Bluebonnet Learning Secondary Mathematics, Grade 6

Quality Review

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

Overview

Grade 6 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	53 / 53
Progress Monitoring	28 / 28
Supports for All Learners	32 / 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.
1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
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.
3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
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

No challenges in this material

Summary

Bluebonnet Learning is a secondary mathematics 6–8 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a well-structured approach to grade 6 math instruction, featuring a detailed scope and sequence that thoughtfully outlines key concepts and knowledge across various modules/topics. Each module/topic is complemented by flexible pacing guides, accommodating a range of instructional calendars to ensure smooth implementation, regardless of the number of instructional days available. Additionally, the program includes comprehensive module/topic overviews that equip teachers with essential background knowledge, academic vocabulary, and common misconceptions, supporting effective teaching.

Campus and district instructional leaders should consider the following:

The materials include instructional assessments and performance tasks that help identify areas where students may be struggling and provide next steps. Intervention and extension activities are available and sometimes take the form of additional practice problems rather than dedicated lessons for differentiated support. Teachers may need additional support expanding the intervention and extension resources to include more targeted activities, such as small group lessons, which would further support teachers in addressing the needs of both struggling and advanced learners.
The program encourages students to engage in the problem-solving model and think critically about mathematics. It includes a variety of strategies to assess and support emergent bilingual students, with embedded ELPS throughout the lessons. The structure ensures that multiple strategies are included in each lesson, supporting all students in mastering the TEKS.

Grade 7 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	53 / 53
Progress Monitoring	28 / 28
Supports for All Learners	32 / 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.
1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
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.
3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension.
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

No challenges in this material

Summary

Bluebonnet Learning is a secondary mathematics 6–8 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a structured approach to grade 7 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge taught across various modules/topics. Each module/topic 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 topic 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 materials include instructional assessments and performance tasks that help identify areas where students may be struggling and provide next steps. Intervention and extension activities are available and sometimes take the form of additional practice problems rather than dedicated lessons for differentiated support. Teachers may need additional support expanding the intervention and extension resources to include more targeted activities, such as small group lessons, which would further support teachers in addressing the needs of both struggling and advanced learners.
The program encourages students to engage in the problem-solving model and think critically about mathematics. It includes a variety of strategies to assess and support emergent bilingual students, with embedded ELPS throughout the lessons. The structure ensures that multiple strategies are included in each lesson, supporting all students in mastering the TEKS.

Grade 8 Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	53 / 53
Progress Monitoring	28 / 28
Supports for All Learners	32 / 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.
1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
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 varying 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.
3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
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

No challenges in this material

Summary

Bluebonnet Learning is a secondary mathematics 6–8 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a well-structured approach to grade 8 math instruction, featuring a detailed scope and sequence that thoughtfully outlines key concepts and knowledge across various modules/topics. Each module/topic is complemented by flexible pacing guides, accommodating a range of instructional calendars to ensure smooth implementation, regardless of the number of instructional days available. Additionally, the program includes comprehensive module/topic overviews that equip teachers with essential background knowledge, academic vocabulary, and common misconceptions, supporting effective teaching.

Campus and district instructional leaders should consider the following:

The materials include instructional assessments and performance tasks that help identify areas where students may be struggling and provide next steps. Intervention and extension activities are available and sometimes take the form of additional practice problems rather than dedicated lessons for differentiated support. Teachers may need additional support expanding the intervention and extension resources to include more targeted activities, such as small group lessons, which would further support teachers in addressing the needs of both struggling and advanced learners.
The program encourages students to engage in the problem-solving model and think critically about mathematics. It includes a variety of strategies to assess and support emergent bilingual students, with embedded ELPS throughout the lessons. The structure ensures that multiple strategies are included in each lesson, supporting all students in mastering the TEKS.

Algebra I Quality Review Summary

Rubric Section	Quality Rating
Intentional Instructional Design	53 / 53
Progress Monitoring	28 / 28
Supports for All Learners	32 / 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.
1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
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.
3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
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

No challenges in this material

Summary

Bluebonnet Learning is a secondary mathematics program for Algebra I aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a structured approach to Algebra I instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge taught across various modules/topics. Each module/topic 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/topic overviews that provide essential background knowledge and academic vocabulary necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

The program offers a variety of instructional assessments at both the module/topic and lesson levels, including formative and summative assessments. These assessments feature diverse tasks and questions, all aligned with the TEKS and course objectives.
The program excels in fostering mathematical thinking, perseverance, and problem-solving among students. It encourages students to explore multiple approaches to solving problems, and its design supports meaningful engagement with math through hands-on activities, writing, and discussions with peers and teachers.

Read the Publisher Response

Standards Alignment

Rubric Section

Grade	TEKS Student %	TEKS Teacher %	ELPS Student %	ELPS Teacher %
Grade 6	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 TOTAL100% (53 out of 53 points) 100%

Section 1 Intentional Instructional Design Materials support educators in effective implementation through intentional course, unit, and lesson-level design. Total 100% (53 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

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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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Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

2 out of 2 points

In the TE, after the Module 1 Overview, the materials provide an explanation for how concepts to be learned connect throughout the course. In the Module 1 Overview, materials ask, "When will students use knowledge from Composing and Decomposing in future learning?" This section describes how "this module supports future learning by building fluency in multiplying and dividing rational numbers at the beginning of the course, allowing students to practice these skills throughout the course." Materials include a module overview at the start of each module in the TE, which describes "the mathematics developed throughout the module, how the module connects to prior learning, and how it connects to future learning." Clear connections are made between modules and the order in which they are presented. The module overview for Module 2 states that students "use the geometry skills learned in Module 1 in problem-solving contexts" throughout Module 2. The overview connects the current module to future modules and explains the rationale for the sequencing, for example, "The practice with interpreting coordinates of graphs in the first quadrant will also prepare students to interpret coordinates in all four quadrants in Module 3."
In the "Content Organization" document, the materials include a Content Organization Chart, which provides a visual representation using symbols that show how skills are connected between the Modules, Topics, and grades 6 through Algebra 1. This document explains that "the arc of mathematics develops coherently, building understanding by linking concepts together through a logically sequenced and connected scope and sequence." Materials include an explanation for how concepts to be learned connect throughout the course. The Content Organization Document uses icons and an icon key to explain how the concepts of modules connect throughout the course. Concepts include Relationships between sets of numbers; Proportionality and Proportional Reasoning; Equations, Expressions, and Relationships; Data Analysis and Probability; Financial Literacy; and Geometric Relationships.
The Content Organization Document also provides Module rationales for unit order for grades 6 – Algebra 1 that "explain the benefits of the sequence of Modules and Topics and highlight the connections between concepts learned throughout the course." The Grade 6, Module 1 rationale states, "This course starts with Module 1, Composing and Decomposing, to focus on students’ continued development of number sense. Module 1 builds fluency in multiplying and dividing rational numbers, allowing students to practice these skills throughout the course. This sequence engages students in the grade’s major work while connecting numbers and measurement." It then goes on to give a rationale for each topic within Module 1.
The "Lesson Summary" of each topic includes evidence of concepts being connected to other concepts learned in previous topics and lessons. For example, Module 1, Topic 1, Lesson 3 includes evidence of students creating strip diagrams with benchmark fractions. Module 1, Topic 1, Lesson 4 includes evidence that students are expected to use their knowledge of these strip diagrams to translate this understanding to number lines.

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

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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.

30 out of 30 points

See Quality Review Evidence for this Indicator

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

See Quality Review Evidence for this Indicator

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 "Facilitating Student Learning" of the Course and Implementation Guide includes evidence from the materials that state the "prepare section of the assignment from the previous lesson" can be used as a "diagnostic tool, whether as a warm-up or an exit ticket, to assess whether your students are ready for new learning." For example, in Module 1, Topic 1, Lesson 1 Assignment, the materials state, "Prepare: In the array of numbers shown, circle the prime numbers, cross out the composite numbers, and use a box to identify any number that is neither prime nor composite."
The materials include a "Topic Self-Reflection Tool" that "allows students to reflect on their understanding of the concepts and skills…at the beginning, middle, and end of the topic so they can track and monitor their progress and growth."
The materials include formative assessments that vary in types of tasks and questions at the unit (topic) and lesson level. The Course and Implementation Guide lists multiple options for "Formative Assessments," including the "Essential Question" that students return to and answer "to demonstrate their learning." Question types include Support Discourse, Stamp the Learning, and Talk the Talk. For example, in Module 1, Topic 1, Lesson 1 Overview, the materials offer "Why is using parentheses necessary?" and "Why is 5 repeated in both parentheses?" as "Probing Questions" to Support Discourse. The materials also include multiple practice opportunities in the Skills Practice sections. In the Module 1 Overview, Topic 3 states to use the "Targeted Skills Practice for Decimals." The "Lesson and Facilitation Notes" include guidance on which questions to use to assess students' understanding of the essential content of the lesson. These text boxes guide teachers to "use student responses to determine when to schedule Learning Individually Days." The materials include "Performance Tasks" students can complete after certain modules/topics. These tasks cover selected priority TEKS content from the course. Teachers use the Performance Task as either a formative or summative assessment.
The materials include an "End of Topic Assessment" within the Assessments Teacher Edition that assesses students on the content learned within a topic. The End of Topic assessments include various question types, including multiple-choice, constructed response, short answer, multi-select, and match-table-grids. The materials state, "There are many problem types that students will encounter on digital assessments: multiple choice, multi-select, text entry/equation editor, graphing, inline choice, hot spot, drag and drop, and match table grid." The materials also include three Performance Tasks found in the Assessments Teacher Edition that use real-world scenarios to assess students over content within a module. The performance task instructions guide teachers on when to use the performance tasks. For example, the "Equivalent Ratios" performance task suggests using the task any time after Module 2, Topic 1.

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

2 out of 2 points

See Quality Review Evidence for this Indicator

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

2 out of 2 points

The materials include Prepare, Stamp the Learning, Student Discourse, and Talk the Talk as types of formative assessments. Summative assessments include End-of-Topic Assessments and Performance Assessments. The individual definitions are provided at the beginning of the Teacher Edition assessment text. The Teacher Edition states, "End of Topic Assessments are provided to measure student performance on a clearly denoted set of standards." Under Performance Tasks, the materials state, "These tasks cover selected priority TEKS content from the course." Under the Comprehensive Assessment section, the materials state, "Assessment is an arc and not a one-time event. It is a regular part of the instructional cycle. Ongoing formative assessment underlies the learning experience, driving real-time adjustments, next steps, insights, and measurements."
Each form of assessment has a purpose, as described in the introduction of the Assessment guide. The materials state, "As students self-reflect during the Talk the Talk, you can interpret how well they have demonstrated the learning outcomes and prepare for what’s next." The materials include the intended purpose for the types of instructional assessments. The Teacher Edition states in the Comprehensive Assessment section that "At the end of the lesson, students return to and answer the Essential Question to demonstrate their learning. Use student responses to the Essential Question as data to drive your instructional practice and decision making." In the Summative Assessments section, the materials state, "These questions are thoughtfully designed to prepare students for digitally enhanced standardized tests" and "Use the data from scoring the assessment to plan the next steps for instruction." Finally, in the Performance Tasks section, the materials state, "You can use the Performance Task as either a formative or summative assessment. These tasks include a rubric that you can utilize to assess individual or class depth of understanding as aligned to the TEKS," and "After students complete the Performance Task, have them reflect on their understanding and performance by revisiting the Topic Self-Reflection from the corresponding topic."
Each lesson included in the Teacher Edition consists of additional guidance for teachers regarding opportunities to assess students' understanding of the essential content of the lesson. The materials include an explanation for which practice problems can be used as formative assessment and where additional problems can be found. For example, in Module 2, Topic 1, Lesson 2, there is a box that states, "Questions 1 and 2 present an opportunity to assess students’ understanding of the essential content of the lesson. Use student responses to determine when to schedule Learning Individually Days. To provide additional practice using qualitative reasoning to compare ratios, assign Skills Practice Set A for this lesson."

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

2 out of 2 points

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

2 out of 2 points

The "Topic Pacing Guide," along with supports within each lesson, consists of guidance on how to accurately administer instructional assessments with the inclusion of individual learning days before such assessments. The materials included in the "Implementation Suggestions for the End of Topic Assessment" section of the Assessments Teacher Edition provide teachers with suggestions on how to implement these assessments. For example, the suggestions state, "The Grade 6 End of Topic Assessments are designed for completion without the use of a calculator. Each assessment is designed so students can complete the assessment in 45 minutes."
The materials include an "Assessment Summary" in the Module Overview that lists when each "End of Topic Assessment" should be given. The materials include teacher guidance to ensure consistent administration of instructional assessments. The Grade 6 Assessment Guide states implementation suggestions for the End of Topic Assessments. The materials state, "After completion of the assessment, provide students with the Assessment Reflection document. Before student completion of an Assessment Reflection, discuss the intent of the tool with students. Have students refer to the corresponding Topic Self-Reflection document when completing the Assessment Reflection."
The grade 6 materials contain a rubric for grading topic assessments and performance activities to ensure consistent grading and feedback for students. The Assessments Teacher Edition states, "For consistent evaluation and scoring, follow the Assessment Scoring Guide. Each question in the assessment is worth 1 or 2 points. The guide includes the TEKS for each question, the point value, and scoring guidance. Use the data from scoring the assessment to plan the next steps for instruction." Each assessment has an answer key or sample answer to ensure accuracy while grading. The materials also include a Question & Test Interoperability report. This report gives the rationale for every End of Topic Assessment answer choice, which ensures accuracy as the teacher determines the next steps.

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 "Comprehensive Assessment," located in the Assessments Teacher Edition, includes diagnostic assessments that are aligned to the TEKS and objectives of the lesson by allowing teachers to use the Questions to Support Discourse to gauge what students already know before learning new content. The Prepare section of the Lesson Assignment can also act as a diagnostic assessment and is aligned with the TEKS and objectives of the next lesson. For example, in Module 1, Topic 1, Lesson 2 Assignment Prepare, Question 1 states, "If two people equally split one donut, how much of the donut does each person receive?" This question is followed by "Dividing a Whole into Fractional Parts," which aligns to TEKS 6.4F, "represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10x10 grids, strip diagrams, number lines, and numbers." Module 1, Topic 1, Lesson 4 practice problem states, "Question 4 presents an opportunity to assess students’ understanding of the essential content of the lesson. Use student responses to determine when to schedule Learning Individually Days. To provide additional practice writing fractions that are close to but less than 1, assign Skills Practice Set D for this lesson." This statement provides evidence of a pre-assessment driving the instructional days for the unit.
The materials include Skills Practice, which is a formative assessment aligned to the TEKS and objectives of the lessons. Module 1, Topic 1, Skills Practice F states, "Write the prime factorization for each number. Then, determine the greatest common factor (GCF) and the least common multiple (LCM)." This question aligns with TEKS 6.7A, "generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization."
The materials include formative assessments that are aligned to the TEKS and objectives through the "Demonstrate" piece of each lesson. This evidence consists of Talk the Talk activities and Skills Practice. The materials also include end-of-topic assessments, which are summative and aligned to the TEKS and objectives of the lessons. The End of Topic Scoring Guide found immediately after the assessment indicates each SE associated with each question. The Assessments Teacher Edition consists of each of these assessments along with rationales.

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

2 out of 2 points

The grade 6 "Question & Test Interoperability (QTI)" provides guidance for responding to student performance. The QTI includes the rationale for each answer choice in the "End of Topic Assessment." The wrong answer rationale guides the teacher as to misconceptions students may have.
The grade 6 Assessments Teacher Edition guides interpreting student performance. For example, Module 1, Topic 1, End of Topic Assessment Scoring Guide states, "to support students with question 8, they should review ordering rational numbers, use Skills Practice Set IV.A for additional practice, review Lesson 4 Assignment Practice Question 15." The "Performance Tasks" within the assessments include rubrics for scoring and interpreting student performance. The grade 6 materials contain an assessment reflection tool to guide feedback. For example, the Module 1 Topic 1 assessment scoring guide states, "The student correctly represents the benchmark fraction 1/4 on all five models (2 points); The student correctly represents the benchmark fraction 1/4 on one, two, three, or four models (1 point); The student does not correctly represent the benchmark fraction 1/4 on any models (0 points)."
The materials include a "Scoring Guide" that guides teachers on how to score each question on the assessment and includes a "Response to Student Performance," which provides teachers with reteach and practice suggestions to support each skill. For example, in Module 2, Topic 3, the Scoring Guide suggests that students who missed questions 3 and 8 should "Review real-world problems involving ratios and rates, use Skills Practice Sets II.B and II.C for additional practice and review Lesson 2 Assignment Practice Questions 2 through 4."
The materials include the "Teacher-Student Work Analysis Protocol," which guides responses to student performance. This tool consists of insight to allow teachers to analyze student work and scores to respond to student performance effectively.

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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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 TOTAL100% (32 out of 32 points) 100%

Section 3 Supports for All Learners Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability. Total 100% (32 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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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.

3 out of 3 points

Materials include teacher guidance for differentiated instruction, activities, or scaffolded lessons for students. The "Facilitation Notes" include "Differentiation Strategies" in the "Engage, Develop, and Demonstrate" component of the lesson plan. These strategies include "Just in Time Support," which supports the students falling behind grade level. The Just in Time Support materials in Module 1, Topic 1, Lesson 2, Facilitation Notes state "To scaffold support for Question 2, have students write the multiplication and division fact families for the GCF, LCM, and product for each part in Question 1. Have them label the values and identify the patterns that they see throughout the four fact families." Thus, the materials provide teacher guidance for differentiated instruction for students who have not yet reached proficiency in grade-level content and skills. In addition, the Just in Time Support materials in Module 1, Topic 2, Lesson 1, Facilitation Notes state "Assign different groups one of the two sets of sides rather than having the entire class working with both sets." This example shows how the materials provide teacher guidance for scaffolding the lesson for students who have not yet reached proficiency on grade-level content and skills.
The Facilitation Notes include "Questions to Support Discourse and Common Misconceptions," which can be alongside the Differentiation Strategies or in isolation to differentiation for both instruction or activities. In Module 1, Topic 2, Lesson 1, Facilitation Notes, the Questions to Support Discourse section includes three different sets of questions: "Gathering, Probing, and Seeing Structure." There is also a "Common Misconception" that states "Students may erroneously think that as long as the sum of any single pair of lengths is greater than the third length, the three lengths will form a triangle. Ensure they understand that it must be true for all combinations of three lengths. Provide a non-example to contradict this thinking. Using the segment lengths 2 cm, 7 cm, and 4 cm, show them that 2 + 7 > 4. However, because 2 + 4 < 7, these three segments will not form a triangle. Suggest that students only need to test that the sum of the two smallest lengths is greater than the longest length to form a triangle."
Materials include teacher guidance for differentiated activities for students who have not yet demonstrated proficiency in grade-level content and skills. Teacher guidance in the Assessments Guide includes "us[ing] the data from scoring the [End of Topic] assessment to plan the next steps for instruction." The Scoring Assessment Guide includes a "Response to Student Performance" section. The response includes suggestions for supporting students or challenging students using "Skills Practice Sets." For example, the Response to Student Performance in Module 1, Topic 1, End of Topic Assessment, suggests teachers support students that have not shown mastery in TEKS 6.2D through incorrect responses in question 8 by "Review[ing] ordering rational numbers; Use[ing] Skills Practice Set IV.A for additional practice; [and] Review[ing] Lesson 4 Assignment Practice Question 15".
The margin notes in the lessons include when to use Skills Practice Sets for additional practice. For example, Module 1, Topic 1, Lesson 1, states "Question 1 presents an opportunity to assess students' understanding of the essential content of the lesson. Use student responses to determine when to schedule Learning Individually Days. To provide additional practice rewriting products using the distributive property, assign Skills Practice Set A for this lesson."
Teachers are provided with guidance for differentiated activities and scaffolded lessons on "Learning Individually Days" to support students who need extra help with grade-level content and skills. In the "Skills Practice Overview," teachers are instructed to assign specific problem sets to the whole class, small groups, or individual students based on data. Activities within the lesson correspond to the problem sets and are identified in the Skills Practice alignment notes for teachers. The provided "Skills Practice Outline" in this guide helps teachers choose problem sets and problems strategically, allowing for personalized learning to meet student needs.

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

The materials provide opportunities for differentiated instruction in the Facilitation Notes. The Differentiation Strategies section offers "Challenge Opportunities." For example, in Module 1, Topic 1, Lesson 4, the Challenge Opportunity states "Have students redesign Minh’s model using the same fractions of 24 for unshaded and 35 for shaded portions."
Materials include teacher guidance for enrichment activities for students who have demonstrated proficiency in grade-level content and skill. Performance tasks are included to provide enrichment opportunities for students. The "Performance Task Overview" also includes guidance for when to give the task and the TEKS assessed on each task.
Materials provide teacher guidance for extension activities in the Course and Implementation Guide. Guidance in the differentiation subheading states "to support gifted and talented students or any student who is showing proficiency in a standard and is ready for a challenge and/or extension to differentiate instruction by: using embedded Differentiation Strategies labeled as Challenge Opportunities; utilizing the Extension section of the Skills Practice; scaffolding up the academic glossary by encouraging students to apply the terminology across disciplines and real-world applications; [and] using alternative grouping strategies"
Materials include teacher guidance for extension activities for students who have demonstrated proficiency in grade-level content and skill. The "Assessment Scoring Guide - Response to Student Performance" includes recommendations for teachers to challenge students. Each of these challenges asks teachers to "extend student knowledge."
The Grade 6 Assessments Teacher Edition includes guidance for interpreting student performance. For example, Module 1, Topic 1, End of Topic Assessment Scoring Guide, states "to challenge students" with question 9, and they should "Extend student knowledge with the Skills Practice Extension Set V." The materials include guidance for enrichment activities. The Performance Tasks, after certain modules/topics, "cover selected priority TEKS content from the course. These tasks include a rubric that you can utilize to assess individual or class depth of understanding as aligned to the TEKS."
Materials include teacher guidance for enrichment activities for students who have demonstrated proficiency in grade-level content and skills. The Skills Practice Guide encourages teachers to consider using "some students that have achieved proficiency of the skills for a particular lesson or have already completed the Skills Practice assigned to them, as leaders of a specific group and/or station to help support their peers. This strategy helps students who need extra support while also developing the capacity of the students who provide assistance."

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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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.

6 out of 6 points

The materials include a "Modeling the Moment" prompt that provides teachers with guidance on how to model the concepts. For example, Module 1, Topic 1, Lesson 5, Modeling the Moment, suggests, "Provide students with the Problem-Solving Model Graphic Organizer. Refer students to the problem-solving model in the Course Guide. Have students read the Questions to Ask aloud for each step. Work through Question 1 together as a class to complete the graphic organizer. Have students work in pairs and use the problem-solving model to complete Questions 2–6." The materials also include "Chunking the Activity" prompts, which guide teachers' explicit instruction through the lesson. For example, in Module 1, Topic 1, Lesson 5, the Chunking the Activity prompt suggests, "Group students to define and provide examples of a mixed number. Check-in and share. Read and discuss the introduction. Group students to complete Questions 1 and 2. Check-in and share. Group students to complete Questions 3–6. Share and summarize. Return to the lesson opener and read the Essential Question."
The materials contain prompts to support the teacher in explaining the concepts. The "Lesson Overview" contains "Questions to Support Discourse." The "Facilitation Notes" include prompts for the teacher to deliver the lesson. For example, Module 1, Topic 2, Lesson 3, Facilitation Notes state, "Have a student read the introduction and Question 1 aloud, then examine the three triangles as a class." The Facilitation Notes for "Talk the Talk" also include Questions to Support Discourse. "Talk the Talk: Figure 'Em Out!" offers the "Gathering Question," "How did you know where to place the height in your diagram?"
The materials include guidance to support the teacher in communicating the concepts. The Lesson Overview contains "Look Fors," "Common Misconceptions," and Questions to Support Discourse. The Facilitation Notes include guidance for discussions. For example, Module 1, Topic 2, Lesson 3, Facilitation Notes state, "The discussions should focus on the justification of the triangle area formula, not memorization of the formula." Lessons contain margin notes, like Chunking the Activity, that guide the teacher in thoroughly communicating the lesson. For example, some of the chunks in Module 1, Topic 2, Lesson 3 include "Group students to complete Questions 1-4. Check in and share. Group students to complete Questions 5 and 6." The materials also include Modeling the Moments in the side margins to assist teachers with modeling. Modeling the Moment in Module 1, Topic 2, Lesson 3, states, "Provide students with the Problem-Solving Model Graphic Organizer. For Question 5, have students work in pairs, ask each other the Questions to Ask from the first two steps of their model, and share their reasoning."
Materials provide prompts and guidance to help teachers demonstrate concepts clearly. In the Teachers Edition, the teacher margin notes provide reminders and guidance, while the Stamp the Learning notes emphasize the value of worked examples and definitions for explicit instruction. The Facilitation Notes offer prompts for questions to support student discussion. For example, in Module 1, Topic 1, Lesson 6, the Stamp the Learning note states, "The Worked Example and definition provide an opportunity for explicit instruction. Interact with this information as a class and encourage students to restate or explain the information in their own words." This note is in the margins next to the definition of positive rational numbers and a "Worked Example," along with two follow-up questions.

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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Evaluation for 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

The grade 6 materials include diverse instructional strategies to facilitate lesson delivery, including Talk the Talk, various activities with integrated differentiation, and skills practice sessions. For example, Module 2, Topic 3, Lesson 1, includes four activities. Each activity includes facilitation notes, Stamp the Learning prompts, instructional models, common student misconceptions, and indicators to observe in student work and discourse. The Facilitation Notes describe small group work, stating, "Have students complete the table in Question 1 with their partner or group. Discuss answers as a class, noting the units that students used for each measurement. Some students may need to be reminded of the units used in each system to measure length, weight, and volume."
Materials include teacher guidance and recommendations for effective lesson facilitation using a variety of instructional approaches. The Facilitation Notes in the "Lesson Overview" include guidance for teachers to effectively implement and facilitate the lessons. This guidance is evident through the use of Questions to Support Discourse. Within the lesson itself, the materials provide "EB Student Tips" in margin notes "to support students with varying levels of English language proficiency" and "Optimizing Learning" margin notes "to indicate opportunities for purposeful learning. These strategies provide access to the course content for all learners." Skills Practice Sets alignment margin notes "indicate the section(s) of Skills Practice that align to activities within the lessons." Modeling the Moment margin notes "provide instructional guidance surrounding when and how to utilize the Problem-Solving Model Graphic Organizer."
The "Instructional Approach" section of the text contains the overall approach to the lesson cycle. This begins with the "Engage (Getting Started), Develop (Activities), and then the Talk the Talk (Demonstrate)." Under each subheading is a list of associated activities that the teacher could expect to see within the lesson.

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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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.

3 out of 3 points

Materials support multiple types of practice to support effective implementation. Collaborative practice is represented in each lesson throughout the course. The Course and Implementation Guide states, "Collaborative problem solving encourages an interactive instructional model. The collaborative activities intentionally promote active dialogue centered on structured activities," and grouping strategies are highlighted throughout the book. Both "Learning Together" and "Learning Individually" days are a part of each module for students to work with the teacher in a guided practice activity and independently or in groups on additional practice assignments.
The Facilitation Notes include recommended structures such as grouping students and multiple types of practice to support effective implementation. For example, materials include guidance on which questions students should work independently, with a partner, with a small group, and how they should communicate and collaborate as a class.
The materials include a "Skills Practice" resource. The Skills Practice is used on Learning Individually days, which are scheduled within a topic by the teacher at their discretion. There are suggestions for when to schedule these days in the "Topic Overviews." Generally, the Learning Individually days are recommended after every two to four days of Learning Together instruction. The goal is to target skills that students still need to practice and develop to achieve proficiency following a lesson or set of lessons. This suggestion allows teachers to provide just-in-time learning and intervention. Each section of Skills Practice includes "Topic Practice," "Extension," and "Spaced Practice." The Topic Practice problem sets can contain topics aligned and/or interleaved practice sets that correspond to the lesson content. While most problem sets meet the TEKS on grade level, similar to the corresponding lesson, some problem sets incorporate prerequisite skills, while others provide opportunities for extension. For this reason, not all problems need to be assigned to all students. The teacher intentionally assigns specific problem sets to the class, small groups of students, or individual students based on data.
The materials provide guidance and recommended structures to support effective implementation. In the Assessments Teacher Edition, the materials state, "You may implement the Performance Task as a formative assessment by completing the tasks in collaborative groups." The materials go on to make suggestions about effective implementation for the performance task. When the teacher chooses to implement a "Performance Task" as a formative assessment, they use the provided facilitation notes for suggested implementation strategies. When implementing the Performance Task as a formative assessment, two instructional days are suggested for the task. On the first day, groups complete the task. On the second day, groups present the strategies they used to complete the task and teachers facilitate a collaborative discussion. The teacher can also use the Performance Task as a summative assessment. When using the Performance Task as a summative assessment, students complete the task individually. In this case, there is only one day suggested for completion of the task.

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.

2 out of 2 points

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Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

2 out of 2 points

Within the lessons, "EB Student Tips" are included as dedicated sections in the lesson plans for emergent bilingual (EB) students. EB Student Tips include guidance on providing linguistic accommodations for various levels of language proficiency. In Module 1, Topic 1, Lesson 2, the EB Student Tip is for all proficiency levels, stating, "Beginning: Demonstrate composing a number by first saying, ‘I will compose the number’ clearly and a similar sentence when you demonstrate decomposing. Afterward, help students practice comprehension of the terms by prompting them to either compose a number or decompose a number. Intermediate: Use the sentence frame, ‘I decompose the number _____ by ______’ with a word bank comprised of product, factors, and multiplying. Advanced: Use the same sentence frame but without the word bank. Advanced High: Ask students to write out an explanation of what it means to decompose a number in the context of this lesson and to explain how the word relates to the word compose." The EB Student Tips also provide teachers with suggestions for accommodations such as sentence frames, word banks, writing prompts, and visuals.
The materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency. The instructional materials seek to support emergent bilingual students as they develop skills in both mathematics and language. The "Topic Overview" includes cognates for new key terms, when applicable. It also includes guidance on how to use cognates to support emergent bilingual students. For example, in Module 1, Topic 1 Overview, the "New Key Terms" include exponent, its Spanish cognate exponente, and distributive property with its cognate propiedad distributive. In the 'How can you use cognates to support EB students?' section of the overview, it states, "Encourage students to keep a bilingual math journal, recording reflections and background knowledge on new topics, in either written or verbal format, with added visuals for clarity. Incorporate journal excerpts into a shared word wall or digital bilingual glossary, with a focus on highlighting cognates."
The Topic Family Guides, available in both English and Spanish, break down new academic language students will learn while containing geometric and graphic design elements. The teacher can use this as guidance for building word walls or similar products.

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

1 out of 1 points

The materials include implementation guidance to support teachers in the effective use of materials in state-approved bilingual/ESL programs within the Topic Overview paragraph titled "How can you use cognates to support EB students." This section also includes "New Key Terms" with the Spanish term. Module 1, Topic 1 Overview states, "Cognates are provided for new key terms when applicable. Encourage students to keep a bilingual math journal, recording reflections and background knowledge on new topics in either written or verbal format, with added visuals for clarity. Incorporate journal excerpts into a shared word wall or digital bilingual glossary, with a focus on highlighting cognates."
The Course and Implementation Guide consists of guidance about ELPS addressed by stating, "Highlighted English Language Proficiency Standards for each lesson are listed. As you plan, consider these ELPS and determine the instructional strategies that you will use to meet these ELPS." Within the grade 6 "Lesson Overviews," ELPS covered are listed with specificity. An example of this is in Module 2, Topic 3, Lesson 1. The ELPS listed to be covered are (2) Listening C, (3) Speaking B & I, and (4) Reading C.
The Program Implementation Guide provides an overview of the embedded supports for teachers in effectively using the materials to support students in bilingual and ESL programs. It also includes a Strategies for Supporting EB Students in Each Lesson Phase section, which provides guidance on using EB/ESL strategies throughout the different lesson phases. The guide specifically discusses how to support each student at their level of English proficiency. The materials include EB Student Tips and guidance on how to implement those tips. The Course and Implementation Guide states that the tips "provide additional scaffolds to support this population." The EB Student Tips include guidance for all proficiency levels.

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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Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

8 out of 8 points

The materials include embedded guidance for teachers to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. "Talk the Talk," at the end of each lesson, includes activities to promote student discourse. Students work with partners to discuss and answer questions, followed by sharing and summarizing. The "Chunking the Activity" margin notes guide the teacher in the implementation of Talk the Talk. For example, Module 1, Topic 1, Lesson 5, states, "Read and discuss the introduction. Group students to complete the activity. Share and summarize. Have students answer the Essential Question on the lesson opener." The lesson "Facilitation Notes" include "look fors," such as vocabulary, misconceptions, and questions to support discourse.
The materials include various strategies for building vocabulary, background knowledge, and language proficiency, reinforcing previously learned vocabulary and concepts to promote retention through oral and written discourses through the EB Student Tips. The EB Student Tips routinely include vocabulary supports such as flashcards, cognates, real-world connections, and oral and written activities. The materials offer opportunities for EB students to develop proficiency in academic language through the EB Student Tips strategies. For example, to develop oral proficiency, the materials state, "Give emergent bilingual students an opportunity to use academic language and make a distinction between formal and informal English by engaging in an activity called Radio Talk Show. Students create a talk show where they play the role of an expert. The 'host' asks a 'guest' question. The guest, acting as a professional, explains the situation and methods for solving it. Then other emergent bilingual students 'call in' to ask the host and guest questions."
The grade 6 materials include academic vocabulary at the end of both the Student and Teacher Editions. When appropriate, the definitions contain pictorial or analytical representations of key terms. One example of oral and written proficiency is the term "Edge - An edge is the intersection of two faces of a three-dimensional figure," followed by a picture that identifies what an edge looks like.

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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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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Evaluation for 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

The grade 6 materials contain questions that increase in rigor, leading to grade-level proficiency on mathematics standards. For example, in Module 1, Topic 1, the "Skills Practice" problem sets begin with guided practice using the strategy associated with the lesson for prime factorization. Then, as the topic practice continues, it builds in complexity extending the assignment into the distributive property.
The "Getting Started" portion of the material includes "Questions to Support Discourse" which progressively increase in rigor and complexity as the materials guide students through Gathering, Probing, Seeing Structure, or Reflecting and Justifying. After completing additional coursework, more questions are asked to Gather, Probe, and See Structure, and this cycle continues. These "questions are phrased in a way that promotes analysis, develops higher-order thinking skills, and encourages the seeking of mathematical relationships."
The materials include tasks that progressively increase in rigor and complexity. For example, in Module 1, Topic 2, Lesson 3, the students begin by investigating the area of parallelograms, triangles, and trapezoids using hands-on activities. Then, the lesson progresses to finding the area given basic labeled triangles, trapezoids, and parallelograms. At the end of the lesson, students solve area problems given more complex real-world problems that require a deeper understanding of the content.
Tasks in materials increase in rigor and complexity as the learning progression evolves from concrete understanding, representation, and abstract thinking. Module 3, Topic 2, Overview, states, "In Operating with Integers, students use number lines and two-color counters to model addition and subtraction of integers before developing rules for the sum and difference of signed numbers." This topic has students develop a concrete understanding of integer rules by walking a number line and then modeling that movement on a number line. Students then use two-color counters and their previous experiences in the lesson to develop rules for adding integers: "By connecting the rules to the concrete and physical manipulation of objects, students better understand and retain the procedural rules."

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

2 out of 2 points

The materials demonstrate coherence across grade bands through a logically connected scope and sequence. The "Content Organization Document" states, "Connections are shown visually within and between courses in the instructional materials with icons. Topics with the same icon link concepts within and across grades." In grade 6, students work with expressions, one-step equations, and inequalities and move into working with two-step equations and inequalities in grade 7. In grade 8, students model and solve one-variable equations with variables on both sides and continue solving linear equations with variables on both sides and quadratic equations in Algebra I.
The materials include suggested tools, representations, and scaffolds to build coherence across grade levels. In grade 6, students begin to use algebra tiles in Module 4, Topic 1, Lessons 3 and 4, to model equivalent expressions. In grade 7, students use algebra tiles in Module 3, Topic 2, Lessons 2 and 5, to solve equations and inequalities. In grade 8, students use algebra tiles in Module 4, Topic 1, Lessons 1 and 3, to solve equations with variables on both sides. Students will use this learning to solve linear equations and inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides in Algebra 1.
The materials demonstrate coherence across course/grade bands through a logically sequenced scope and sequence. The Teacher Edition contains "Module and Topic Overviews" that outline "how activities within lessons build to achieve understanding within topics and how topics build to achieve understanding throughout the course." For example, in Module 1, Topic 2 Overview, the materials provide teachers with an explanation of the "entry point" for the topic, including what students learned in previous grade levels and what they will be learning in the current grade level. The overview then explains why learning the topic is important by explaining what they will do with the topic in future grade levels.

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

3 out of 3 points

The Content Organization Document shows clear vertical alignment and the relationships both within the grade level and future grade bands of big ideas from grade 6 to Algebra 1. One connected big idea involves equations, expressions, and relationships. In grade 6, Module 4, students work with expressions and one-step equations and inequalities. In grade 7, Module 3, students work with two-step equations and inequalities, and in grade 8, Module 4, students model and solve one-variable equations with variables on both sides. In Algebra I, Module 3, students solve linear equations with variables on both sides using the distributive property when necessary, and in Module 5, students expand to solving quadratic equations.
Materials demonstrate coherence across units by explicitly connecting patterns between mathematical concepts. For example, the Module 1 Overview states, "Transforming Geometric Objects engages students in transforming geometric objects using translations, reflections, rotations, and dilations;" and continues with, "Transforming Geometric Objects contains three topics: Rigid Motion Transformations, Similarity, and Line and Angle Relationships. Students use patty paper to investigate transformations of geometric objects. These investigations lead to an understanding of congruence and similarity. Students use the new knowledge to establish facts about triangles and relationships between special angle pairs." Later, the overview states, "This module provides opportunities to build intuition and conceptual understanding of transformations and the relationships of figures created from transformations. In Module 2, Developing Function Foundations, students will use similar triangles to explain the constant slope in linear equations. They will use translations, dilations, and reflections to transform y = x and describe the resulting graph and equation." In the Module 1 Topic 1 Overview, the materials state, "In Rigid Motion Transformations, students use patty paper and the coordinate plane to investigate congruent figures. Throughout the topic, students are expected to make conjectures, investigate conjectures, and justify true results about transformations;" and "Rigid Motion Transformations sets the stage for similarity. Students will contrast these properties with the properties of dilations in the next topic, revisiting similar terminology and notation. They will use transformations to investigate the angle relationships formed when a transversal cuts parallel lines. Students will use rigid motions to transform lines on the coordinate plane when studying linear relationships in this course and future courses."
Materials demonstrate coherence across units by explicitly connecting relationships between mathematical concepts. For example, the Topic and Lesson Overviews explain how concepts are connected throughout the course and from lesson to lesson. In Module 1, Topic 1, Lesson 1, the essential question states, "You have studied figures that have the same shape or measure. How do you determine whether two figures have the same size and the same shape?" This question demonstrates the connected relationships between mathematical concepts in lessons.
The materials include visual models to provide concrete models for drawing connections between mathematical concepts. For example, in Module 1, Topic 3 Overview, includes multiple images of the various angle types and relationships, making a clear connection among these often-confused relationships.

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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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.

4 out of 4 points

The materials demonstrate coherence at the lesson level by connecting students’ prior knowledge of concepts and procedures to new mathematical knowledge and skills within the Topic Overview. For example, in Module 2, Topic 1 Overview states that within this topic, students' knowledge of proportional relationships "sets the foundation of the algebraic study of functions and transformations by connecting what students learned in Module 1 with equations of a line." The Topic 1 Overview also addresses previous learning from earlier grades and states, "In previous courses, students developed ratio and ratio reasoning. They have determined characteristics of scenarios, tables, graphs, and equations of proportional relationships."
The "Getting Started" section of each lesson demonstrates coherence at the lesson level by connecting to students' knowledge of concepts and procedures and their real-world experiences. The materials state, "When working on the Getting Started, use what you know about the world, what you have learned previously, or your intuition. The goal is just to get you thinking and ready for what's to come."
The grade 8 materials connect repeated procedural processes from previous learning to future knowledge embedded within the Topic Overview. For example, in Module 1, Topic 1, the text describes how to use a "problem-solving model" and selecting a tool that procedurally develops into testing conjectures and justifications that build on the student's current understanding of mathematics discourse.
Materials demonstrate coherence at the lesson level by connecting students’ prior knowledge of concepts and procedures from the current grade level to new mathematical knowledge and skills. The teacher "Facilitation Notes," found in the Teacher Edition, for each lesson, contain questions for "seeing structure." These questions guide students to discuss the big ideas of the concepts, and verbalize the patterns and relationships between concepts. For Module 1, Topic 2, Lesson 1, Getting Started, the seeing structure questions are "How is this activity different from the rigid motion transformations you completed in the previous topic? What is the scale factor between the first and second logos you sketched? What is the scale factor between the second and first logos you sketched?"

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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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

The materials contain questions that require students to interpret, analyze, and evaluate models and representations. In Module 1, Topic 2, Lesson 3, "Getting Started," students are asked to analyze figures and describe their attributes. Activity 3.2 asks students to decompose a parallelogram to create a rectangle. It then asks students to conclude that the two shapes have the same area and interpret that the same formula can be used to determine the area of either figure. A given question states, "What does it mean when the sides of a figure are parallel?" In "Talk the Talk," the materials have two triangles on a coordinate grid. The question says not to perform any calculations but to determine which triangle has the greatest area.
The materials include tasks that require students to interpret, analyze, and evaluate models and representations. For example, Module 1, Topic 2, Lesson 2, Getting Started, allows students to complete a given task. The task involves students drawing a triangle, tearing off the three angles, and analyzing the angles by creating a conjecture about the sum of the angles, and then evaluating their model by comparing their angles and conjecture with other students in class.
The materials contain questions embedded in tasks that require students to interpret a variety of models and representations for various mathematical situations. For example, in Module 1, Topic 1, Lesson 2, Talk the Talk, the task states that "students summarize their understanding of common factors and common multiples. They rewrite a sum using the distributive property and write general statements about GCFs and LCMs." Individual questions that further support evaluation are "What property does the expression a(b + c) represent?" and "What method did you use to determine all possible values of a?"

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

4 out of 4 points

The Course and Implementation Guide states that "Questions are phrased in a way that promotes analysis, develops higher-order thinking skills, and encourages the seeking of mathematical relationships." For example, "Thumbs Up/Thumbs Down" questions "allow students the opportunity to analyze viable methods and problem-solving strategies...to help students think more in-depth about the various strategies and analyze correct responses." This guidance is done by showing students a worked example of a problem and asking them to give a thumbs up or down whether it is solved correctly or incorrectly, which provides an opportunity for students to apply conceptual understanding to new problem situations.
Questions provide opportunities for students to apply conceptual understanding to new problem situations and contexts. The materials provide open-ended questions with a variety of possible answers and direct students to explore other possible options after they have discovered one answer. In Module 2, Topic 3, Lesson 2, students compare different methods of estimating unit rates and conclude that both methods lead to correct solutions. The Teacher Edition directs teachers to ask probing questions such as, "What is another way to express the unit rate? Which size detergent is the better buy? How can you tell? Which form of the unit rate makes more sense when comparing for the better buy? Explain your thinking."
The materials contain questions for students to apply conceptual understanding to new problem situations and contexts. For example, "Performance Task 3" includes questions such as, "What information is given in this situation?" to "Why is the money for snow boots represented as a negative amount?" to "Do you notice any patterns in what you are doing?" The task concludes with a "Challenge Opportunity" that states, "Tell students to suppose that a certain number of people could no longer attend the ski trip. Ask students to determine the impact of this change on the number of chaperones, hotel rooms, and buses needed, as well as the new cost per student."
The Skills Practice includes tasks that allow students to apply conceptual understanding to new problem situations and contexts. For example, the Skills Practice, when used with the "Learning Together" lesson, creates "a balance of these two components [which] provides students with the opportunity to develop a deep conceptual understanding through collaboration with their peers while demonstrating their knowledge individually."
The materials contain tasks for students to apply conceptual understanding to new problem situations and contexts. For example, Performance Task 3 states, "Each winter, the Parent Teacher Association (PTA) at Ethan’s school organizes a ski trip. Students pay an upfront cost, which includes a 2-night stay, transportation, meals, and 6 hours of skiing each day." The task continues with additional information students need to complete the task of writing and solving equations to determine a variety of situations.

5.2 Development of Fluency

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

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

Materials provide tasks that are designed to build student fluency necessary to complete grade-level tasks. The Course and Implementation Guide found at the start of the Teacher Edition describes the instructional design process used in the materials.\stating, "The instructional development aids students in the effective transition from their intuitive understanding of the world to the abstract language of mathematics. Once students have ample opportunities to build understanding, procedural problems and exercises are presented to increase computational fluency."
"Skills Practice Overview," in the Skills Practice Teacher Edition, states, "Deliberate practice is essential to build fluency in mathematics," and provides reinforcement that intentionally connects concepts and provides review opportunities. This intentional, ongoing practice allows students to go past rote memorization and truly remember new information. The individual practice, provided by "Skills Practice," "is necessary for students to become fluent and build automaticity in a skill." The "Skills Practice" from Module 1, Topic 1, Set IV, which corresponds to Lesson 4, provides an opportunity to practice with reflections of figures on the coordinate plane. Many of the problems are inquiry-based with reasoning-based answers. Skills Practice for this same lesson contains multiple algorithm-based area problems and many application problems, which support fluency and automaticity in students.
"Prepare," located at the end of every lesson assignment, provides "spaced retrieval of concepts related to previous learning and fluency skills important for the course." For example, Module 1, Topic 1, Lesson 2, is "Introduction to Rigid Motions," which takes students through translations, reflections, and rotations on the plane. Module 1, Topic 1, Lesson 4, Prepare, states to "Redraw each given figure as described" and gives three rotation problems. This spaced retrieval builds student automaticity and fluency.
The materials include daily exercises that target specific skills or concepts and build automaticity and fluency. Each module and lesson through the Skills Practice provides an example.

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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Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.

3 out of 3 points

Materials provide opportunities for students to practice the application of efficient mathematical procedures within the lesson and/or throughout a module/topic. In the Course and Implementation Guide of the Teacher Edition, it states, "The instructional approach utilized is based on three key components: Engage (Getting Started), Develop (Activities), and Demonstrate (Talk the Talk). The "Getting Started" for each lesson activates student thinking by tapping into prior knowledge and real-world experiences. For example, Module 1 includes a Getting Started activity that allows students to think back on different skills that they have recently learned.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a module/topic. For example, the Getting Started activity provides an entry point for students to be introduced to the concept of the Pythagorean Theorem. The guided activities in Module 5, Topic 2, Lesson 1 support students in planning and strategy development by scaffolding the practice. The lesson ends with a "Lesson Assignment," which provides students the opportunity to apply their learning to solve problems involving the Pythagorean Theorem.
"EB Student Tips" provide opportunities to practice the application of flexible mathematical procedures. These EB Student Tips, while called out for emergent bilingual (EB) students, provide flexibility in mathematical procedures for all students. Module 1, Topic 3, Lesson 1, EB Student Tips, allows for flexibility by utilizing a word bank and flash cards. The lesson contains additional EB Student Tips with students standing in different corners and one student outside the classroom. A discussion follows about the location of the students relative to each other.
"Performance Tasks" provide opportunities to practice the application of accurate mathematical procedures. Performance Task 3 has students write an equation with variables on both sides that represent a real-world scenario. After the students solve each problem, the teacher checks their work against the provided exemplar and rubric for accuracy.
Materials provide opportunities for students to practice the application of efficient mathematical procedures within the lesson and/or throughout a module/topic. Questions following "Worked Examples, "Thumbs Up/Thumbs Down" boxes, and "Who's Correct" boxes ask students to replicate the efficient solution method presented in the worked example. For example, in Module 2, Topic 2, Lesson 2, Activity 2.2, Question 2 is a Who's Correct question that asks students to examine three tables, each with sample work. Students have to decide which slope was calculated correctly and explain their reasoning. This question is followed up with a "Worked Example" that shows students how to find the slope using two points and the slope formula. Question 3 asks students to "Repeat the process to calculate the slope using two different values from the table. Show your work." Then Question 4 asks, "How is using the slope formula given a table related to using similar triangles given a graph?"

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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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.

6 out of 6 points

Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson. "Thumbs Up/Thumbs Down" problems "allow students the opportunity to analyze viable methods and problem-solving strategies." The questions are presented to help students "think more in-depth about the various strategies and analyze correct responses." Thumbs-down problems with incorrect answers allow students to explain errors and make corrections. "Who's Correct?" problems are "an advanced form of correct vs. incorrect responses." In these problems, students aren't told who is correct, which requires students to think deeper about what the strategies mean and if the given solutions make sense. Module 2, Topic 1, Lesson 3, includes a Who's Correct? problem where students have to determine if Jaylen's statement about right triangles is correct. Module 2, Topic 2, Lesson 2, contains a Thumbs Up/Down problem asking students to "analyze Kaya's reasoning. Explain why her reasoning is incorrect."
The "Assessment Reflection" within the Assessments Teacher Edition includes opportunities for students to evaluate their procedures, processes, and solutions from their previous "End-of-Topic Assessment." The Assessment Reflection asks questions such as "What went well? What are some behaviors that you or others exhibited during the topic that contributed to those things going well? What did not go as planned? How will you build on the things that went well? What are some things you can do between now and the next assessment to improve things that did not go as planned?"
The materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout the module/topic. For example, in Module 5, Topic 2, Lesson 1, students are provided a problem with the work of two different students. Students analyze the work of the students to determine where the error in algebraic reasoning exists. Students then solve similar real-world problems using the Pythagorean Theorem, which requires them to determine the reasonableness of their answer and adjust solutions to fit the real-world problem. For example, in one problem, the answer states, "The 8-foot rope will work, but the 7-foot rope will be too short. Mason will need another piece of rope to complete the project."

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

1 out of 1 points

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

2 out of 2 points

The materials address conceptual and procedural aspects of the TEKS. For example, Module 1, Topic 1 Overview states, "Learning multiple division strategies and using visual models focuses students on reasoning and conceptual understanding as they increase fluency with dividing fractions." The Module 3 Overview states "They develop the conceptual understanding and procedural fluency of operating on (adding, subtracting, multiplying, and dividing) signed numbers."
The materials describe how conceptual and procedural TEKS are addressed. In the "Scope and Sequence" (165-Days), Module 1, Topic 2, Lesson 1 describes students using patty paper, pasta, and construction tools to explore the information required to create triangles. Throughout the lesson, students learn that "unique triangles are formed when provided with three segments that are sufficiently long in relation to each other." The students then "summarize their knowledge of the conditions that form triangles," which is the Triangle Inequality Theorem.
The materials state how conceptual and/or procedural emphasis of the TEKS are addressed in Module 2, Topic 2. In the Topic 2 Overview, the materials state "The ratio and rate reasoning students use to determine a part, percent, or whole in a percent situation allows students to judge the reasonableness of their results." Then later in the paragraph, "The foundation in reasoning is essential in developing a deep conceptual understanding of percent as a ratio before pursuing procedural fluency in Grade 7."
The materials explicitly state how the procedural emphasis of the TEKS are addressed. The "Balancing Conceptual and Procedural" section of the Program and Implementation Document Guide states "This program covers both conceptual deep understanding and procedural fluency to pursue rigorous coverage of the TEKS. Both conceptual understanding and procedural fluency are necessary for proficiency. To achieve a deep understanding and progression in instruction starts with building understanding with concrete objects or movements, then moves to representing concepts visually, and finally to abstraction by modeling with symbols. Progressions can occur across topics, across lessons, and within lessons. Students have ample opportunities before procedural problems and exercises are presented to increase computational fluency. More information on balancing the conceptual and procedural for each course is in the course-specific Connecting Learning Experiences section of the Course and Implementation Guide."
The materials explicitly state how the procedural emphasis of the TEKS are addressed. The Course and Implementation Guide, "Connecting Learning Experiences" section states, "The Instructional development aids students in the effective transition from their intuitive understanding of the world to the abstract language of mathematics. Once students have ample opportunities to build understanding, procedural problems and exercises are presented to increase computational fluency. A thoughtful progression from the use of manipulatives and visual aids to representations and drawings that bridge to more abstract understanding benefits all students."

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 consistently include questions embedded in each lesson that contain concrete models and manipulatives, pictorial representations, and abstract questions. An example of this is in Module 4, Topic 1, Lesson 1. "Getting Started" has guiding questions that help develop pictorial representations, such as "What formula did you use to calculate area? Why can you write the area expression with exponents? What formula did you use to calculate volume?" Then within Activity 1.2, the "Questions to Support Discourse" that help construct diagrams and concrete models are "How do the exponents in the expression indicate which expressions and models match? How can you tell when a model requires an expression with parentheses?" Then Activity 1.5 moves into questions that guide students to use exponential representations more abstractly, "Why can you rewrite 5 (3 * 5^2) as 5^3 * 3?"
The "Skills Practice" includes tasks that use concrete models and manipulatives, pictorial representation, and abstract representation. For example, students must represent products of fractions using area models when multiplying fractions and draw models to answer ratio questions when determining equivalent ratios and rates.
Questions and tasks include the use of concrete models and manipulatives, pictorial representation, and abstract representations as appropriate for the content and grade level. For example, in Module 2, Topic 2, students begin the lesson by representing fractions using shaded grids. Students then use pictorial models to represent percentages and then move on to double number lines and proportions to solve real-world percent problems.
Materials include tasks that include the use of concrete models as appropriate for the content and grade level in the Assessment Guide. In the "Performance Tasks Overview" of the Assessment Guide, it states "The Performance Tasks are a collection of problem-based tasks that are aligned with TEKS from this course. This is an additional opportunity for students to demonstrate their ability to make sense of multi-step, real-world problems, communicate their thinking, represent solutions, and justify their reasoning on content aligned with these selected math standards." For example, "Students will demonstrate understanding of the Equivalent Ratios Performance Task when they can: • Add, subtract, multiply, and divide with positive rational numbers and negative integers. • Apply qualitative and quantitative reasoning to solve prediction and comparison or real-world problems involving ratios and rates. • Represent mathematical and real-world problems involving ratios and rates using tables, graphs, and proportions."

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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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 provide opportunities for students to develop an academic mathematical language using visuals, manipulatives, and other language development strategies. "Talk the Talk," at the end of each lesson, includes activities to promote student discourse. Students work with partners to discuss and answer questions, followed by sharing and summarizing. "Chunking the Activity" guides the teacher as to the implementation of Talk the Talk. For example, Module 1, Topic 1, Lesson 5, states, "Read and discuss the introduction. Group students to complete the activity. Share and summarize. Have students answer the ‘Essential Question’ on the lesson opener." The "Lesson Facilitation Notes" include "look fors" such as vocabulary and misconceptions and "Questions to Support Discourse."
The "Math Glossary" is a "course-specific math glossary...for students to utilize and reference during their learning. Definitions and examples of key terms are provided in the glossary." This Math Glossary provides opportunities for students to develop an academic mathematical language using visuals and other development strategies such as definitions. For example, "vertex: A vertex of a polyhedron is a point at which three or more of its edges meet [an image with a square pyramid pointing to the vertices."
"EB Student Tips" and "Differentiation Strategies" provide opportunities for students to develop an academic mathematical language using manipulatives and other language development strategies. EB Student Tips offer support, such as reminding students to refer to the "Academic Glossary" and asking themselves questions such as: "How should I organize my thoughts?" or "Did I consider the context of the situation?" EB Student Tips also help students differentiate between certain terms and share the similarities and differences among these terms. Differentiation Strategies include having students model and demonstrate problems, which acts as a manipulative for developing strategies. For example, in Module 4, Topic 1, Lesson 1, Activity 1.2, "Beginning: Use physical objects or manipulatives to represent numbers in an equation. Have students replace variables with numbers and use simple operations to find the result and evaluate the equation. Students can use one-word responses to verbally express their understanding by showing the final count of objects and the operation they used."

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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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.

2 out of 2 points

The materials include embedded guidance for the teacher addressing scaffolding and supporting student development and use of academic mathematical vocabulary in context. For example, the EB Student Tips in Module 3, Topic 1, Lesson 3 suggest a speaking and listening activity using whole, natural, integer, and rational numbers. Another EB Student Tip in Module 3, Topic 1, Lesson 1, states, "Explain that the word make has many meanings in English, depending on the context, and that when used to discuss money, it often means earning it instead of producing or manufacturing it."
The materials include embedded guidance for the teacher addressing scaffolding, supporting student development, and using academic mathematical vocabulary in context. For example, Module 1, Topic 2, Lesson 3 describes the height of a trapezoid. The materials contain multiple images and margin notes explaining the height. "Stamp the Learning," in the margin next to the images and description of height, provides the teacher with guidance to have the students "restate or explain the information in their own words."
The "Getting Started Facilitation Notes" activities guide the development of the content vocabulary embedded within the lesson. For example, Module 4, Topic 1, Lesson 1, states, "In this activity, students connect numbers with exponents of 2 (square numbers) to the areas of squares. They connect numbers with exponents of 3 (cube numbers) to the volumes of cubes. They write the areas of squares and the volumes of cubes using repeated products and powers."
Materials include embedded guidance for the teacher addressing scaffolding student development and use of academic mathematical vocabulary in context. The Program and Implementation Guide found in the "Program Level Resources" includes a section called "Leveraging the Math Glossary, Header Scaffolding Up for Students" that states, "Consider scaffolding activities that would encourage students to pursue cross-discipline and real-world applications of academic terminology using the Math Glossary. How would this vocabulary integrate in the real world and in common language? What careers would use this language regularly, and why might they use it regularly? By encouraging your students to begin to develop those real-world connections to the vocabulary, it will help them apply the information they are learning to other disciplines as well."

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 guide teachers to support mathematical language so students have the opportunity to hear, refine, and use math language. Talk the Talk requires students to work collaboratively to solve a problem. Through discussion, students use mathematical language and refine their own understanding of the language. The Facilitation Notes include questions for the teacher to ask to support the students in their learning. Module 1, Topic 1, Lesson 4 includes the "Probing Question," "Explain the difference between the phrases the largest number of unshaded parts and the largest portion of unshaded parts." The Lesson Facilitation Notes include "look fors," such as vocabulary, misconceptions, and "Questions to Support Discourse."
Stamp the Learning includes embedded guidance for the teacher to support the application of appropriate mathematical language. For example, Module 2, Topic 3, Lesson 2 states, "The paragraph provides an opportunity for explicit instruction. Interact with this information as a class and encourage students to restate or explain the information in their own words."
Differentiation Strategies include embedded guidance for the teacher addressing scaffolding, supporting student development, and the use of academic mathematical vocabulary in context. For example, one differentiation strategy suggests that students create a Venn diagram to display relationships among all the terms introduced throughout a certain topic.
The material includes teacher support for discussing and assessing the application of appropriate vocabulary, syntax, and discourse in the "Performance Tasks." For example, in Performance Task 2, students look for "Representing percents as decimals and fractions, and representing fractions as decimals and percents. Using correct formulas and/or proportions to solve for an unknown quantity. Incorporating new information to determine the effect on the part(s), percent(s), and whole."
The Performance Tasks also guide teachers to support the application of appropriate mathematical language, including vocabulary, syntax, and discourse. If Performance Tasks are completed in collaborative groups, two days are suggested for completion: "On the first day, groups will complete the task. On the second day, groups will present the strategies they used to complete the task, and you will facilitate a collaborative discussion." The Performance Tasks also guide teachers to support student responses using exemplar responses to questions and tasks. Each task includes Facilitation Notes that contain student look fors, Questions to Support Discourse, Differentiation Strategies, "Challenge Opportunities," and "Common Misconceptions." The task also includes a rubric for consistent scoring and an exemplar answer.

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

2 out of 2 points

"Performance Tasks" include a description of how TEKS MPS are incorporated and connected. The "Performance Task Overview" asks the question, "How do the Performance Tasks promote student expertise in the TEKS mathematical process standards?" It is answered by stating, "The Performance Tasks focus on students demonstrating proficiency in the TEKS MPS and selected TEKS-aligned content from this course. Each performance task begins with a real-world situation (TEKS 6.1A). Students can use the problem-solving model as they work through each task (TEKS 6.1B). They will choose from the appropriate tools and strategies learned from this course to answer questions (TEKS 6.1C). Determining solutions requires students to use multiple representations to organize and communicate their ideas (TEKS 6.1D, 6.1E). As students analyze the mathematical relationships in the task, they justify their reasoning using precise mathematical language (TEKS 6.1F, 6.1G)."
The materials show where each process standard is addressed in the course. For example, at the beginning of Module 4, Topic 4, Lesson 4, the TEKS MPS are verbatim from the TEKS 6.1A, 6.1B, and 6.1G. The process standards are also listed within the Scope and Sequence and Topic Overviews.
The embedded margin notes for teachers provide descriptions within the "TEKS Mathematical Process Standards Notes." For example, "Each note references a particular TEKS mathematical process standard. The first instance of a TEKS mathematical process standard is highlighted in a lesson and encourages you to introduce the standard to your students. After the first time a process standard is highlighted, additional notes help you assess whether students are demonstrating proficiency with the process standards."
Materials include a description of how process standards are incorporated throughout the course. The "Problem-Solving Model" utilized throughout the course is outlined in the Course and Implementation Guide under the subheading "Facilitating Student Learning." The Problem-Solving Model is incorporated throughout the course, and the description of this model states, "Productive mathematical thinkers are problem solvers. These instructional materials include a problem-solving model to help students develop proficiency with the TEKS mathematical process standards and to make sense of the problems they must solve. As students engage with the problem-solving model, have them use the provided questions to guide their thinking. As students collaborate, suggest they use the provided questions to spark discussion. When appropriate, provide students with the Problem-Solving Model Graphic Organizer to complete as they solve problems."

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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Evaluation for 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

The materials include margin notes with descriptions for each module/topic of how TEKS MPS are incorporated and connected throughout the module/topic. For example, in Module 1, Topic 1, Lesson 3, the margin note states, "This is the first lesson where TEKS 6.1G is highlighted." The note goes on to explain how teachers can incorporate the process standard in the activity. The Course and Implementation Guide states "After the first time a process standard is highlighted, additional notes help you assess whether students are demonstrating proficiency with the process standards."
The materials discuss how each of the TEKS MPS is used within the lesson. For example, Module 1, Topic 1 Overview, states, "In Factors and Multiples, students begin by examining the problem-solving model (TEKS 6.1B). They will continue to use this model throughout this course. As students continue on this topic, they use precise mathematical language and analyze mathematical relationships to connect and communicate mathematical ideas (TEKS 6.1F). This topic provides students with formal language for previously learned concepts; this shared language will allow them to communicate more effectively (TEKS 6.1G). Throughout the topic, students are encouraged to analyze relationships in numbers and shapes. This topic highlights the need for precision in explanations about and computation of fraction division. They will use a variety of strategies to build an understanding of fraction division and determine when each approach is most efficient (TEKS 6.1C)."
In the Topics section, the implemented TEKS MPS are discussed at the beginning of the topic. For example, Module 1, Topic 1 Overview, states, "How do the activities in Factors and Multiples promote student expertise in the TEKS mathematical process standards? Each topic is written to create mathematical thinkers who are active participants in class discourse, so elements of the TEKS mathematical process standards should be evident in all lessons." This question is followed by a detailed description of how the process standards highlighted in that specific topic are addressed within the lessons.

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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Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

3 out of 3 points

The "Performance Tasks" provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. The "Performance Task Overview" states that these tasks are "an additional opportunity for students to demonstrate their ability to make sense of multi-step, real-world problems, communicate their thinking, represent solutions, and justify their reasoning on content aligned with these selected math standards."
Materials provide opportunities for students to think mathematically by identifying spots clearly in the "Modeling Moments" with the "Problem-Solving Model Graphic Organizers." For example, in Module 4, Topic 4, Lesson 1, there is a Problem-Solving graphic that is an indicator for students to use the Problem-Solving Model Graphic Organizer. The Problem-Solving Model provides opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. The materials state that the Problem-Solving Model helps students "make sense of the problems they must solve." The model also includes "provided questions to guide their thinking." The model guides the students with questions like, "What do I notice?", "What plan or strategy can I use to solve this problem?", "Did I justify my mathematical argument clearly using precise mathematical language?", Does my solution make sense in terms of the problem situation?", and "Can others understand my process and solution?"
The materials provide opportunities for students to persevere through solving problems. There is a focus on problem-solving since the text believes that "solving problems is an essential life skill that students need to develop. The Problem-Solving Model provides a structure to support students as they analyze and solve problems." For example, the "Modeling Moment" in Module 1, Topic 1, Lesson 6, "provides instructional guidance surrounding when and how to utilize the Problem-Solving Model Graphic Organizer."
The materials provide opportunities for students to think mathematically and make sense of mathematics in the "Ask Yourself" questions found in lessons in the Student Edition. For example, in Module 1, Topic 1, Lesson 2, Getting Started, the Ask Yourself box states "How can I organize and record my mathematical ideas?" and "What observations can I make?"

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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Evaluation for 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

Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. In the Course and Implementation Guide there is guidance to discuss problem-solving with students, "It’s not just about answer-getting. The process is important. Making mistakes is a critical part of learning, so take risks. There is often more than one way to solve a problem. Activities may include real-world problems, sorting activities, Worked Examples, or analyzing sample student work. Be prepared to share your solutions and methods with your classmates."
The materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. For example, in Module 2, Topic 2, Lesson 3, the materials provide students with five different student responses for solving 25% of 44. The questions that follow ask students to discuss each method used, including which methods work best for various scenarios. Students must analyze the methods used and justify why certain methods are most efficient.
"Talk the Talk," at the end of each lesson, supports students in understanding, explaining, and justifying that there can be multiple ways to solve problems. Module 1, Topic 1, Lesson 1 states, "You can apply the distributive property to solve real-world problems. Consider the situation." It then describes a situation of dividing up the gym floor for various activities. The students are tasked with creating their own diagram for how they would split up the floor for the activities, and write an explanation for why they chose that design for each of the areas. The "Chunking the Activity" teacher guidance note, in the margin, says to group students for the activity, have the students share and summarize, then answer the "Essential Question."
Module 1, Topic 3, Lesson 1 includes the task of comparing decimals to solve real-world problems. Students can answer a series of questions that the teacher facilitates which ends in a "Who's Correct?" type question. These questions and tasks, along with the "Facilitation Notes," support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

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 materials provide students with an opportunity to make sense of mathematics through doing, writing about, and discussing math with peers and teachers. In each "Lesson Assignment," the materials provide students with a "Write" feature. For example, in Module 2, Topic 2, Lesson 3, Assignment, the "Write" states "Compare different ways to determine the whole in a percent problem: using double number lines, writing a proportion, and using division." The materials also provide students with writing opportunities in the "Topic Self-Reflection." For example, in Module 2, Topic 2, Self-Reflection, the materials provide students with questions such as "What mathematical understandings from the topic do you feel you are making the most progress with?"
The materials provide students the opportunity to make sense of mathematics through writing about math with peers and teachers. Module 1, Topic 2, Lesson 1, Talk the Talk, includes the directions to "Determine whether the given information could be used to form a unique triangle, many different triangles, or no triangles. Explain your reasoning." The Chunking the Activity for Talk the Talk states to group the students and have them share and summarize their answers.
Materials are designed to give students the opportunity to make sense of mathematics by doing math with peers and teachers. For example, Module 4, Topic 3, Lesson 4, Who’s Correct states "Tiara would like to predict how long it will take her to complete the cycling segment of each triathlon. She thinks she should use the minutes per kilometer rate but her sister says that she should use the kilometers per minute rate. Who’s correct? Explain your reasoning."
Materials are designed to give students the opportunity to make sense of mathematics through discussions with peers and teachers. For example, in Module 4 Topic 3, Lesson 4, Talk the Talk states "In this activity, students notice that the two different equations modeling each segment of the race contain reciprocal coefficients. The distance equation uses the rate of distance traveled divided by time. The relationship between distance, rate, and time is summarized. Have students work with a partner or in groups to complete Questions 1 through 4. Share responses as a class."

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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Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

6 out of 6 points

The "Talk the Talk" tasks, along with the "Chunking the Activity" and "Facilitation Notes," support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications. Students complete a series of questions where they are doing the math their way, writing about it, and then discussing it with their peers. These discussions have students explain their process and justify why they did so. For example, Module 1, Topic 1, Lesson 1, has students create a diagram to help answer the problem. Then, students write their explanations for the areas assigned to each activity in the problem. Lastly, students discuss their process and findings with the class as directed in the Chunking the Activity and Facilitation Notes.
Materials support teachers in guiding students to share and reflect on their problem-solving approaches. For example, in Module 3, Topic 2, Lesson 4, Activity 4.4, students are encouraged to use the "Problem-Solving Model" to solve problems. The activity requires students to analyze different strategies and then apply those strategies to solve other problems. The materials provide teacher guidance in the margins to support students, such as the "Student Look-Fors," which provides questions to consider, such as "Do students evaluate the reasonableness of their solution?" and "Do students adapt their plan as needed?"
The materials include teacher support for students to share and reflect on their justifications for the "Performance Tasks." In Performance Task 2, the materials include questions and statements for teachers to ask embedded in the "Supporting Productive Struggle, Reflecting, and Justifying" section. For example, the materials state, "Explain your strategy," "What is another way to solve this problem?", "Does your answer make sense?" and "How do you know?"
The "Assessment Reflection" within the Assessments Teacher Edition includes opportunities for students to reflect on their problem-solving approaches, processes, and solutions from their previous "End of Topic Assessment." The Assessment Reflection asks questions such as "What went well? What are some behaviors that you or others exhibited during the topic that contributed to those things going well? What did not go as planned? How will you build on the things that went well? What are some things you can do between now and the next assessment to improve things that did not go as planned?" As students answer these questions, they explain, argue, and justify their processes and ideas.

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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Bluebonnet Learning Secondary Mathematics, Grade 6

Quality Review

Overview

Grade 6 Quality Review Summary

Strengths

Challenges

Summary

Grade 7 Quality Review Summary

Strengths

Challenges

Summary

Grade 8 Quality Review Summary

Strengths

Challenges

Summary

Algebra I 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 3.2a

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

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

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.

3.3 Support for Emergent Bilingual Students

Evaluation for 3.3a

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.

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

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

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

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