulary. Additionally, lesson components encourage students to utilize visuals by drawing models to represent mathematical concepts, such as drawing equal groups to illustrate multiplication. These activities effectively support students in developing a deeper understanding and proficiency in mathematical language through visual representations.
The materials actively support students in developing their academic language through the use of manipulatives. In Module 1, it's noted that students can employ concrete manipulatives to demonstrate their understanding while solving problems or explaining their reasoning. For instance, students use geoboards and rubber bands during "Concept Development" to visualize and name fraction units when dividing shapes into equal parts.
The materials offer various strategies for students to enhance their academic mathematical language. Throughout the course, lessons facilitate the development of academic mathematical language through strategies such as classroom discourse, peer conversations (like turn-and-talks), and collaborative learning tasks. These approaches are integrated into lesson components. For instance, Module 7, Lesson 7 notes suggest employing the turn-and-talk strategy to support language development during instruction. Additionally, sentence stems are provided to scaffold language use.
During Concept Development and "Student Debrief sessions," students engage in peer interactions, using academic vocabulary to explain and justify their solutions as the materials show in the exemplar responses. The materials emphasize the use of visuals and manipulatives to introduce new vocabulary naturally within lesson activities. The "Problem Set" and "Exit Ticket" include the academic vocabulary from the lesson supporting the use of the words in context.

5.4b
Materials include embedded guidance for the teacher addressing scaffolding and supporting student development and use of academic mathematical vocabulary in context.

2 out of 2 points

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5.4c
Materials include embedded guidance for the teacher 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.

9 out of 9 points

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Evaluation for 5.4c
Materials include embedded guidance for the teacher 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.

9 out of 9 points

The materials feature embedded guidance to assist teachers in facilitating the application of appropriate mathematical language within the Concept Development sections. These sections introduce new terminology to students in context, formalize its use, and include guidance for students to participate in class discussions. The lesson vignettes provide teacher guidance to support math conversations that enable students to hear, refine, use, and develop their mathematical language toolkit. For instance, margin notes within several lessons include sentence frames that students can utilize during discourse to encourage the use of academic vocabulary. Module 5, Lesson 4, includes the following frames, "The fractional unit is _____. This group partitioned the _________ into _______ equal parts. This group used a different object to represent __________. This group used the same object as other groups to represent __________."
The materials provide embedded guidance for teachers to support the application of appropriate mathematical language, encompassing vocabulary, syntax, and discourse during math conversations. The Concept Development and Student Debrief components include discussion questions to support mathematical discourse, enabling students to hear, use, and refine mathematical language among their peers. For example, Module 5, Lesson 4, Concept Development, includes a vignette with guidance for teachers: "T: What is similar about the ways the groups represented eighths? (As students share, invite them to select the objects they want to compare.) S: Each group partitioned the paper into eight equal parts and drew lines to show the equal parts.→ The groups all showed eighths by partitioning the objects into eight equal parts." When students compare models with peers, they have opportunities to hear other students speak about their models, which supports the refinement of their mathematical language.

5.5 Process Standards Connections

5.5a
Process standards are integrated appropriately into the materials.

1 out of 1 points

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5.5b
Materials include a description of how process standards are incorporated and connected throughout the course.

2 out of 2 points

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5.5c
Materials include a description for each unit of how process standards are incorporated and connected throughout the unit.

2 out of 2 points

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5.5d
Materials include an overview of the process standards incorporated into each lesson.

1 out of 1 points

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Rubric Section 6 Productive Struggle Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking. Total TOTAL100% (25 out of 25 points) 100%

Section 6 Productive Struggle Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking. Total 100% (25 out of 25 points)

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.

3 out of 3 points

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6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

6 out of 6 points

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6.1c
Materials are designed to require students to make sense of mathematics through doing, writing about, and discussing math with peers and teachers.

6 out of 6 points

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Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through doing, writing about, and discussing math with peers and teachers.

6 out of 6 points

The course materials are designed to require students to make sense of mathematics through doing math with peers and teachers. For example, in Module 5, Lesson 4, students collaborate with the teacher to fold paper, modeling fractional parts of thirds. Following this, students work in groups of three to represent fractional units using various objects, partitioning each item and displaying their results. Each group then participates in a "museum walk," touring other groups' displays to observe and discuss different representations of fractional units.
The materials require students to make sense of math through writing about mathematical concepts with peers and teachers. In Module 6, Lesson 3, the teacher prompts students to answer questions such as, "What are some jobs you know about? What jobs do you think you might want to do one day? Why?" Students discuss these questions with peers and write their thoughts on their "Problem Set." The teacher also asks students why people choose certain jobs, and collectively, they write out their reasonings.
The materials are designed to require students to make sense of mathematics through discussing math with peers and teachers. For example, Module 2, Lesson 6, Student Debrief, includes teacher guidance stating, "Invite students to review their solutions for the problem set. They should check their work by comparing answers with a partner. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson." Module 6, Lesson 3, Student Debrief, questions prompt students to discuss with a peer, "What are some reasons why people choose a particular kind of labor? What kinds of things did we talk about today that affect how much money someone can earn at a job?"

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.

6 out of 6 points

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6.2b
Materials offer prompts and guidance to assist teachers in providing explanatory feedback based on student responses and anticipated misconceptions.

4 out of 4 points

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Evaluation for 6.2b
Materials offer prompts and guidance to assist teachers in providing explanatory feedback based on student responses and anticipated misconceptions.

4 out of 4 points

Materials include guidance and prompts to assist teachers in providing explanatory feedback based on student responses. In Module 2, Lesson 24, Concept Development, the lesson is scripted with prompts from the teacher identified by a T and examples of student responses or actions identified by an S. After asking students questions, a teacher's response is provided in the form of feedback for the student's response or action. For example, Module 3, Lesson 4, Concept Development, explores the relationship between place values. In reply to the teacher's question, "Can someone describe the pattern that we are starting to see?" materials provide the expected student response of, "Every place value unit is 10 times as much as the place value unit to its right." Materials provide teacher-prompted feedback based on this response, such as, "Excellent! Use the sentence stem [_____________ is _______________ times as much as ______________.] to describe the relationship between 100 and 10,000."
The OER K-5 Math Program and Implementation Guide includes prompts for teachers to provide explanatory feedback based on student responses. The "Language and Communication" section states, "Therefore, one of the most significant things a teacher can do to create a culture of learning is to have routines to celebrate and reinforce the importance of mining mistakes for good mathematical thinking and reframing them into learning moments." Following an explanation of redefining mistakes as learning moments, a description of collaborative troubleshooting describes three steps: discuss surface thinking, validate what they got right, and create a bridge to a better understanding. A table provides general prompts for responding to student responses. For grade-level exemplar prompts, the OER K-5 Math Program and Implementation Guide suggests using the Course Guide specific to the course of instruction.
Materials include guidance to assist teachers in providing explanatory feedback on anticipated misconceptions. For example, the "Collaboratively Troubleshooting Student Misconceptions" section in the "Module Overview" provides teacher guidance to support possible misconceptions. A chart associates the misconception with TEKS, their location, and the Topic. For example, in the Module 3 Overview, if a student has a misconception where they do not recognize the commutativity between two multiplication equations because the equations look different, teacher guidance is provided for feedback to the student. Materials state the teacher should "Review the commutative property by using concrete and pictorial representations. For example, represent 2 threes by showing 6 students standing in both 2 rows of 3 and 3 rows of 2."
The materials include prompts to assist teachers in providing explanatory feedback based on anticipated misconceptions. For example, the "Collaboratively Troubleshooting Student Misconceptions" table from Module 1 provides prompts for teachers’ and students' responses in the vignette provided in the "How to Bridge to a Better Understanding" column. Also, the Course Guide, Collaboratively Troubleshooting Student Misconceptions example, provides a teacher-student dialogue based on a misconception for Module 5, Topic F, that teachers can use and adapt for other misconceptions. In addition, Module 1, Lesson 1, Student Debrief, provides questions (prompts) that teachers can use to lead the discussion and address misconceptions.

Quality Review

Overview

Grade K Quality Review Summary

Strengths

Challenges

Summary

Grade 1 Quality Review Summary

Strengths

Challenges

Summary

Grade 2 Quality Review Summary

Strengths

Challenges

Summary

Grade 3 Quality Review Summary

Strengths

Challenges

Summary

Grade 4 Quality Review Summary

Strengths

Challenges

Summary

Grade 5 Quality Review Summary

Strengths

Challenges

Summary

Standards Alignment

Criteria for Quality

1.1 Course-Level Design

Evaluation for 1.1a

Evaluation for 1.1a Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.

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).

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.

Evaluation for 1.1d

Evaluation for 1.1d Materials include guidance, protocols, and/or templates for unit and lesson internalization.

Evaluation for 1.1e

Evaluation for 1.1e Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.

1.2 Unit-Level Design

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.

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.

1.3 Lesson-Level Design

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.

Evaluation for 1.3b

Evaluation for 1.3b Materials include a lesson overview outlining the suggested timing for each lesson component.

Evaluation for 1.3c

Evaluation for 1.3c Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.

Evaluation for 1.3d

Evaluation for 1.3d Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

2.1 Instructional Assessments

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.

Evaluation for 2.1b

Evaluation for 2.1b Materials include the definition and intended purpose for the types of instructional assessments included.

Evaluation for 2.1c

Evaluation for 2.1c Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

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.

Evaluation for 2.1e

Evaluation for 2.1e Instructional assessments include standards-aligned items at varying levels of complexity.

2.2 Data Analysis and Progress Monitoring

Evaluation for 2.2a

Evaluation for 2.2a Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.

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.

Evaluation for 2.2c

Evaluation for 2.2c Materials include tools for students to track their own progress and growth.

3.1 Differentiation and Scaffolds

Evaluation for 3.1a

Evaluation for 3.1a Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

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).

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 skills.

3.2 Instructional Methods

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.

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).

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.

Evaluation for 1.1d
Materials include guidance, protocols, and/or templates for unit and lesson internalization.

Evaluation for 1.1e
Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.

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.

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.

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.

Evaluation for 1.3b
Materials include a lesson overview outlining the suggested timing for each lesson component.

Evaluation for 1.3c
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.

Evaluation for 1.3d
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

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.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

Evaluation for 2.1e
Instructional assessments include standards-aligned items at varying levels of complexity.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Evaluation for 2.2c
Materials include tools for students to track their own progress and growth.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

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).

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 skills.

Evaluation for 3.2a
Materials include prompts and guidance to support the teacher in modeling, explaining, and communicating the concept(s) to be learned directly and explicitly.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

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.

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.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

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.

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.

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.

Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics standards.

Evaluation for 4.2a
Materials demonstrate coherence across courses/grade bands through a logically sequenced and connected scope and sequence.

Evaluation for 4.2b
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.

Evaluation for 4.2c
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.

Evaluation for 4.2d
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.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.

Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate a variety of models and representations for mathematical concepts and situations.

Evaluation for 5.1b
Questions and tasks require students to create a variety of models to represent mathematical situations.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.

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.

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.

Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representation (figures/drawings), and abstract representations.

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.

Evaluation for 5.4a
Materials provide opportunities for students to develop their academic mathematical language using visuals, manipulatives, and other language development strategies.

Evaluation for 5.4b
Materials include embedded guidance for the teacher addressing scaffolding and supporting student development and use of academic mathematical vocabulary in context.

Evaluation for 5.5a
Process standards are integrated appropriately into the materials.

Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the course.