Program Information
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 486.92 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 179.41 KB)
Complete Spanish Math, Grade 3
Supplemental Math (Spanish) Grade 3
IMRA 2025
Commissioner Rejected
Publisher: Essential Skills Software Inc.
Copyright: 2012
Series includes:
Rubric: Supplemental Mathematics K–5 (Spanish) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 3 | 11.9% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
6% (1 out of 18 points)
Evaluation for 1.1a
The materials do not include an alignment guide outlining the TEKS, ELPS, and concepts covered.Essential SkillsComplete Spanish Math, Grade3provides an “Instructional Videos” tutorial page, but none of the videos cover an alignment guide.Educators can access the “Online Manual, Teaching & Practice Software” in the tutorial page, but the manual does not include an alignment guide.In the “Teacher Dashboard,” teachers can access a Common Core Standards scope and sequence forComplete Math Grade 3 (English), but a scope and sequence is not provided forComplete Spanish Math Grade 3.
Evaluation for 1.1b
The materials include an implementation guide in theEssential SkillsComplete Spanish Math, Grade3“Instructional Videos” tutorial page. Video tutorials include:“Getting Started,”“Student Login,”“Reports,”“Assignments Overview,”“Pre-Tests,”“Post-Tests,”“Custom Assignments,”and“Setting Favorite Programs.”Educators can access the “Online Manual,Teaching & Practice Software” in the tutorial page, but the manual does not provide program usage recommendations for adapting to meet student needs in various contexts.The“Online Manual”includes sections “Using the Program” and “Using the Teacher Dashboard,” but does not provide specific strategies for educator practices.
Evaluation for 1.1c
Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but none of the videos cover a TEKS correlation guide.Educators can access the “Online Manual, Teaching & Practice Software” in the tutorial page, but the manual does not include a correlation guide with recommended entry points.In the Teacher Dashboard, teachers can access a scope and sequence, but it is not aligned to the TEKS forComplete Spanish Math Grade 3.
Evaluation for 1.1d
Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but none of the videos cover unit and lesson internalization.Educators can access the “Online Manual, Teaching & Practice Software” in the tutorial page, but the manual does not provide teachers clear steps, or expectations for how educators should internalize units and lessons.
Evaluation for 1.1e
Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but none of the videos cover resources or guidance for instructional leaders to support educators with implementing the materials as designed.Educators can access the “Online Manual, Teaching & Practice Software” in the tutorial page, but the manual does not provide frameworks or tools for instructional leaders to monitor teacher implementation.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
In the “Teacher Dashboard,” teachers can access a scope and sequence forComplete Math Grade 3 (English), but a scope and sequence is not provided forComplete Spanish Math Grade 3with learning objectives aligned with the TEKS.Complete Spanish Math Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not include lesson components with suggested time frames or time allocations. For example, the section titled “Using the Program” states, “It is advised that students work on the program for at least 20–30 minutes, three times per week to receive the full benefits of the software.” The materials are missing suggested pacing for individual lesson components.In the “Teacher Dashboard,” educators can access a variety of reports like:“Skill Report,”“Activity Report,”“Unit Report,”“Hot-Spot Report,”“Pre-Test Report,”“Post-Test Report,”and“Mastery Report.”However, none of these reports include assessment resources aligned with the TEKS.
Evaluation for 1.2c
In the “Teacher Dashboard,” educators can click on the Resources tab to access the Spanish Parent/Guardian Letter, which is a printable letter to send home with students, including access instructions forfamilies. The letter states, “As part of our school subscription, we are able to provide your child with access to these fantastic learning resources at home! We hope that you will take advantage of this opportunity to help further your child’s educational development.” Then, it provides login instructions including School ID, Username, Password, and a phone number for technical support. The materials do not include suggestions on supporting the progress of their student.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 4 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 4 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
1 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
1 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
0 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
0 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 3 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 3 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
4% (1 out of 23 points)
Evaluation for 2.1a
Complete Spanish Math Grade 3provides an“Instructional Videos”tutorial page and an “Online Manual,Teaching & Practice Software” that includes the definition for the types of instructional assessments. It defines the pre-tests, post-tests, and module assignments.The intended purpose for the types of instructional assessments is vague and unclear.For example, the“Online Manual”includes a section titled “Using the Teacher Dashboard” that explains that both the pre-tests and post-tests allow the program to identify areas of student strength and weakness but does not include their purpose of informing instruction, identifying misconceptions, gauging progress, guiding instructional decisions, and helping students and educators adjust.
Evaluation for 2.1b
Complete Spanish Math Grade 3provides an “Online Manual,Teaching & Practice Software” with a section titled “Using the Program” that says “a good starting point is to provide your students with a brief demonstration of how the program works.” It does not include clear guidance to ensure consistent administration of instructional assessments, such as teacher scripts to ensure all students receive the same instructions and testing environment.Complete Spanish Math Grade 3provides an “Online Manual,Teaching & Practice Software” with a section titled “Using the Program” that says, “It is advised that students work on the program for at least 20–30 minutes, three times per week to receive the full benefits of the software.” It does not include clear guidance to ensure accurate administration that aligns with the intended purpose of each assessment type—pretest, posttest, and module assignments.
Evaluation for 2.1c
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software” with a section titled “Using the Teacher Dashboard,” but it does not provide any guidance around printable versions or enabling accommodations for students.Essential SkillsComplete Spanish Math, Grade 3provides an“Instructional Videos”tutorial page, but none of the videos cover text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Evaluation for 2.1d
In the“Teacher Dashboard,”teachers can access a scope and sequence forComplete Math, Grade 3 (English), but a scope and sequence is not provided forComplete Spanish Math, Grade 3.A clear connection between diagnostic assessments to the TEKS is not provided.Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not mention diagnostic assessments with TEKS-aligned tasks or questions.
Evaluation for 2.1e
In the“Teacher Dashboard,”teachers can access a scope and sequence forComplete Math, Grade 3 (English), but a scope and sequence is not provided forComplete Spanish Math, Grade 3.A clear connection between formative assessments to the TEKS is not provided.Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not mention formative assessments with TEKS-aligned tasks or questions.
Evaluation for 2.2a
Essential SkillsComplete Spanish Math, Grade 3provides an“Instructional Videos”tutorial page, but none of the videos cover scoring information, or guidance for interpreting student performance.In the tutorial page, educators can access the “Online Manual, Teaching & Practice Software,” but the manual does not include guidance for educators to analyze the rationale for each correct and incorrect response.
Evaluation for 2.2b
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software” that provides guidance for the use of included tasks and activities to respond to student trends in performance on assessments.The section titled “Using the Teacher Dashboard” guides educators on how to access a variety of reports like: Skill Report, Activity Report, Unit Report, Hot-Spot Report, Pre-Test Report, Post-Test Report, and Mastery Report.The materials provide a report by topic when using activities to respond to student performance based on instructional assessments. For example, based on a student’s performance on the pretest, adaptive materials generate a personalized sequence of recommended tasks or activities. Certain options may be temporarily disabled until the student demonstrates mastery of prerequisite concepts.
Evaluation for 2.2c
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software” that provides a“TeacherDashboard”showing student progress; however, there is no guidance for teachers or students to track their own progress and growth.The section titled “Using the Teacher Dashboard” provides access to a variety of reports like: Skill Report, Activity Report, Unit Report, Hot-Spot Report, Pre-Test Report, Post-Test Report, and Mastery Report; however, the platform does not provide guidance on how to utilize the data from the reports to support students.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
Essential SkillsComplete Spanish Math, Grade 3presents all students with the same sequence of activities or tasks and does not adapt in response to student responses on checks of understanding.The platform presents content in a fixed sequence and does not include embedded formative assessments or adaptive features that adjust instruction based on student performance. Real-time checks for understanding and immediate, personalized feedback are not provided. Instead, incorrect responses are shown at the end of an activity, which students must then repeat.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
0 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
0 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 1 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
0% (0 out of 33 points)
Evaluation for 3.1a
Essential SkillsComplete Spanish Math, Grade 3provides an online platform for students that follows a fixed format and does not change based on student performance. Materials do not provide scaffolded lessons or activities for students who have not yet demonstrated mastery of prerequisite or grade-level skills.In the tutorial page, educators can access the “Online Manual, Teaching & Practice Software,” but the manual does not differentiate between instructional approaches for students who have not yet met grade-level proficiency in concepts or skills.
Evaluation for 3.1b
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide explicit educator guidance on developing new academic vocabulary.The “Instructional Videos” tutorial page is provided, but the videos do not include explicit educator guidance on language supports for developing academic vocabulary or addressing unfamiliar references in text.
Evaluation for 3.1c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide explicit educator guidance for adapting instruction for students who have demonstrated mastery of grade-level content and skills.The “Instructional Videos” tutorial page is provided, but the videos do not include guidance to help the teacher identify students who are ready for enrichment or who need additional support.
Evaluation for 3.1d
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not mention built-in accessibility features, configuring accommodations, or enabling any other types of personalized instruction.The “Instructional Videos” tutorial page is provided, but the videos do not include instructions on how to turn on content and language supports for students.
Evaluation for 3.1e
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide educator guidance on tailoring student tasks, enabling students to demonstrate their understanding through multiple methods, or approaches.An “Instructional Videos” tutorial page is provided, but the videos do not include guidance on how to support students in demonstrating their understanding in various ways.
Evaluation for 3.2a
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include educator-facing materials that use explicit prompts and embedded teacher supports that activate prior knowledge and anchor big mathematical ideas.An “Instructional Videos” tutorial page is provided, but the videos do not include guidance on how to move beyond rote memorization to develop a more conceptual understanding of the mathematical concepts.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include guidance on how to implement multi-tiered interventions, allowing for a more personalized approach. There are no suggestions for educators to tailor instruction to meet the diverse needs of students based on individual learning levels.An “Instructional Videos” tutorial page is provided, but the videos do not provide educator guidance to support effective implementation of multi-tiered intervention methods.
Evaluation for 3.2d
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include enrichment and extension methods that support various forms of engagement.An “Instructional Videos” tutorial page is provided, but the videos do not include guidance to support educators in effective implementation of enrichment and extension methods.
Evaluation for 3.2e
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide structured prompts that enhance the educator’s ability to deliver timely feedback, improve engagement with students, or refine their instructional practices.An “Instructional Videos” tutorial page is provided, but the videos do not mention how to provide timely feedback to students or explain if the online platform allows educators to provide timely feedback.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
This guidance is not applicable because the adaptive Spanish program does not require guidance on providing and incorporating linguistic accomodations.
Evaluation for 3.3c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not address state-approved bilingual/ESL program models, such as dual language immersion, or ESL pull-out programs.An “Instructional Videos” tutorial page is provided, but the videos do not guide teachers on the principles and essentials of language acquisition programs.
Evaluation for 3.3d
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include embedded guidance to support students in developing academic vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through oral discourse.An “Instructional Videos” tutorial page is provided, but the videos do not include embedded guidance to support students in developing academic vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
0 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
0 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
0 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
0 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
0 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
0 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
0 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
0 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
0 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
0 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
0% (0 out of 16 points)
Evaluation for 4.1a
In the “Teacher Dashboard,” teachers can access a scope and sequence forComplete Math, Grade 3 (English),but a scope and sequence is not provided forComplete Spanish Math, Grade K–1with learning objectives aligned with the TEKS.Essential SkillsComplete Spanish Math, Grade 3provides an“Instructional Videos”tutorial page, but none of the videos mention the TEKS.In the tutorial page, educators can access the “Online Manual, Teaching & Practice Software,” but the manual does not reference how practice opportunities demonstrate depth of understanding aligned to the TEKS.
Evaluation for 4.1b
In the “Teacher Dashboard,” teachers can access a scope and sequence forComplete Math, Grade 3 (English),but a scope and sequence is not provided forComplete Spanish Math, Grade K–1with learning objectives aligned with the TEKS.Essential SkillsComplete Spanish Math, Grade 3provides an Instructional Videos tutorial page, but none of the videos mention TEKS.In the tutorial page, educators can access the “Online Manual, Teaching & Practice Software,” but the manual does not reference how questions and tasks increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Evaluation for 4.2a
Complete Spanish Math, Grade 3provides an "Online Manual,Teaching & Practice Software," but it does not include educator guidance on how to reinforce concepts.
Evaluation for 4.2b
Complete Spanish Math, Grade 3provides an "Online Manual,Teaching & Practice Software," but it does not include educator guidance on how to use vertical strategies to link earlier and more advanced concepts.
Evaluation for 4.2c
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not include educator guidance on how to scaffold questions or activities to support students in making connections to previously learned concepts.There is no clear evidence that the materials introduce concepts intended for future grade levels.The materials include activities and types of questions that are limited to grade-level or below grade-level expectations.
Evaluation for 4.3a
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not include educator guidance on how to review previously learned skills or concepts across learning pathways and focus only on current learning.The materials do not include educator guidance on continuous assessment of student progress to assist in adjusting teaching strategies as needed.
Evaluation for 4.3b
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not include educator guidance on how to teach students to switch between different types of problems and strategies.The materials include questions and activities that focus on one concept or skill at a time.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
0 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
0 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
0 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
0 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
0 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
0 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
0 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
0 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
0 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
0 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
11% (4 out of 38 points)
Evaluation for 5.1a
Complete Spanish Math, Grade 3includes a data problem-solving learning path where students must interpret graphs and representations to answer questions. For example, in the“Sports EquipmentGraphingActivity,”the student is shown a bar graph of the costs of different sports equipment; however, students are only required to interpret the data provided by answering questions such as, "What was the most expensive sport?"Complete Spanish Math, Grade 3shows students different types of graphs and pictorials to interpret numbers and money concepts.The materials do not include opportunities for students to analyze and evaluate models and representations for mathematical concepts and situations.
Evaluation for 5.1b
InGrade 3, questions and tasks require students to use place value representation to compose numbers. Students "count the blocks in each unit and write the correct number" and "press enter after writing each amount." While the students have access to digital manipulatives for support, the platform does not provide the opportunity to create concrete models to build conceptual understanding.Complete Spanish Math, Grade 3includes activities in which students interpret concrete models to represent place value, but not create concrete models to build conceptual understanding.
Evaluation for 5.1c
Complete Spanish Math, Grade 3includes activities in which students read the temperature on a thermometer, but the materials do not include opportunities for students to apply conceptual understanding in various real-life scenarios. Students are given procedural-type questions.InGrade 3, students find the area by counting the number of squares given a grid. Students are prompted to "count the area of the red shape or number of squares and write the answer." The materials do not include the opportunity for the application of conceptual understanding to find the area.
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity necessary to complete grade-level mathematical tasks. In theGrade 3platform, when navigating to Numeration, Multiplication, Multiplication Table, students are recalling multiplication facts such as 3 x 3 and finding the product.Materials do not provide tasks that are designed to build student fluency necessary to complete grade-level mathematical tasks.
Evaluation for 5.2b
Materials do not provide opportunities for students to practice the application of efficient mathematical procedures throughout learning pathways. In the Grade 3 platform, when navigating to“Measurement,”“Metric Measurement,”“Problem Solving,”“Measure the Yard,”students use various strategies to apply measurement concepts through visuals. However, they are not prompted to or guided to use more efficient strategies.Materials do not provide opportunities for students to practice the application of flexible mathematical procedures throughout learning pathways. In the online platform, when navigating to the Numeration,“Applying Numbers,”then“Fractions,”students can choose between“Dividing into Equal Parts,”“Which Has Equal Parts?,”“Making and Adding Fractions,”“Comparing Decimals”and“Equivalent Fractions.”Through these activities, students learn about fractions in multiple ways,such as dividing, comparing, and adding fractions. However, students are not guided to apply fraction concepts flexibly. They see the concepts in isolation.Materials do not provide opportunities for students to practice the application of accurate mathematical procedures throughout learning pathways. The online platform does not provide explicit educator guidance on how to maintain accuracy in its implementation of assessments or how to give feedback to students for corrections or failed activities.
Evaluation for 5.2c
Materials do not provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. The activities in the online platform do not ask students to explain why they selected a specific procedure or strategy.
Evaluation for 5.2d
Complete Spanish Math, Grade 3provides an “Online Manual,Teaching & Practice Software,” but it does not include educator guidance on how to support students in selecting increasingly efficient approaches to solve mathematics problems.
Evaluation for 5.3a
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not explicitly state why or how the conceptual understanding supports the procedural emphasis of the TEKS.An “Instructional Videos” tutorial page is provided, but the videos do not mention the TEKS.
Evaluation for 5.3b
The materials provide tasks requiring students to engage with representations or tools that are not aligned to grade-level content. For example, the 3rd grade place value activities are significantly below grade level, as they only include numbers up to the thousands. According to the TEKS, 3rd grade students are expected to master place value up to 100,000.The materials do not address the TEKS standards.
Evaluation for 5.3c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide educator guidance on any supports for students in connecting, and creating concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.An “Instructional Videos” tutorial page is provided, but the videos do not provide educator guidance on any supports for students to define or explain concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Evaluation for 5.4a
In the online platform, when navigating to Numeration, Fractions, Comparing Decimals, students have to select if the fraction is greater than, equal to, or less than the other fraction. By integrating two visuals and the written fractions, students can connect mathematical terms and ideas to concrete objects and representations.When navigating to Standard Measurement, Temperature, What is the temperature difference?, students are shown thermometers to aid in calculating differences in temperatures on the Fahrenheit scale, along with a visual of freezing and boiling points.
Evaluation for 5.4b
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include embedded educator guidance to scaffold and support students’ use of academic vocabulary in context when communicating with peers and educators.An “Instructional Videos” tutorial page is provided, but the videos do not include embedded educator guidance to extend students’ use of academic vocabulary in context when communicating with peers and educators.
Evaluation for 5.4c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Evaluation for 5.4d
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include embedded guidance to facilitate mathematical conversations, allowing students to hear math language with peers.An “Instructional Videos” tutorial page is provided, but the videos do not provide embedded guidance to facilitate mathematical conversations, allowing students to refine and use math language with peers.
Evaluation for 5.4e
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks.An “Instructional Videos” tutorial page is provided, but the videos do not provide embedded guidance to support or redirect inaccurate student responses.
Evaluation for 5.5a
The materials do not connect the TEKS process standards to the content standards.Complete Spanish Math, Grade 3does not have a scope and sequence aligned with the TEKS.Essential SkillsComplete Spanish Math, Grade 3provides an“Instructional Videos”tutorial page, but the videos do not mention the TEKS.
Evaluation for 5.5b
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include a description of how process standards are incorporated throughout the learning pathways.Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but the videos do not provide a description of how process standards are connected throughout the learning pathways.
Evaluation for 5.5c
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual Teaching & Practice Software,” but the manual does not cover the TEKS process standards for each lesson.Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but the videos do not provide a table aligning the lessons with content the TEKS, the ELPS, or the TEKS process standards.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
1 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
1 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
1 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
1 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
0 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
0 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
0 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
0 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
0 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
0 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
0 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
0 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
0 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
0 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
0 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
0 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
0 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
0% (0 out of 19 points)
Evaluation for 6.1a
The materials include math problems for students to solve, but they focus primarily on having students follow procedures rather than understand why those steps work. For example, in the addition section, students use pictures and standard methods to solve problems, but they are not asked to explain their thinking. As a result, students tend to memorize the steps without developing a deeper understanding of the underlying math concepts.The materials do not provide opportunities for students to review their work, identify errors, and revise their approaches to solving problems.
Evaluation for 6.1b
The materials show that there are different ways to solve problems, but they do not prompt students to explain how they arrived at their answers. For example, in the multiplication section (Numbering, Multiplication,“Learn to Multiply,”“Multiplication Review, Activity 1”), students solve one-digit by one-digit problems, but materials do not prompt students to explain their thinking or justify the steps they took. Instead, they simply find the answer and move on without reflecting on or sharing their reasoning.
Evaluation for 6.1c
Digital materials only allow students to select an answer. The digital materials lack writing or recording opportunities that would allow students to reflect on or discuss mathematical processes or problem-solving strategies. Students are not asked to explain their thinking through oral or written discourse.The materials do not include opportunities for students to collaborate, discuss, or engage in problem-solving activities with peers or teachers; students engage only in independent practice.
Evaluation for 6.2a
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not include questions or prompts that educators can use to guide students in reflecting on their problem-solving approaches.Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but the videos do not provide guidance for incorporating opportunities for student pairs to explain and justify their strategies or for students to engage in feedback circles.
Evaluation for 6.2b
Essential SkillsComplete Spanish Math, Grade 3provides an “Online Manual, Teaching & Practice Software,” but the manual does not provide prompts or questions for providing explanatory feedback.Essential SkillsComplete Spanish Math, Grade 3provides an “Instructional Videos” tutorial page, but the videos do not provide common misunderstandings or guidance for educators on how to prepare to address anticipated misconceptions.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
0 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
0 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
0 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
0 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
0 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
0 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
0 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
0 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points