DreamBox Math for Texas - Grade 1

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.

Thegrade 1DreamBox MathSupplemental Curriculum Materialsinclude an alignment guide that clearly outlines the Texas Essential Knowledge and Skills (TEKS) and the corresponding mathematical concepts addressed at the grade 1 level.The guide provides a rationale for learning paths within the same grade level, illustrating how instructional content is sequenced to support coherent and scaffolded learning experiences across units. This horizontal alignment is evident in the structure of the materials and demonstrates intentionality in connecting related concepts within thegrade Kcurriculum.There is evidence of vertical alignment across grade levels, such as connections to prior or future grade-level TEKS, progressions of skill development, or learning pathways built across the K–2 curriculum. This can be found in theDreamBoxinterface on the Professional Development Platform in a document titled "DreamBoxLearning Units by Domain Category."TheTeacher Guidereferences the English Language Proficiency Standards (ELPS) and provides embedded support and guidance to address the language development needs of English learners aligned to each lesson objective.

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.

DreamBox Mathgrade 1 materials include a section on their website called PD. Within this section, there is a portion of the materials called "DreamBoxUniversity." In this section of the grade 1DreamBox Mathmaterials, there is the30–60–90 Implementation Guidedocument that outlines a checklisttotrack the roll out of the curriculum within a classroom.Within the "DreamBoxUniversity" section of thegrade 1DreamBox Mathmaterials, there is a self-paced course titled "ImplementingDreamBox Mathin Your Classroom." This course has sections clearly labeled that provide explicit guidelines for how many lessons students should engage in each week, suggestions for classroom implementation structures, classroom expectation suggestions for varying grades and learning abilities, and implementation planning worksheets.TheDreamBox Mathcurriculum provides a reviewer guide that gives extensive information on how it complementsBluebonnet Mathcurriculumsand includes sample TEK-aligned lessons, simple overviews, instructions on how to get started, and sample login information to viewDreamBoxas a user to immerse yourself in everything it has to offer the classroom facilitator or administrator.

Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

TheDreamBox Mathcurriculum includes a system called the Launchpad. This portion of the curriculum has an interface that allows instructional facilitators to give on-demand diagnostic assessments.Diagnostic assessment results and recommended skill entry points are outlined through the Launchpad diagnostic tool.Launchpad generates an individualized learning pathway based on each student's results. These pathways are aligned with the TEKS and vary in complexity to meet individual learning needs.Within theDreamBoxLaunchpad, facilitators can assign additional instructional formative assessments that meet the TEKS for the student's grade level.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

To support effective lesson preparation, theDreamBox Mathcurriculum includes a variety of lesson internalization resources available for teachers. These materials are designed to assist teachers in thoroughly previewing each lesson, reviewing essential academic vocabulary, and preparing for critical components, such as whole-group discussions and formative or summative assessments.Each lesson is accompanied by a detailed, scripted sample lesson flow that clearly outlines the expected teacher and student actions throughout the instructional sequence. In addition, targeted strategies are included to help educators meet the needs of emergent bilingual students, ensuring more equitable and accessible instruction for all learners.Teachers will also find a selection of supplementary instructional resources intended to enhance their readiness and confidence in delivering the lesson.While teachers have access to multiple supports at the lesson level to aid in internalization, it is important to note that resources specific to unit-level internalization are not currently available.

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

Within theDreamBox Math Toolkit, school leaders have a resource titledDreamBox MathMicro-Training. This tool is specifically designed to supportinstructionalleaders in introducingDreamBox Mathto their instructional staff in just 15 minutes.The Micro-Training package includes a ready-to-use slideshow presentation, a detailed presenter script to guide delivery, and a practical30–60–90 day Implementation Guidetailored foracademicor district leaders overseeing the rollout. These materials are meant to streamline the onboarding process, ensuring that teachers understand the platform's purpose, features, and instructional impact in a short amount of time.Thetoolkitincludes resources that enable administrators to lead professional development sessions for teachers, including training specifically focused on using the platform's embedded assessment tools.Thetoolkitfeatures an easy-to-follow implementation checklist to help leaders monitor progress and ensure fidelity of use across classrooms.

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.

This guidance is not applicable because the program is not designed to be static.

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.

Lesson plans are available online through theDreamBox Mathcurriculumunder the Curriculum tab.Plans support instructional planning and delivery with clearly defined learning objectives, aligned instructional components, and teacher- and student-facing materials.Each lesson includes a detailed breakdown of instructional components and suggested time frames to support pacing and time management. A sample lesson flow is provided in each lesson, outlining teacher and student actions and instructional sequencing to support lesson preparation and delivery.Teacher Narratives provide detailed overviews. These overviews include "Learning Objectives" and "Assessments" aligned to both the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS).

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).

TheDreamBox Mathcurriculum includes family support materials for each unit, available in English and Spanish. These resources are designed to help families monitor and support student progress.Each unit contains aguardianletter and suggestions for reinforcing student learning at home. Materials are accessible to educators through the Educator Dashboard in the Resourcestab.Materials are accessible to educators through the Parent Portal in the "Home Access" section. The Family Insights Dashboard allowsfamiliesto view a summary of their student's progress. The dashboard includes indicators of concept mastery and overall usage trends. These tools provide families with visibility into student engagement and growth inDreamBox Math.

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

TheDreamBox Mathgrade 1 curriculum demonstrates consistent and accurate administration of instructional assessments. Definitions and explanations of the intended purposes of these assessments are provided within the Educator Dashboard. A supporting course, "UnderstandingDreamBoxAdaptivity and Assessment," offers a thorough explanation of the program's adaptive design and assessment approach.TheDreamBoxEducator and Administrator Demo Experience K–2/Supplemental K–2 Mathincludes definitions for the types of instructional assessments available to educators. The platform outlines the intended purposes for each assessment type. For example, the "Growth Report" provides insight into student progress and is updated nightly to ensure current data. The "Standards Report" presents student proficiency data disaggregated by standard, offering a detailed view of individual skill development withinDreamBox Math.DreamBox Mathgrade 1 integrates both diagnostic and formative assessments that are fully aligned with the Texas Essential Knowledge and Skills (TEKS). These assessments are designed to evaluate student understanding and progress through a range of question types and varying levels of complexity. The adaptive nature of the program ensures that assessments respond to each student's performance in real time, providing data that informs individualized learning paths. Additionally, the Instructional Assessments tab on the Reviewer Site includes a "Demonstrated Understanding" section, which guides educators in interpreting assessment results and determining when targeted progress monitoring is necessary.

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

DreamBox Mathgrade 1 materials include clear guidance to ensure the accurate administration of instructional assessments. Within the Educator Dashboard under theImplementation Guide, teachers are provided with a list of prompts and suggested questions designed to support students without providing answers, thereby maintaining the integrity of the assessment process within the lessons.DreamBox Mathgrade 1Implementation Guidealso provides a printable checklist called "Thinking Independently," which helps teachers offer appropriate support without influencing assessment outcomes.Materials include anImplementation Guideand video resources to support educators in administering assessments withinDreamBox Math. This guidance includes information on how to give an assessment and the steps educators need to follow, ensuring consistent and accurate administration.

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.

The online practice component supports diverse learner needs through the inclusion of a text-to-speech feature, which can be enabled or disabled to accommodate individual student preferences and accessibility requirements.DreamBox Mathgrade 1 curriculum presents certain limitations in terms of instructional support and assessment tools. It does not offer printable materials or assessments specifically tailored to digital components. Furthermore, content and language support that can be selectively enabled or disabled is omitted, which may limit the program's ability to differentiate instruction for English learners or students requiring additional scaffolding. While a calculator is available within the online practice environment, this feature cannot be disabled, which may affect instructional decisions regarding tool use in early mathematics instruction.

Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

DreamBox Mathgrade 1 materials include diagnostic assessments featuring TEKS-aligned tasks and questions that span more than two levels of complexity. This structure is documented on the Reviewer Site under the Instructional Assessmentstab.DreamBox Mathgrade 1 materials offer a placement test for each student. The Initial Placement tab explains that the program's diagnostic tool, Launchpad, determines each student's appropriate starting level of complexity.DreamBox Mathgrade 1 diagnostic assessments incorporate more than two distinct interactive item types, including drag-and-drop tasks, graphing, and equation editors. This is outlined on the Reviewer Site under Instructional Assessments. The Initial Placement tab explains that Launchpad's diagnostic assessment "uses the same … engaging experience as the rest ofDreamBox," presenting questions that are "aligned with the TEKS and include interactive item types of varying complexity levels." Additional examples of these interactive item types are provided under the STAAR-Aligned Supports (State of Texas Assessments of Academic Readiness)tab, with corresponding activities accessible through the Curriculum tab in the Educator Dashboard.Diagnostic assessments in Launchpad include TEKS-aligned tasks with varying complexity levels and multiple interactive item types, such as multiple choice, drag-and-drop, constructing shapes, and identifying/labeling.

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.

WithDreamBox Mathgrade 1, students complete formative assessments with TEKS-aligned tasks and questions that include more than two levels of complexity. EachDreamBox Mathlesson is categorized as "ExploringandSense Making," "Looking for StructureandRelationships," or "Fluency, Application,andProcedural Skills."DreamBox Mathstates, "Through interactive item types of varying complexity levels,DreamBoxcollects data points from each student's interactions to evaluate the strategies used to solve problems."Grade 1DreamBox Teacher GuideandImplementation Guide, both located under the Resources tab of the Educator's Dashboard, provide further clarification that students continue to engage with tasks at varying levels of complexity. According to these guides, students are expected to achieve a progression equivalent to one and a half academic years if they complete an average of five lessons per week.Within the STAAR-Aligned Supports tab, theSTAAR Alignment Guideassists educators in preparing students for proficiency as measured by STAAR assessments. The guide states that interactive response features and task item types are embedded throughout each student's personalized learning pathway to support active learning and independent critical thinking. The document provides visual examples of the item types used inDreamBox, including drag and drop, equation editor, graphing, hot spot, text entry, number line, and fraction model.

Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.

The article "Understanding Math Dashboard Reports" within the Educator Dashboard provides detailed guidance on how educators can interpret student performance data from both initial assessments and those administered throughout the learning experience. The resource outlines how teachers can monitor individual student performance on specific standards and determine whether students are performing below, on, or above grade level. The "Standards Report" available on theDreamBoxdemo site illustrates how students are performing on individual standards across grade levels. It indicates whether students are demonstrating progress, have reached proficiency, or have not yet begun working on a given standard grade level.DreamBoxprovides educators with scoring data and guidance for interpreting student performance. The adaptive materials include digital quizzes that deliver immediate scoring and personalized feedback. The Teacher Dashboard offers a comprehensive overview of student progress, identifies students who may require intervention, suggests individualized lessons, and displays both current and completed lessons for each student. Rationales for correct and incorrect responses are not provided.

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

Based on student performance on assessments, the adaptive materials generate a recommended sequence of tasks or activities for the student to complete. The Home page and accompanying reports identify specific skills that require additional practice. Educators can supplement the recommended pathway by assigning targeted activities that address individual areas of need.DreamBox Mathprovides instructional materials that guide educators in using embedded tasks and activities to respond to trends in student performance on assessments. According toDreamBox, "For example, if three different students are working on a particular lesson, they will each be offered different follow-up lessons based on how they responded to questions throughout the lesson. TheDreamBoxadaptive engine selects the next set of recommended lessons based on each student's demonstrated strengths and struggles."

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.

DreamBox Mathgrade 2 materials include intervention lessons designed to address student performance trends identified through assessment data. Based on assessment results, the adaptive materials generate a recommended sequence of tasks or activities for students to complete. The Home page and associated reports identify specific skills in which additional practice is needed. Teachers can further customize instruction by adding assignments to a student's recommended pathway, thereby directing them to activities that target particular areas of need.DreamBox Mathgrade 2 curriculum includes tools that enable educators to monitor student progress and growth. The "Student Overview" for each displays the total number of required standards for the grade level and indicates whether a student has mastered a standard through diagnostic assessment, demonstrated proficiency through a lesson, or is currently engaged with it. Additional details can be accessed by selecting the highlighted sections within the overview.Within theDreamBox Mathgrade 2 curriculum, teachers can utilize reports, such as theDreamBox"Growth Report," to monitor student progress and growth. Within the demo site's student experience, progress is disaggregated by standard, allowing for detailed analysis of individual student performance.

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.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.

DreamBox Mathgrade 2 materials incorporate frequent checks for understanding at critical points within each lesson or activity. These formative assessments offer educators real-time insights into individual student progress and help identify those who may require additional support or intervention. The Educator Dashboard presents detailed student information through the "Alerts" and "Achievements" sections, which highlight students needing teacher attention to master specific skills.DreamBox Mathgrade 2 materials includetheDreamBoxPlay website, which includes lesson plans that enable teachers to check for understanding throughout the narrative-based instructional sequence.According to theDreamBoxReviewer Site, under the tab titled TheDreamBoxDifference, "Continuous formative assessment powers the adaptive engine to tailor the learning pathway, the individualized lessons, and provides immediate insights into student thinking around key mathematical concepts, empowering educators with the data they need to monitor progress and deliver targeted instruction."DreamBox Mathgrade 2 materials describe its adaptive response to frequent checks for understanding in the section titled "HowDreamBox MathRecommends Lessons." The platform offers over 2,300 lessons and supports millions of individualized learning paths. It adjusts in real-time by adapting hints, difficulty level, pacing, and lesson sequence to engage students within their optimal learning zone.DreamBox Mathlessons are not designed to follow a linear progression. For example, if three students are engaged in the same lesson, each will receive different follow-up lessons based on their responses to the embedded questions. TheDreamBoxadaptive engine recommends subsequent lessons based on each student's demonstrated strengths and areas of struggle.

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.

DreamBox Mathgrade 1 materials provide explicit teacher guidance for supporting students who have not yet achieved proficiency, as indicated on theTargeted Assignment Planning Worksheet. This planning tool directs educators to identify specific areas of need using the"Standards Report," deliver guided instruction through a preview lesson, assign targeted activities, and monitor and document student progress throughout the lesson sequence.Lesson recommendations for individual students identify specific skill deficits and provide suggested practice lessons tailored to address those gaps. Both students and teachers can access these recommendations through the "Lesson Highlights" section, which supports instructional decision-making and targeted skill development.DreamBox Mathprovides educators with structured instructional guidance and scaffolded lessons designed to support students requiring additional intervention. By selecting an individual student profile, teachers can access a detailed student overview displaying mastery status across allof theTexas Essential Knowledge and Skills (TEKS) by grade level. For any standard not yet mastered, educators can hover over the skill to view both prerequisite and related standards in need of reinforcement. The platform enables automatic assignment of these skills for targeted practice. In addition, teachers can manually assign short-term or long-term activities to reinforce essential concepts.

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.

DreamBox Mathgrade 1 materials include explicit educator guidance for language supports, including pre-teaching and embedded strategies for developing academic vocabulary. In Unit 1.6A, the Teacher Narrative for the lesson titled "Exploring Hexagons: Attributes and Definitions" includes a list of targeted vocabulary terms to be introduced before instruction. The narrative guides teachers to pre-teach these terms and then lead students through a structured activity involving examples and non-examples of hexagons. As students discuss the defining attributes, they are prompted to use the academic vocabulary in context, reinforcing understanding through repeated and supported use. These embedded language supports help students build familiarity with mathematical terminology as they engage with lesson content.DreamBox Mathgrade 1 materials include embedded online supports that develop academic vocabulary and assist with unfamiliar references in text. Within the geometry activities, a glossary is available to define terms students have encountered, providing just-in-time access to academic language in context. The glossary only includes definitions for terms introduced up to that point, ensuring alignment with the instructional sequence. Additionally, interactive features such as a hint button offer language support during tasks. For example, when students encounter the word triangle, the hint states, "Break the word triangle down into two parts. The syllable'tri-' means three." These embedded tools function as both pre-teaching and in-the-moment supports, allowing educators to monitor student progress and address learning needs in real time.DreamBox Mathgrade 1 materials include explicit educator guidance for language supports, including both pre-teaching and embedded strategies for developing academic vocabulary. In a lesson aligned to standard 1.2B, titled "Understanding Standard Form," teachers are directed to begin by explaining that students will learn how to show numbers in standard form. The Teacher Narrative includes guidance to introduce the termstandard formand connect it to students' prior understanding of place value. This pre-teaching support ensures that students are familiar with the academic vocabulary before engaging with the core content. Throughout the lesson, embedded prompts encourage students to use the term in context, reinforcing comprehension and accurate usage of mathematical language.DreamBox Mathgrade 1 materials include explicit educator guidance for language supports, specifically in the area of pre-teaching academic vocabulary. The program notes that "DreamBoxintegrates academic vocabulary throughout its lessons. Visuals, audio supports, and guided prompts encourage students to express reasoning and engage in mathematical discourse." Educator tools, such as printable glossaries and "Lesson Highlights," are available to scaffold and extend vocabulary development. These supports are provided in both English and Spanish, enabling teachers to prepare students for content-specific language demands prior to instruction.TheCurriculum Guidesection labeled "Common Misconceptions" provides teachers with support when vocabulary or references are unclear. For instance, students may believe the unknown in "2 + [] = 5" represents the total or the larger number. Such misconceptions can cause errors in recognizing the unknown as "the missing part that makes the equation true." This section also enables teachers to anticipate and clarify unfamiliar references in the text. By outlining potential challenges, it allows teachers to deliver precise explanations and targeted instruction.

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.

DreamBox Mathgrade 1 materials include explicit educator guidance for enrichment activities designed for students who have demonstrated proficiency in both grade-level and above grade-level content. The platform provides individual student reports that identify which students have mastered current grade-level standards and have begun work on more advanced skills. For example, Savannah I., a student in the K–2 range, has demonstrated mastery of all of the grades K–2 TEKS and is currently working on thegrade 3 andgrade 4 TEKS that have not yet been mastered. The system automatically adjusts the learning pathway to include these higher-level standards, enabling continued growth through enrichment tailored to individual performance data.DreamBox Mathprovides extension activities for students who have demonstrated proficiency in both grade-level and above grade-level content. Individual student reports allow educators to identify which students are being introduced to skills from the next grade level. For example, Savannah I., a student in grades K–2, has mastered all of the K–2 TEKS and is proficient in selectgrade 3 andgrade 4 skills. She is currently working on the additionalgrade 3 andgrade 4 TEKS that have not yet been mastered, allowing for continued enrichment and academic growth.

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.

DreamBox Mathgrade 1 curriculum digital materials provide accommodations that educators can manage through the Educator's Dashboard under Settings > Roster. This feature supports students with reading challenges or visual impairments, though it is only available for students using a third-party screen reader.The materials do not provide content and language supports that can be enabled or disabled for individual students. While educators can change the interface language between English and Spanish, this setting does not function as a content or language accommodation within the assessments.While calculators are included within theDreamBox Mathcurriculum as part of the digital assessments, educators cannot enable or disable them. Their availability is fixed and determined by the assessment design, which limits the flexibility to adjust this tool based on individual student needs or testing accommodations.

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.

DreamBox Mathinstructional materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as through performing, expressing, and representing. In agrade 1 lesson titled "Using Pictorial Models to Solve Word Problems," the teacher lesson plan instructs educators to "have students solve this problem individually using counters or drawings. After a few minutes, ask volunteers to share their plans for solving the problem and the models they used." This guidance supports multiple modes of mathematical expression by allowing students to demonstrate understanding through physical manipulatives, pictorial representations, and verbal explanations. These structured opportunities enable students to perform the task, express their reasoning, and represent their thinking in a variety of accessible formats.DreamBox Mathinstructional materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as performing, expressing, and representing. In agrade 1 lesson aligned to standard 1.2E, students are provided multiple ways to show their understanding. In the "Just Started" lesson, students use digital beads to compare numbers, offering a concrete representation of the concept. In the "In Progress" lesson, students move tiles to complete a number sentence in order to solve the problem, allowing for a more symbolic approach. Embedded hints are available throughout the lesson sequence to support student learning and reinforce conceptual understanding across formats.

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.

TheDreamBox Mathcurriculum includes multiple means of representation, such as visual manipulatives, number lines, and area models, to support concept visualization and highlight mathematical patterns and relationships. Materials provide direct prompts and guidance for educators to connect prior knowledge and anchor big ideas. For example, math racks and dominoes appear in standard K–2.G,10frames and number lines in 1.3.A, and packing boxes with place value charts in 2.2.A.TheDreamBox Mathgrade 1 curriculum includes blended digital lessons and educator-facing materials with explicit prompts and embedded supports to activate prior knowledge and anchor big mathematical ideas. InLesson 1.2.C, teacher narratives pair with adaptive activities and include scripts such as, "Can you show me the number 10 with your objects? Give me a thumbs up when you are ready." These prompts guide students to explore counting using objects, pictures, and standard form, highlighting key patterns and relationships through multiple representations.TheDreamBox Mathgrade 1 curriculum provides teacher narratives with explicit prompts that activate prior knowledge and emphasize big mathematical ideas. In the lesson "Solving Multi-Step Subtraction Word Problems," the teacher warm-up directs educators to review subtraction strategies and ask students to share their methods. The introduction anchors big ideas by guiding educators to define subtraction-related terms, model problem-solving strategies, and highlight how organizing known information supports understanding.TheDreamBox Mathgrade 1lesson "Solving Word Problems with Objects" includesTeacherNarratives with explicit prompts to activate prior knowledge and anchor big mathematical ideas. The warm-up directs educators to review addition and subtraction using counters and to discuss the process with students. The introduction explains that students will solve word problems using objects and introduces the concept of separating sets. These prompts and explanations help students connect concrete representations to problem-solving strategies and number relationships.

Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

TheDreamBoxReviewer Site under "Supports for all Learners" states that the program integrates intervention, enrichment, and extension methods aligned with the Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) frameworks. The online program uses adaptive technology to deliver personalized learning pathways and differentiated lessons based on individual student needs. Teachers also receive guidance and flexible controls to assign lessons that support a range of learners and instructional goals.TheDreamBox Mathcurriculum includes multi-tiered intervention methods for small-group and individual instructional structures. Adaptive tools, found in the Lesson Recommendations and Insight Dashboard, provide real-time reports on student progress and identify learning gaps. These tools suggest strategic small groupings based on students working on similar lessons and the Texas Essential Knowledge and Skills (TEKS). Teachers can also select individual students to access detailed insights on current understanding and readiness for upcoming concepts. This guidance supports targeted intervention and flexible instructional planning.

Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.

TheDreamBox Mathcurriculum includes enrichment and extension methods that support various forms of student engagement. Materials offer differentiated options, such as challenges for advanced learners and scaffolds for those needing additional support. Adaptive technology creates personalized learning pathways, while teacher-assigned lessons provide flexibility to align instruction with curriculum goals.DreamBox Mathincludes educator guidance to implement these methods effectively within a MTSS framework.TheDreamBox Mathcurriculum includes enrichment and extension methods that support various forms of engagement and provide guidance for effective implementation. Materials align with theMTSS framework and are designed to promote critical thinking and support student growth. Educator tools offer strategies to create challenging, engaging learning environments for all students. This guidance is found on theDreamBoxReviewer Site under "Supports for All Learners," where the "Multi-Tiered Intervention" section describes how teachers can assign personalized lessons and use adaptive technology to meet individual student needs.TheDreamBoxReviewer Site under "Supports for All Learners" states that the program adapts based on student responses, strategies used, and response time. Each student receives a unique lesson experience tailored to individual performance. The program automatically provides extension or enrichment activities based on how the student answers questions during the activity.

Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.

TheDreamBoxplatform includes prompts and guidance to support educators in providing timely feedback during lesson delivery. The article "DreamBox MathTeacher-Student Messaging: How Do I Incorporate Messaging into My Instruction?" offers sample prompts educators can use to respond to student work. Online tools also guide educators in recording and delivering feedback during or after digital lessons.TheDreamBox Implementation Guide, located under Resources, includes prompts to support educators in providing timely feedback during lesson delivery.For example, teachers are prompted to ask questions such as, "Do you have a hint button available?" to guide students toward built-in program feedback. These prompts help educators monitor progress and encourage students to use available supports during instruction.TheDreamBox Mathgrade 1lesson "Classifying Shapes: Examples and Non-Examples in Geometry and Measurement," standard 1.6.A, includes prompts and guidance to support educators in providing timely feedback during instruction. The teacher narrative directs educators to use interactive manipulatives and built-in feedback tools during online lessons. Sample questions such as, "What do you see?" "What do you think?" and "What do you wonder?" guide student observation and discussion. The narrative also links to two online activities aligned to the lesson objective.

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.

This guidance is not applicable because the program is not designed to be static.

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.

DreamBox Mathincludes embedded linguistic supports aligned with the English Language Proficiency Standards (ELPS) for Pre-Production, Beginning, and Intermediate proficiency levels. InLesson 1.5.D.ii, "RepresentWordProblemsInvolvingAddition ofWholeNumbers up to 20UsingPictorialModels," instructional guidance recommends specific strategies to support emergent bilingual students, such as structured partner discussions, annotated visuals, and explicit vocabulary instruction. Lessons pre-teach key math terms using visuals, definitions, and examples, with clickable terms for immediate clarification. Visual aids such as charts, graphs, and diagrams support comprehension, while instruction builds academic language through repetition, contextual use, and opportunities for students to explain their reasoning.DreamBox Mathincludes embedded linguistic accommodations for Pre-Production, Beginning, and Intermediate levels of language proficiency, as outlined in the ELPS. Ingrade 1, standard 1.6A "Geometry and Measurement," students use an interactive glossary to access visual supports and definitions for key geometry terms as they build shapes. New vocabulary is added to the glossary throughout the lesson, supporting vocabulary acquisition and concept development. Instructional supports include simplified language, extended think time, and structured opportunities to engage with academic language at increasingly complex levels.Materials do not include embedded linguistic accommodations for two of the levels of proficiency—High Intermediate and Advanced—as outlined by the ELPS.

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

DreamBox Mathprovides a resource document,Emergent Bilingual Support Article: Supporting English Language Learners Using DreamBox Math, that includes guidance on exploring digital manipulatives, integratingDreamBox Mathinto instructional schedules, and offering Spanish and English language options for students. The document does not reference or align with state-approved bilingual or English as Second Language (ESL) program models.In the lesson "Number and Operations 1.2C: Representing Numbers with Objects,"DreamBox Mathprovides general accommodations that are not tailored to specific language proficiency levels. For example, teacher narratives recommend strategies such as having students pair up to generate responses, but do not include specific guidance aligned to the needs of emergent bilingual students. These strategies are applied uniformly, rather than differentiated according to the ELPS.

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.

In theDreamBox Mathgrade 1Lesson 1.6.C "Constructing Triangles, Squares, and Rectangles Only,"DreamBox Mathpresents key terms and related vocabulary with visual supports before introducing octagons and triangles. Students are prompted to construct shapes with eight and three sides, building background knowledge through interactive tasks. These activities support emergent bilingual students by developing academic vocabulary, increasing comprehension, and building background knowledge through oral and written discourse.InLesson 1.6.D, "Identifying Rectangles and Triangles,"DreamBox Mathprovides English-language explanations for unfamiliar terms. Students receive support for developing academic vocabulary, increasing comprehension, and building background knowledge through written and oral discourse.InLesson 1.6A "Classifying Shapes – Examples and Non-examples,"DreamBox Mathincludes embedded guidance to support emergent bilingual students in increasing comprehension through oral and written discourse. The lesson directs teachers to circulate during partner discussions to assess oral explanations and to collect written definitions as a formative assessment. These practices allow students to process and express their understanding of three-dimensional shape attributes through multiple modalities.DreamBox Mathincludes embedded guidance to support emergent bilingual students in developing academic vocabulary through oral and written discourse. TheDreamBoxwebsite states, "DreamBoxintegrates academic vocabulary throughout its lessons. Visuals, audio supports, and guided prompts encourage students to express reasoning and engage in mathematical discourse." These features promote the use of academic language as students interact with content.The Vocabulary Instructional Routine encourages oral and written discourse in mathematics, supporting students in making cross-linguistic connections through these opportunities.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

DreamBox Mathgrade 1 Activity Feed serves as a continuous formative assessment, recording completed lessons and the level of understanding demonstrated. For example, students compose and decompose numbers up to 20 using digital manipulatives. The program also prompts students to explore multiple solution strategies using drag-and-drop features, reinforcing conceptual understanding by showing different ways to represent the same quantity.DreamBox Mathgrade 1 students engage with various formative assessments containing TEKS (Texas Essential Knowledge and Skills)-aligned tasks and questions with more than two levels of complexity. EachDreamBox Mathlesson is categorized as "ExploringandSense Making," "Looking for StructureandRelationships," or "Fluency, Application,andProcedural Skills."The Continuous Formative Assessment tab under Instructional Assessments on theReviewerSite states, "Through interactive item types of varying complexity levels,DreamBoxcollects data points from each student's interactions to evaluate the strategies used to solve problems."

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.

DreamBox Mathgrade 1 materials include practice opportunities throughout the learning pathways that require students to demonstrate depth of understanding aligned with the TEKS.DreamBox Mathstates, "Every lesson inDreamBox Mathis aligned to the TEKS Readiness Standards for grades K–5. Adaptive technology personalizes learning paths for each student, meeting them at their skill level and advancing them through carefully scaffolded, increasingly complex concepts."DreamBox Mathgrade 1 students access instructional assessments throughout the learning pathways that require them to demonstrate depth of understanding aligned with the TEKS.DreamBox Mathstates, "DreamBoxassessment is based on student's demonstrated understanding, not just correct answers. Each lesson contains measurable learning objectives aligned to the TEKS, where student evidence is showcased in what they answer, what they do, and how they show their thinking."DreamBox Mathgrade 1 questions and tasks increase rigor and complexity, supporting progress toward above-grade-level proficiency in the mathematics TEKS. TheTeacher Guidestates that students are expected to achieveone and a halfyears of growth if they complete five weekly lessons."Students Working in Multiple Grade Levels inDreamBox Math" states, "DreamBox Mathwas designed to focus on progress and growth so students can, and often do, work in multiple grade levels simultaneously. Our lessons 'grade levels' are largely based on your state standards thatDreamBox Mathaligns with. They are not meant to represent a static order in which lessons are offered. For example, a student who understands place value but has difficulty counting items in groups may be assigned earlier work that nurtures the ability to count in groups while simultaneously working on higher grade-level lessons that build upon their place value knowledge." This indicates that students may engage in enrichment and extension activities in some mathematical domains while continuing on-grade-level work in others.

Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.

TheDreamBox Mathgrade 1 materials, specifically within Lesson 1.2B, demonstrate horizontal coherence by strategically sequencing conceptually related tasks within the "Numbers and Operations" domain. Students begin by representing numbers using10-frame models, which support the development of subitizing skills, number composition, and recognition of number patterns within10. This foundational understanding is then extended as students decompose numbers by place value, reinforcing their grasp of the base-10system and the relationship between10s and1s. The lesson culminates with students representing multiples of10using a math rack, a familiar manipulative that visually reinforces the concept of equal groups and structured counting. This coherent progression within the grade level allows students to connect representations, models, and number relationships, promoting a deeper understanding of number structure and fluency. By linking these tasks within a single lesson,DreamBox Mathsupports sustained conceptual development and reinforces key mathematical ideas through varied but connected experiences.TheReviewerSite illustrates within-grade-level coherence by noting that "DreamBoxdevelops procedural fluency by enabling students to explore multiple pathways to a solution and encouraging strategic flexibility. Students engage with models, manipulatives, and symbolic representations to build efficiency, accuracy, and confidence." The materials also demonstrate horizontal coherence across concepts within the grade level by connecting patterns, big ideas, and relationships among tallies, graphs, and word problems.TheDreamBox Mathgrade 2 materials demonstrate horizontal coherence across concepts in second grade by sequencing lessons that build upon one another conceptually. In Lesson 2.2B, students begin by decomposing numbers by place value, reinforcing their understanding of base-10structure. This is followed by activities that require students to identify a number based on its decomposition, strengthening their ability to make connections between parts and wholes. Finally, students engage in tasks that involve correcting decompositions presented in a table format, allowing them to apply their knowledge in a structured and analytical context. This progression supports a coherent development of place value understanding within the grade level.TheDreamBox Mathcurriculum materials demonstrate horizontal coherence by intentionally connecting patterns, big ideas, and relationships within the same grade level. Lessons are sequenced to build conceptually, reinforcing understanding through recurring models, representations, and mathematical language. This design enables students to deepen their comprehension of foundational skills while making meaningful connections across related content areas. According toDreamBox, "Learning progressions are developed along vertical (across grade levels) and horizontal (within a grade level) axes, promoting connections across domains and supporting increasing complexity as students move toward algebra readiness." This dual-axis structure ensures that students not only revisit key concepts from multiple perspectives within the grade level but also experience a logical progression of ideas that supports long-term mathematical growth. Through this coherent approach, the curriculum fosters conceptual understanding that extends beyond isolated skills, helping students apply their learning across various mathematical concepts.

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.

In theDreamBox Mathgrade 1 curriculum, within the "Numbers and Operations" domain, students develop strategies for solving addition problems using10-frame models. These visual tools help students internalize combinations that make ten, recognize patterns, and build fluency with basic facts. The structured layout of the10frames supports a conceptual understanding of place value by emphasizing the base-10system. As students progress tograde 2, they build on this foundation by composing and decomposing numbers through grouping by10s and1s. This next step in the learning progression further solidifies their understanding of place value and prepares them for more complex operations. The continued use of base-ten concepts across grade levels demonstrates vertical coherence within theDreamBox Mathcurriculum, ensuring that students experience a logical and connected sequence of mathematical instruction. By linking familiar representations to increasingly sophisticated tasks, the curriculum supports sustained conceptual growth across grade bands.According to theDreamBoxarticle "Students Working in Multiple Grade Levels inDreamBox Math," "DreamBox Mathwas designed to focus on progress and growth so students can, and often do, work in multiple grade levels at the same time… For example, a student who understands place value but has difficulty counting items in groups may be assigned earlier work that nurtures the ability to count in groups while simultaneously working on higher grade-level lessons that build upon their place value knowledge." This design reflectstheadaptive approach ofDreamBox Math, which tailors the learning experience to each student's demonstrated needs rather than confining them to a static grade-level progression. As students demonstrate proficiency in certain concepts, they are advanced to more complex material, while gaps in understanding prompt targeted support at earlier levels. In doing so,DreamBox Mathensures that students move fluidly across grade levels within each mathematical domain, engaging with content that aligns with their readiness and promoting deeper understanding. This individualized progression supports both remediation and enrichment, allowing students to access appropriately leveled instruction within each concept area as they build toward long-term mastery.Within theDreamBox Mathgrade 2 curriculum under the "Numbers and Operations" domain, students develop strategies for solving addition and subtraction problems by making jumps on a number line. This visual and conceptual tool supports students in understanding the composition and decomposition of numbers, reinforcing number sense and flexible thinking. As students progress tograde 3, they continue to utilize number lines—this time to represent multiplication through repeated jumps, extending their prior knowledge to a more complex operation. This instructional design exemplifies vertical coherence across grade levels, as familiar models are repurposed to introduce new mathematical concepts. By building upon previously established representations,DreamBox Mathensures that students experience continuity in their learning, facilitating a deeper and more connected understanding of mathematical ideas across grade bands.

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.

InDreamBox Mathgrade 1, the curriculum connects prior knowledge to current grade-level concepts within the "Numbers and Operations" domain. In Lesson 1.3B, the teacher narrative begins with a review of the concept of addition and the procedure for representing numbers using visual models. This structured review prepares students for the targeted skill of using pictorial models to solve word problems. By reinforcing foundational understanding and gradually introducing grade-level content, the lesson supports conceptual development appropriate for grade 1. Additionally, this approach builds readiness for future mathematical learning by strengthening students' ability to interpret, represent, and solve problems using visual and contextual reasoning—skills that are essential for tackling multi-step problems in later grades.TheDreamBox Mathcurriculum demonstrates vertical coherence across grade levels by systematically building on students' prior knowledge through the consistent use of visual models, representations, and strategies. Ingrade 1, within the "Numbers and Operations" domain, students compare numbers shown on math racks. This instructional strategy directly connects to concepts introduced in gradeK, where students first represent numbers using math racks to develop number sense and understand part-whole relationships. By continuing to use the same manipulative in a more analytical context,DreamBox Mathreinforces familiarity while deepening conceptual understanding. Ingrade 3, students apply these foundational skills to more complex operations by using jumps on a number line to represent multiplication. This lesson sequence draws directly on prior learning ingrade 2, where students solve addition and subtraction problems using the same number line model. By extending the use of number lines from additive reasoning to multiplicative reasoning,DreamBox Mathprovides continuity in representation while scaffolding new concepts. Through these intentional instructional progressions,DreamBox Mathensures that students revisit familiar tools and strategies in increasingly complex contexts. This coherence across grade levels supports long-term retention, conceptual depth, and readiness for future mathematical learning.DreamBox Matheffectively connects prior knowledge to the concepts and procedures introduced at the current grade level. In the "Number and Operations" lesson within 2.4C, instruction begins with a brief review of foundational addition concepts, reinforcing previously learned material. This review is followed by a simple computation problem designed to activate prior understanding and prepare students for more complex tasks. The lesson then transitions to the current grade-level objective of solving word problems involving three-digit addition. Throughout the lesson, a variety of developmentally appropriate strategies and procedures are employed to support student comprehension and application, ensuring that instruction is both accessible and aligned with grade-level expectations. This structured progression reflects commitment ofDreamBox Mathto building conceptual continuity while advancing mathematical rigor.

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

The article "How Students Can Lose Progress inDreamBox Math" states that if a student loses progress, the system provides an opportunity to review previously introduced concepts that have not yet been retained. This function is built into the program's adaptive learning model.According to the information provided in the question mark pop-up next to the "All Lessons" heading,DreamBox Mathincludes spaced retrieval by revisiting prior content across learning pathways. This feature allows students to re-engage with skills and concepts at multiple points in their progression.DreamBox Mathdelivers varied permutations of lessons, rather than repeating identical problems. This design aligns with the Texas Essential Knowledge and Skills (TEKS), and supports the program's structured approach to reinforcing student understanding through repeated exposure to aligned content.

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

DreamBox Mathmaterials provide interleaved practice with previously introduced skills and concepts across multiple grade levels. This structure enables recurring exposure to content through varied contexts as part of the program's adaptive learning design.The math rack is used ingrade Kand grade 1 to compare numbers. In grade 2, number comparison continues using a number line divided into intervals of 5s and 10s, reflecting consistent use of visual-spatial models to support numerical reasoning.Graphing and data analysis are interleaved across grades. Ingrade K, students create graphs and draw conclusions. In grade 1, students generate and answer questions based on data and continue drawing conclusions. In grade 2, students use data representations to write and solve one-step word problems.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

DreamBox Mathmaterials include questions and tasks that provide opportunities for students to interpret models and representations of mathematical concepts and situations. In agrade 1 "Just Started" lesson aligned to standard 1.8C, students construct a pictograph using provided visuals. The task focuses on drawing conclusions and generating and answering questions based on picture- and bar-type graphs. Students engage with the visual model by creating their own representation of the data, interpreting its structure and meaning.DreamBox Mathmaterials also include opportunities for students to analyze representations of mathematical concepts. In the "In Progress" lesson for the same standard, students use a completed graph to answer comprehension questions about the data. One task prompts students to "Select all categories of hats that were counted the most," requiring analysis of the visual model. Tasks addressing evaluation of representations were not evident in materials reviewed for grades K–2.

Evaluation for 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. In Lesson 1.7A,grade 1 students use drawings and physical objects to represent and solve addition and subtraction problems within 20. The lesson includes tasks that prompt students to build sets, draw models, and use manipulatives to demonstrate their understanding of part-whole relationships. These activities require students to create visual and concrete representations that reflect mathematical thinking and problem-solving processes.In Lesson 1.8A,grade 1 students create a graph to represent data of their choice. This task provides an opportunity for students to construct a pictorial representation that visually organizes collected information, supporting the development of foundational data-analysis skills.

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

DreamBox Mathmaterials provide opportunities for students to apply conceptual understanding to new problem situations and contexts. In thegrade 1 lesson "Solving Word Problems with Objects," the teacher is directed to "Present the next problem: 'There are some birds in a tree. If 3 birds fly away and there are 7 birds left, how many birds were there to start?' Students solve this independently, then discuss with a partner. Select a few students to share their plans for solving the problem with the class." This task requires students to apply their understanding of subtraction and part-whole relationships to solve a real-world problem using their own strategies.In thegrade 1 lesson "Solving Word Problems with Objects," students apply conceptual understanding to new problem situations and contexts by solving real-world subtraction problems. The teacher is directed to "Present the next problem: 'There are some birds in a tree. If 3 birds fly away and there are 7 birds left, how many birds were there to start?' Students solve this independently, then discuss with a partner. Select a few students to share their plans for solving the problem with the class." This task engages students in applying part-whole relationships and subtraction strategies to determine the unknown quantity.

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

TheDreamBox Mathcurriculum provides tasks designed to build student fluency and automaticity needed to complete grade-level mathematical tasks. One of the three lesson types, found in "WhatKinds ofLessonsWillEducatorsSee in the Lesson TypesColumn?" under "Fluency, Application, and Procedural Skills," focuses on practicing skills students have already demonstrated they understand. These lessons support the development of fluency and flexibility through repeated, targeted practice.TheDreamBox Mathgrade 1 curriculum includes tasks designed to build automaticity and fluency required for grade-level mathematical tasks. In the "Just Started" lesson aligned to 1.3.D, students complete equations by identifying missing numbers using visual dot representations. A hint feature briefly displays the missing number of dots to reinforce number recognition and recall. These supports promote number sense through repeated, interactive practice.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.

TheDreamBox Mathgrade 1 curriculum provides opportunities for students to apply efficient, flexible, and accurate mathematical procedures throughout learning pathways. In the review lesson for 1.2.A, students view a quick flash of beads organized in10s and1s. Students then represent the number using both bead models and standard numeric form. Immediate feedback supports correction and reinforces accurate number representation.TheDreamBox Mathgrade 1 curriculum provides opportunities for students to apply efficient mathematical procedures throughout learning pathways. In the review lesson for 1.2.A, students view a flashcard displaying beads and identify the number within 100. This activity supports subitizing and promotes efficiency in number recognition and mental math.

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.

TheDreamBox Mathgrade 1 curriculum shows howLesson 1.2.E provides opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy. Lessons present concepts through multiple formats to support flexible reasoning and deeper understanding. Immediate feedback helps students correct errors and evaluate the accuracy of their strategies.TheDreamBox Mathgrade 1 lesson "Using Pictorial Models to Solve Word Problems" in 1.3.B provides opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy. Students solve problems independently using drawings or counters, then share and discuss their strategies and models with the class. This structure promotes analysis of multiple approaches and helps students identify effective and efficient problem-solving methods.TheDreamBox Mathgrade 1 lesson "Comparing Sets with Pictorial Models" in 1.3.B provides opportunities for students to evaluate mathematical representations, strategies, and solutions for efficiency, flexibility, and accuracy. Students work in pairs to solve problems and explain their strategies, while the teacher observes and assesses their reasoning. This structure encourages students to reflect on their approaches and refine their problem-solving methods through peer discussion.

Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.

TheDreamBox Mathcurriculum contains guidance to support students in selecting increasingly efficient approaches to solve mathematics problems. Individualized learning pathways offer targeted practice, while scaffolding and feedback provide step-by-step guidance and strategy-based hints. These hints prompt students to consider more effective problem-solving strategies.TheDreamBox Mathcurriculum contains guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.DreamBox Mathprovides interactive tools, such as number lines, area models, and base-10blocks, to help students visualize concepts and explore multiple strategies. These tools guide students toward more abstract and efficient problem-solving methods.TheDreamBox Mathgrade 1 lesson for 1.2.A in the "Numbers and Operations" domain provides guidance to support students in selecting increasingly efficient approaches to solve problems. Students begin by composing and decomposing numbers using grouped items in10s and100s. Students then complete place value charts to represent numbers more efficiently.

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

The materials do notcontainan explanation of why or how the conceptual understanding supports the procedural emphasis of the Texas Essential Knowledge and Skills (TEKS).

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.

Questions and tasks provide opportunities for students to use concrete models and pictorial representations as required by the TEKS. In thegrade 1 lesson for 1.3B, "Joining Sets with Objects," theTeacherNarrative directs students to act out joining sets using concrete manipulatives, such as counters or blocks. A pictorial model is used in the "Just Started" lesson for 1.2A, where students represent different values using beads.Questions and tasks provide opportunities for students to use abstract representations as required by the TEKS. In the "Just Started" lesson for 1.3B, students drag and drop numbers and symbols to create a number sentence that matches a given word problem. This task supports the development of abstract reasoning through symbolic representation.Ingrade 1, standard 1.2C, theTeacherNarrative in "Counting with Pictures: Representing Numbers Up to 120" directs students to draw pictures to represent numbers. This activity supports the use of pictorial models to connect to abstract representations. Students build understanding by translating quantities into visual form.

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.

DreamBox Mathmaterials include supports for students in connecting and creating concrete and representational models to abstract concepts, as required by the TEKS. In thegrade 1 lesson for 1.3B, students use counting objects to solve word problems and conclude by writing a number sentence to represent the solution. In the "In Progress" lesson for 1.3D, students create a visual model using beads and connect it to an abstract number sentence, supporting the transition between representational and symbolic reasoning.DreamBox Mathmaterials include supports for students in explaining connections between concrete, representational, and abstract concepts, as required by the TEKS. In thegrade 1 lesson for 1.3B, "Solving Word Problems with Objects," students use manipulatives to solve problems and are prompted to explain how their solution connects to the abstract number sentence. In the lesson "Using Pictorial Models to Solve Word Problems," students discuss their answers and reasoning, explaining how their drawings represent the abstract concepts of addition and subtraction.

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

DreamBox Mathmaterials provide opportunities for students to develop academic mathematical language through embedded supports such as visuals, audio prompts, and guided discourse.DreamBox Mathstates, "DreamBoxintegrates academic vocabulary throughout its lessons. Visuals, audio supports, and guided prompts encourage students to express reasoning and engage in mathematical discourse." Educator tools, including printable glossaries and "Lesson Highlights," further scaffold and extend language development.Materials provide opportunities for students to develop academic mathematical language using visuals and manipulatives. In the "Just Started" lesson for 1.2G, students use bead visuals to learn the termsmoreandless. In the "In Progress" lesson, the vocabulary shifts togreaterandless, supported by an alligator graphic and ten frames to reinforce meaning and promote language development.

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.

In the lesson "Understanding Standard Form with Numbers up to 120" (1.2.C), students reflect on their learning by writing about how to use standard form to represent numbers. This activity provides an opportunity for students to use academic mathematical vocabulary in written form. The task encourages vocabulary development through individual expression and reflection.In "Geometry and Measurement" 1.6.A, Teacher Narrative "Classifying Shapes: Examples and Non-Examples,"DreamBox Mathprovides educator guidance to extend students' use of academic vocabulary. Teachers are directed to have students write and share their thoughts about shape attributes with a partner, and to classify shapes independently by naming each and listing its attributes. These tasks support vocabulary development through writing, discussion, and classification activities.DreamBox Mathcurriculum includes Vocabulary Instructional Routines that provide sentence stems to support and scaffold student discourse with peers.

Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.

In "Numbers and Operations" 1.2.C, the lesson "Representing Numbers with Objects" includes embedded guidance to support students' use of academic vocabulary in discourse. Teachers are directed to have students discuss their problem-solving plans with a partner, share with the class, and write a reflection on representing numbers with objects. These tasks promote the application of mathematical language through oral and written communication.In "Numbers and Operations" 1.2.C, the lesson "Understanding Expanded Form" includes embedded guidance to support the use of academic vocabulary in discourse. Students solve the problem independently, discuss their plans with a partner, and share strategies with the class. This structure promotes the application of mathematical language through peer and whole-class discussion.

Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.

DreamBox Mathincludes embedded guidance to facilitate mathematical conversations by supporting students in explaining reasoning and using academic vocabulary with peers. In "Geometry and Measurement" 1.6.D, Teacher Narrative "Exploring Rhombuses: Attributes and Definitions," students analyze examples and non-examples, discuss defining attributes with a partner, write a definition of a rhombus, and share it with another pair. These activities promote mathematical discourse through observation, collaboration, and written explanation.DreamBox Mathmaterials include embedded guidance to facilitate mathematical conversations and promote the use of academic vocabulary with peers.DreamBox Mathstates, "DreamBoxintegrates academic vocabulary throughout its lessons. Visuals, audio supports, and guided prompts encourage students to express reasoning and engage in mathematical discourse." Educator tools, such as printable glossaries and "Lesson Highlights," help scaffold and extend language development.

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.

Under the Resources tab, educators can access the document titledFeedback for Students, which outlines howDreamBox Mathprovides in-lesson scaffolding to support students when responses are incorrect. The document includes sample questions, exemplar student responses, and suggestions for guiding students to use embedded supports.In 1.3.D under "Number and Operations," theCurriculum Guideprovides guidance to anticipate student strategies and support or redirect inaccurate responses as students complete fact families. A number bond is used to scaffold learning and reinforce vocabulary. When students respond incorrectly, the program offers prompts that connect prior knowledge to current content for improved understanding.

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

DreamBox Mathincludes a description of howtheTexas Essential Knowledge and Skills (TEKS) process standards are embedded across learning pathways. TheCurriculum Guidestates, "EveryDreamBoxlesson is aligned to Texas EssentialKnowledge and Skills (TEKS) Readiness Standards for grades K–5, ensuring students not only learn math content but also develop problem-solving, reasoning, and communication skills." The guide also highlights how lessons "progress from early sense making to fluency and application, supporting educators with both structure and flexibility."TheTEKS process standards are integrated appropriately into the materials. Ingrade 1, Lesson 1.3B, "Joining Sets with Pictorial Models," students use pictorial representations to model addition problems and explain their reasoning. TheTeacherNarrative states, "For the final problem, present: 'There are some ducks in a pond. If six more ducks join them, there are now 12 ducks. How many ducks were there originally?' Students solve independently, then share with a partner. Finally, ask selected students to share their plans for solving the problem with the class. Collect students' pictorial models and written reflections on their problem-solving process for assessment."

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

DreamBox Mathincludes a description of how process standards are incorporated and connected throughout the learning pathways. TheProcess Standards Alignmentguide outlines how lessons and virtual manipulatives align with the TEKSmathematicalprocessstandards. This annotated table provides specific examples of student engagement in problem solving, reasoning, and communication. The guide supports educators in understanding how process standards are embedded across instructional content.TheDreamBox MathTeacher Narrative: "Representing Numbers with Objects" references theprocessstandards at the start of the lesson and connects them to real-life applications for students.

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

In the Teacher Experience under Curriculum, "Number and Operations," the TEKS are listed with lessons that align with that curriculum standard.In addition, the materials provide a "TEKS Alignment" subsection within the Reviewer Site under the Instructional Designtab. On this page, the article "Mathematical Process Standards" gives educators an overview of the TEKS process standards, along with examples ofDreamBox Mathlessons that engage students with them. A table also shows how select lessons incorporate and align with these process standards.

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

DreamBox Mathmaterials provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. The website states, "Rather than progressing through isolated memorization of facts, students are supported in building cognitive maps of connected ideas, allowing for deeper understanding and retention." The curriculum is intentionally designed with vertical and horizontal coherence and is adaptive, reflecting the dynamic nature of student thinking.DreamBox Mathmaterials provide opportunities for students to make sense of mathematics through open-ended questions, multi-step tasks, and visual models that support problem-solving and conceptual understanding. InLesson 1.3B, "Using Pictorial Models to Solve Word Problems," students solve a problem individually using counters or drawings, then share their strategies and representations with the class. The teacher leads a discussion to compare student approaches and highlight different ways the problem was modeled.

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

DreamBox Mathmaterials support students in understanding, explaining, and justifying that there are multiple ways to solve problems and complete tasks. The website states, "Using interactive tools, students engage in flexible thinking and use multiple strategies to solve a problem rather than following a single method." This approach encourages students to explore various solutions and develop a deeper understanding of mathematical concepts.DreamBox Mathmaterials support students in justifying and explaining that there are multiple ways to solve problems and complete tasks. InLesson 1.3B, "Using Pictorial Models to Solve Word Problems," students solve a problem independently using counters or drawings, then share their strategies and models with the class. The teacher leads a discussion to compare different representations, allowing students to explain their reasoning and justify the effectiveness of their approach.

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.

DreamBox Mathmaterials are designed to require students to make sense of mathematics through multiple opportunities to engage in, write about, and discuss math with peers and educators. InLesson 1.6A, "Classifying Shapes: Examples and Non-Examples," students reflect on the defining attributes of a triangle and a circle. After individual think time, they write down their observations and share their reasoning with a partner.DreamBox Mathmaterials are designed to require students to make sense of mathematics through multiple opportunities to do, write about, and discuss math with peers and educators. InLesson 1.6A, "Classifying Shapes: Examples and Non-Examples," students first write and share their thoughts about the defining attributes of triangles and circles. They then classify shapes independently by naming each and listing its attributes on an activity sheet.

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

DreamBox Mathmaterials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations and justifications. The website states, "DreamBoxassessment is based on students' demonstrated understanding, not just correct answers. Each lesson contains measurable learning objectives aligned to the TEKS where student evidence is showcased in not only what they answer, but what they do and how they show their thinking." To be marked proficient, students must consistently show mastery across multiple lesson types, including early sense-making, exploration, recognition of structure and relationships, and procedural fluency.DreamBox Mathmaterials support educators in guiding students to share and reflect on their explanations and justifications. InLesson 1.3B, "Joining Sets with Pictorial Models," students solve problems independently, discuss their strategies with a partner, and share with the class. This routine is repeated across four problems of increasing complexity. Students explain their reasoning, justify why their strategy was effective, and evaluate the strategies of others for accuracy and efficiency.TheTeacher Guidesupports students in sharing and reflecting on their arguments, explanations, and justifications during instruction. The ELPS-alignedTeacher Narratives specifically address this by providing guidance for teachers when incorporating the aligned English Language Proficiency Standards (ELPS).

Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.

DreamBox Mathmaterials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. The website states, "Just-In-Time support inDreamBoxpromotes error analysis and self-correction and facilitates productive struggle." Hints and real-time scaffolding encourage students to pause, reflect, and respond to feedback before continuing the lesson.DreamBox Mathmaterials provide prompts and guidance to support educators in addressing anticipated misconceptions. For standard 1.5A, students commonly struggle with understanding the pattern of counting beyond 100 and its connection to place value. In the "Review" lesson,DreamBox Mathaddresses this by having students practice counting beyond 100 and offering guiding questions when errors occur. If misconceptions persist, additional hints are provided to support students in reaching the correct answer.