enVision+ Texas Matemáticas, Kindergarten

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

The Guía del maestro contains a scope and sequence for 12 Temas aligned with the Texas Essential Knowledge and Skills (TEKS) in “Contenido y secuencia” for 135 days, 165 days, 180 days, and 210 days. The “Contenido y secuencia” for the instructional calendars includes a table with the concepts for each Tema. For example, Tema 1 focuses on “Contar y comparar números del 0 al 5” and includes the lessons, concepts, and the TEKS in content throughout the year, varying accordingly in instructional pacing for each instructional calendar.

Additionally, the Guía del maestro includes a scope and sequence outline with “Correlación con los conocimientos y destrezas esenciales de Texas.” Materials in the grade K Guía del maestro for “Contenido y secuencia” include a table with the TEKS and aligned lessons and pages from the Libro del estudiante and the Guía del maestro. For example, the grade K scope and sequence follows an instructional pathway with números y operaciones, geometría y medición, análisis de datos, and comprensión de finanzas personales, with a table outlining the TEKS taught throughout the course.

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).

The Guía del ritmo de enseñanza, grado K includes “Contenido y secuencia” documents for 135-day, 165-day, 180-day, and 210-day instructional calendars. Each instructional calendar includes a table with TEKS integration in the 12 Temas of the academic year in the materials, the days of instruction, and the TEKS for each Tema.

Furthermore, the Savvas Realize online platform includes the suggested instructional calendar tabs in “Contenido y secuencia” for 135, 165, 180, and 210 days. The Tema 3 “Datos” in “Contenido y secuencia,” 135 días, includes a table for the suggested pacing of the materials including the days of instruction, the TEKS, differentiation, review, and evaluation. The table also includes resources and sections to be used, such as “Elaboremos,” “Vamos a investigar,” “Representemoslo en 3 actos,” and “Investiguemos.”

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

Materials for grade K include an explanation for the rationale of unit order in the course and the connection of concepts. Program overview materials include the “Grade K Content Organization Rationale” organized in 12 Temas for grade K with the mathematical key concepts and student connections, including a “Grade K Content Organized to Build Connections” table with each Tema in unit order. For instance, Temas 1–2 focus on using numbers to create and represent counted quantities, while Tema 3 focuses on collecting, counting, and categorizing data represented in graphs. Grade K materials include key concept description with the intentional purpose of each unit and conceptual connections across Temas.

Additionally, materials in the Guía del maestro include a “Math Background and Coherence” section at the beginning of each Tema explaining how concepts connect to prior and future learning in the “Vuelve atrás” and “Más adelante” sections. For example, in “Contexto matemático: Conceptos clave - Contar y comparar números del 0 a 5,” the materials break down the progression of the Tema, including what content comes before and after the Tema.

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

The online platform includes the “Protocolos de internalización y herramientas de observación” in a tools section that also provides resources such as “Protocolo de internalización del tema para el maestro” and “Protocolo de internalización de la lección para el maestro.” The grade K materials include guidance for unit and lesson internalization consisting of 13 and 16 steps, providing a thorough understanding of key learning objectives, sequencing, and instructional strategies.


Additionally, the Guía del maestro includes an “Elaboremos,” “Investiguemos,” and “Representémoslo” section for each lesson in the materials with internalization previewing the unit to understand key standards, unit objectives, vocabulary, and assessments. For example, expanded notes appear in each of the three lesson types in Tema 1 of the Guía del maestro. The materials provide a process for educators to connect lesson objectives to the TEKS, identify vocabulary and prerequisite skills, plan formative assessments, differentiate instruction, and plan lesson materials.

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

The online platform Savvas Realize includes “Protocolos de internalización y herramientas de observación” with observation tools and internalization protocols that include support and guidance for educators from instructional leaders. Resources for instructional leaders include “Herramienta de observación para líderes de la enseñanza,” “Protocolo de internalización del tema para líderes de la enseñanza,” “Protocolo de internalización de la lección para líderes de la enseñanza,” and “Protocolo de análisis del trabajo del estudiante para líderes de la enseñanza.” For instance, “Herramienta de observación para líderes de la enseñanza” is an observation and analysis tool for instructional leaders in the format of a checklist to answer “Yes,” “Partially,” or “No,” serving as a resource for material implementation supporting educators.

Additionally, the grade K materials provide notes at the beginning of each lesson in the Guía del maestro titled “Elaboremos,” “Investiguemos,” or “Representémoslo.” The expanded notes in the first of each of the three lesson types in Tema 1 explain the key components of the program, such as problem-based learning, visual learning, and differentiated instruction to allow instructional leaders to support educators. The materials outline the unit structure by incorporating a list of materials, new vocabulary, and resources for instructional leaders to support educators to implement the materials effectively.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

The grade K Guía del maestro includes a math background section in “Contexto matemático: Conceptos clave” where the materials break down the progression of the Tema. In the “Contexto matemático: Coherencia” section, the materials explain how concepts and the TEKS connect across previous courses, within current courses, and in possible future courses. The “Adaptaciones del lenguaje” section incorporates vocabulary in context with mathematical meaning and outlines the critical prerequisite vocabulary.

For example, each Tema includes “Adaptaciones de lenguaje y discurso oral/escrito,” “Apoyo para el vocabulario del tema,” and “Transferencia metalingüística al inglés y cognados.” These sections focus on vocabulary that will be introduced in the unit along with previously taught vocabulary and what will be introduced in the upcoming unit. There is a breakdown of academic vocabulary by lesson provided in the materials to effectively teach the concepts.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The online platform provides family engagement resources for each Tema and unit in the “Participación de la familia” section. Materials include digital resources, an overview of lesson learning goals, video tutorials, examples, and at-home learning activities in English and Spanish. For example, families will view a welcome page in the online platform with the Temas of the grade level in the “Soporte del capítulo” tabs, where families can select the Tema to support their student and find the engagement resources in both English and Spanish.

Furthermore, in the “Plan del tema” under “Participacion de la familia,” family letters are included for each Tema with guidance and support resources. Materials also provide suggestions for how families can support student progress and achievement in the grade level for each unit in a “De la escuela al hogar” letter in English and Spanish. These materials provide strategies and activities for families to use at home for each Tema, such as Tema 1, “Contar y comparar numeros del 0 al 5,” which includes a short letter in both English and Spanish and a section for families to make observations.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

“Planes de lecciones” can be found in the digital resource that includes lesson objectives, the TEKS correlations, and tasks, questions, and assessments aligned to the lesson objectives. For example, each lesson includes a table with a summary of the lesson and the steps in the lesson plan, such as paso 1 “Explorar y comentar,” paso 2 “Aprendizaje Visual,” paso 3 “Práctica y resolucion de problemas,” and paso 4 “Evaluar y diferenciar.” Materials support the effective implementation of grade-level instructions to facilitate mastery of content.

Furthermore, in Guía del maestro at the beginning of each lesson, the “Elaboremos” section includes critical information for the lesson including TEKS alignment, lesson objectives, and other materials. For example, in lección 2–1 “Elaboremos” the materials include “Comprobación rápida” and “Boleto de salida” to assess students in alignment with the TEKS.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.

The online platform for grade K in the “Plan de leccion” provides materials required for instruction and the suggested timing for each lesson component in “Cronología de la lección.” For example, the grade K materials include a table that includes “Tiempo,” “Propósito,” and “Materiales” for the steps of the lesson in the lesson overview. The guidance in the lesson overview outlines the pacing of lessons and the lesson cycle within a given timeframe, which supports the educator in effectively delivering instruction of the materials.


Furthermore, in the “Plan de tema” section of the Guía del maestro, suggested time allocations are included for each lesson component with clocks at the top of all pages. For example, grade K materials in Tema 5, “Elaboremos, 5-2 Representar la resta como separar,” suggest teaching the lesson over the course of one day.

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

In the grade K Guía del maestro, the paso 4 “Evaluar y diferenciar” section provides formative assessment guidance with interventions, enrichment, and additional practice resources. For example, the “Comprobación rápida” is a formative assessment in paso 4 “Evaluar y diferenciar” with a point rubric that includes guidance for educators on effective use of the assessment resources in the materials as well as “Actividad de intervención” and “Práctica adicional.”

The Guía del maestro “Biblioteca de diferenciación” includes extended practice in the form of intervention, reteach-to-build, enrichment, and build-mathematical-literacy activities, as well as additional practice pages. For example, in grade K Tema 2 “Vistazo a la Biblioteca de diferenciación,” the materials include three sections for enrichment activities—“Aplicaciones en la vida diaria,” “Mejorar la comprensión,” and “Mantener la comprensión y la fluidez”—which also include routines such as “Juegos prácticos” and “Práctica de fluidez.”

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The grade K Cuaderno de evaluación includes a “Why and When to Assess” section that features observation tools, quick checks, exit tickets, Tema assessments, and cumulative assessments available as digital and printed materials. The instructional assessments for grade K include varying question types and tasks, such as multiple choice, text entry, and constructed responses. For example, educators give students diagnostic assessments at the start of the academic year and the beginning of each Tema, formative assessments during lessons and at the end of each lesson, and summative assessments at the end of each Tema, after a group of Temas, and at the end of the year.

The grade K Guía del maestro includes guided practice to check for understanding, quick check activities for differentiation needs, and exit tickets to assess student learning at the end of the lesson. The materials in the “Examen de preparación” diagnostic assessment includes 12 multiple choice questions that should be administered at the beginning of the year to obtain data for differentiated instructional planning. The unit level assessment follows the exit ticket in the guide and includes multiple choice, student constructed response, and text entry question types.

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

The materials for grade K in the Cuaderno de evaluación assessment guide define each assessment and the intended purpose for diagnostic, summative, and formative assessments in a table. For instance, the grade K materials provide a “Why and When to Assess” section for each Tema included and define diagnostic assessments as assessments to be administered before instruction to measure student readiness.

Grade K materials in the Cuaderno de evaluación also provide a table with the definition for the varying types of assessments, including the type of assessment, the recommended time to administer the assessments, and the name of the assessments in the instructional materials. For example, formative assessments during a lesson are “Herramientas de evaluación observacional,” “Practica Guíada,” and “Comprobaciones rápidas.” “Boletos de salida” are defined as formative assessments for the end of the lesson and intended to assess student lesson comprehension.

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

The grade k materials in the Cuaderno de evaluación include the sections “Why and When to Assess,” “How to Assess,” “Assessment Data,” “Assessment Practice,” and “How to Administer Assessments” with tables under each section with guidance for educators. For example, the table in “How to Administer Assessments,” categorized as “Administration of Instructional Assessments,” provides educator guidance for preparing and monitoring assessments.

The materials for grade K in the Cuaderno de evaluación also include a table that provides guidance on the observation assessment, portfolio assessment, performance-based task, and program assessments. Guidance includes timeframes for assessments and recommendations for a proper testing environment. For observation assessments, the materials suggest that the educator “Walk around and observe students reply to questions in class,” while for a portfolio assessment the educator should “collect samples of student work.” The materials also contain a “Boleto de salida” formative assessment within each lesson and includes directions for administering the print and digital materials with guided intervention support.

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

The grade K Cuaderno de evaluación includes a “Guía de puntaje” with item analysis charts that identify the TEKS aligned to the varying assessment types included in the materials. Assessment Sourcebook materials include “Examen de preparación,” “Evaluación para observar el progreso,” “Boleto de salida,” “Evaluación,” “Evaluación acumulativa,” and “Tarea de rendimiento.” For example, the item analysis charts connect individual assessment items for formative assessments in “Evaluacion para observar el progresso” and “Evaluacion del tema” summative assessments to the assessed TEKS and corresponding intervention lessons. The “Examen de preparación” diagnostic assessment takes place at the start of the year and “Repasa lo que sabes” at the start of a Tema. In addition, the “Guía de Puntaje” provides a table for the “Evaluación acumulativa,” covering three Temas at a time, and a cumulative assessment table for Temas 1–12 at the end of the guide in alignment with the TEKS.

The grade K Cuaderno de evaluación, “Evaluación para observar el progreso” materials include summative assessment items that are aligned to grade-level TEKS and lesson objectives. Forma C includes items connected to lesson objectives for geometric figures using visual models, constructed-response items, and multiple-choice response formats. Formative assessments included in the grade K Guía del maestro with an educator-provided answer key are “Boletos de salidas.” For example, lección 3-10 “Tomar decisiones usando datos y números que indican cuantos hay,” aligns with the TEKS K.8C and K.1E. Diagnostic assessment “Repasa lo que sabes” is at the start of each Tema as a guided educator assessment. For example, in Tema 11, there are six guided questions that are TEKS- and objective-aligned for the grade level.

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

The materials in the Cuaderno de evaluación and “Guía de puntaje” include a “Tabla de análisis,” which features an item analysis chart that lists the Depth of Knowledge (DOK) level on the progress monitoring, diagnostic, and summative assessments for the materials. The guide includes the table of item types in and performance tasks explaining the varying item types—for example, text entry, inline choice, hot spot, drag and drop, multi-select, and more. Furthermore, “Evaluación acumulativa” for Temas 1–12 provides various levels of complexity with TEKS-aligned questions, including multiple-choice questions requiring students to identify and write numbers.


The grade K materials in the “Evaluaciones del curso” resources include diagnostic, progress-monitoring, and summative assessments aligned with the TEKS with varying levels of complexity. For example, “Evaluación para oservar el progreso Formas A-C” include TEKS-aligned items ranging in complexity levels with multiple-choice and text-entry response formats administered at the beginning, middle, and end of the year to measure student understanding.

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

The materials for grade K include the Cuaderno de evaluación and “Guía de puntaje” for all Tema and lesson level assessments with a scoring guide and answer keys. For example, the “Guía de puntaje” explains how educators use online assessment reports to interpret student mastery, group students based on performance data, and identify instructional support based on the instructional assessment results. The scoring guide addresses how students earn points, with one or two points awarded based on how the student was expected to answer.


Furthermore, the Guía del maestro provides instructional assessments and scoring information for interpreting student performance. The Guía del maestro also includes guidance for analyzing assessment results and determining instructional responses based on student performance. For example, in lección 11-7, paso 4 “Evaluar y diferenciar,” the scoring guidance for “Comprobacion rápida” identifies scores for intervention and extension activities. The “Boleto de salida” includes a self-assessment response and guidance for using student results to determine instructional support. For each Tema, the grade K materials include a “Mi progreso y crecimiento” document to offer guidance on student performance before, during, and after the Tema.

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

The grade K Cuaderno de evaluación “Guía de puntaje” includes scoring guidance, item analysis charts, and instructional support connected to student assessment results. For instance, the item analysis charts connect the TEKS assessed to corresponding intervention lessons and provide instructional support within the Intervention System (IS) based on student performance trends.

Additionally, the Guía del maestro assessment analysis tools include instructional guidance based on student assessment performance. For example, in Tema 10, lección 10-1, the scoring guidance for “Comprobación rápida” identifies intervention and extension activities based on student scores and connects the assessment results to instructional support and differentiation activities. There are also quick checks within the lesson, where students complete a reinforcement activity if they receive a 0–3 score and an enrichment lesson if they score 4–5 points. The “Biblioteca de diferenciación” also includes guidance and a variety of differentiated projects for educators to choose in response to student trends in performance of assessments.

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.

The “Herramienta para profesores de progreso y crecimiento del alumno” includes progress monitoring tools to document student performance before, during, and after instruction. For example, the “Antes del tema,” “Durante el tema,” and “Tras el tema” resources help educators record student performance across the TEKS-aligned lessons and objectives. In “Boleto de salida,” materials include a student self-assessment to track progress for the objective of the lesson. For instance, the student tracker consists of three options of “Puedo,” “Con ayuda,” or “No todavia,” with the student tracker listing each assessed unit and their corresponding lessons.

Additionally, in the Cuaderno de Evaluación, there are student-facing progress monitoring tools in the “Boleto de salida” that allow students to reflect on and document their comprehension of the lesson objectives. For example, in the “Mi progreso y crecimiento” exit ticket tool in Tema 4, lección 4-2, the self-assessment options for students to monitor their progress include a check-in of “Puedo,” “Con ayuda,” or “No todavia.” In the Guía del maestro, “Datos de las evaluaciones” include online data that track student progress both for individual students and the class. For instance, the educator tracker lists each unit and their corresponding lessons, the table names, the lessons, the TEKS, and objectives, as well as how students performed before, during, and after the unit.

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

Materials in the Guía del maestro include the paso 4 “Evaluar y diferenciar” section, which contains an “Actividad de intervención” at the end of each lessons and an additional “Video de apoyo,” where students can reinforce and review the lesson content. Additionally, materials include “Refuerzo para mejorar la comprensión” resources in each lesson with step-by-step guidance and additional practice activities. For example, “Refuerzo para mejorar la comprensión, R 4-5” requires students to count two groups of objects, record quantities using numerals, and write an equation for addition using the plus and equal symbols to represent the total.

Furthermore, the materials include the “Biblioteca de diferenciación” in the Guía del maestro Tema 8, which provides targeted support through a variety of instructional formats. For example, “Biblioteca de diferenciación” includes differentiated activities, resources, and additional practice for students at varying levels of proficiency, such as projects and electronic games. The “Refuerzo para mejorar la comprensión” is also included in the “Biblioteca de diferenciación” with accompanying educator guidance on scaffolded lessons and differentiated instruction.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).

The grade K Guía del maestro includes a section titled “Adaptaciones del lenguaje” with a breakdown of vocabulary supports in sections of “Apoyo para el vocabulario del tema,” “Transferencia metalingüistica al inglés,” “Cognados,” and “Vocabulario Académico.” For example, in Tema 8, the “Vocabulario en contexto” sections provide the mathematical meaning and alternate meaning of the words clasificar, deslizar, and cono. Additionally, Tema 7, lección 7-3 contains a language-embedded math chat labeled “Hablemos de matemáticas,” where the educator facilitates a math discussion using provided lesson vocabulary. The “Vocabulario del tema” includes a list of academic vocabulary words that supports student understanding of key mathematical terms within the lesson.

In addition, “Recursos vocabulario académico” includes educator guidance and student activities that provide explicit instruction for academic language. The Spanish Academic Vocabulary Teacher’s Guide K–2 includes teaching suggestions for 40 words along with digital resources. For example, in the “Repetir” lesson in Guía del maestro, students are introduced to the term through a definition, contextual examples, discussion prompts, and using the word in a sentence.

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

In the grade K “Biblioteca de diferenciación,” there are varying resources for students for differentiated instruction and enrichment and extension activities. Some examples include “Escoge un proyecto,” “Levantate y razona,” “Juegos prácticos,” and “Práctica de fluidez,” which provide grade-level content and skill proficiency by having students apply mathematical reasoning, complete collaborative problem-solving tasks, develop fluency, and connect mathematical concepts to real-world situations aligned to Tema objectives and the TEKS. Additionally, in Guía del maestro unit 5, paso 4, “Evaluar y diferenciar,” students should complete the activity “Comprobación rápida” after the quick check depending on their scoring. If students scored 0–3 points, they complete an intervention or reinforcement activity, and if they scored 4–5 points, they complete an enrichment activity.

Furthermore, the "Biblioteca de diferenciación" features educator guidance that includes mathematics and literacy resources connected to classification, counting, patterns, and problem-solving skills. For example, in Tema 3, there are “Matemáticas y lectoescritura” activities such as “Un dinosaurio especial,” “Patrones de dinosaurios,” “Agrupar dinosaurios,” and more that require grade-level skill proficiency. Additionally, “Grado K: Ampliación” provides printable materials for small-group or independent use. The lesson 5-5 extension activity “Hora de cuento” provides an image of six monkeys jumping on the bed, five pigs in a line, eight soccer balls, and students and an educator in a line. Students create a story for each visual, cross out the matching drawing, and write a corresponding number sentence as they demonstrate their skill proficiency for the grade level.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

In the Guía del maestro paso 2 “Aprendizaje visual” and paso 3 “Práctica y resolución de problemas,” the materials provide prompts and guidance for modeling concepts of the lesson. For example, lección 10-2 provides explicit prompts in “Conversación en la clase,” with the educator prompting in a blue font and student responses in brackets, such as “¿Cómo saben cuantas hojas hay? [Se pueden contar]. ¿Qué número ven? [13].” Following educator prompting, the materials include guidance in the section to “Observe a los estudiantes que tienen problemas para entender que los recuadros muestran 13” and “Recuerde a los estudiantes contar el número para ver que son iguales.” Additionally, the “Hablemos de matemáticas” section in each Tema provides educator guidance for introducing and explaining lesson concepts. For example, in lección 10-2, “Interpretación de datos” includes educator guidance for the “Mira de cerca” activity, where the materials direct the educator to display images and prompt students to observe, discuss, and describe what they notice.

In addition, the Guía del maestro for grade K Tema 2 “Estandares de procesos matemáticos de los TEKS” includes educator guidance and discussion prompts to support mathematical reasoning, such as “¿Como indica el conteo cuantos hay en un grupo?” and “¿Cómo se pueden comparar los grupos?” The “Presentación del tema” includes lesson-specific prompts like “Qué pregunta del video intenta responder la persona?” and “¿Qué matemáticas saben ya que puedan ayudarles a responder la pregunta?” In Guía del maestro Tema 1, the “Presentación del Tema” includes a “Paseo de matemáticas” section with educator-prompted questions such as “¿Qué notaron?” and “¿Qué se preguntaron?” Educator guidance can also be found in Guía del maestro Tema 10, lección 10-2, after different sections as follows: “Práctica Guíada,” “Práctica y resolución de problemas,” “Comprobación rápida,” “Biblioteca de diferenciación,” and “Actividad de intervención.” The guided sections are part of paso 3 and paso 4 of a given lesson.

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

The materials for the grade K Guía del maestro include lesson structures, instructional routines, and teaching practices that support educators in facilitating mathematical discussion, modeling concepts, and guiding student learning. For example, the lección 10-3, paso 1 “Explorar y comentar” section guides educator recommendations to include whole group or small group instruction to create the numbers 16 and 17 with linking cubes and partner talks. Paso 2 “Aprendizaje visual” includes educator guidance for structured conversations using an animated visual to support students and analyze varying strategies and instructional approaches for the given concept. Additionally, the Guía del maestro describes three lesson types: “Investiguemos,” “Elaboremos,” and “Representemos en 3 actos.” Each lesson incorporates a different instructional approach. “Investiguemos” uses a problem-based learning approach, “Elaboremos” emphasizes direct instruction, and “Representemos en 3 actos” includes a real-world approach.

Furthermore, the “Planes de la lección para Texas” in lección 1-2 include lesson pacing, instructional routines, educator prompts, sample responses, intervention support, and differentiation guidance through the lesson. For example, “Rutina de lenguaje: Comparar y conectar” includes supports with questions to guide students in discussing how the arrangement of objects does not change the quantity. Additionally, Brainingcamp tasks incorporate educator guidance for an additional instructional approach with virtual manipulative integration, such as in the “3, 2, 1… Build It” activity, where students use linking cubes to represent numbers. Guía del maestro, lección 10-3 “Elaboremos” guides educators through the use of the “Boleto de salida” and how to support students based on their results and to facilitate instruction with reminders such as, “Apoyar a los estudiantes cuando sea necesario, recordándoles que pueden contar los objetos para hallar cuantos tienen.”

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The K–2 program overview includes guided, independent, and collaborative practice in a table featuring practice opportunities and recommended structures for approaches, with the section including the definition of the program for whole group, small group, and the individual. For example, guided practice, adaptive practice, fluency practice, spiral review, math talks, and hands-on games include recommended implementation structures for each practice type. The materials recommend math talks for whole group or small group instruction and spiral review for individual practice.

Additionally, the grade K Guía del maestro lección 4-2 includes whole and small group instructional structures, educator prompts, and guidance for facilitating discussions and monitoring student understanding. Paso 1 “Explorar y comentar” includes the instructional structures of “Introducción toda la clase and supervisar,” “Seleccionar y poner en secuencia en grupos pequeños,” and “Relacionar toda la clase,” which provide guidance for questioning students, monitoring student strategies, selecting student responses for discussion, and connecting student representations to the lesson objectives with guided instruction. In paso 2 “Aprendizaje visual, Hablar sobre las ideas matemáticas,” the educator guides students to participate in a think-pair-share small group activity where students compare their ideas on how to represent two groups that join as one. Paso 3 “Práctica y resolucion de problemas” includes digital and print practice for students to complete independently and includes educator guidance on what to ask students to do. For example, “Pida a los estudiantes que usen fichas para formar el número y dibujen círculos para indicar cuantos hay.” Additionally, the "Biblioteca de diferenciación" includes four projects with educator guidance and recommended structures. Students complete the projects collaboratively across multiple lessons aligned to the Tema, such as Project 1C where students count petals on a model and determine whether the quantities are the same while working collaboratively.

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

This guidance is not applicable because the Spanish program does not require guidance on providing linguistic accommodations.

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

In the Guía del maestro Tema 4, the materials at the beginning for each Tema include the “Adaptaciones de lenguaje” section with implementation guidance for educators to effectively teach the materials for emergent bilinguals. Sections include “Adaptaciones del lenguaje oral/escrito,” “Apoyo para el vocabulario del tema,” “Transferencia metalingüística al ingles,” “Cognados,” and “Vocabulario académico.” For example, in “Transferencia metalingüística al inglés,” “Competencias transferibles” states, “Tanto en inglés como en español, se usa el sonido /i/ para la letra y: toy, story; soy, ley.” Additionally, Tema 9 includes the “Vocabulario académico” and “Vocabulario en contexto” sections that provide academic terms, contextualized vocabulary support, and lesson-specific language guidance to support bilingual and emergent bilingual students during instruction.

Guía del maestro Tema 11, lección 11-7 also includes the “Apoyo al lenguaje” section that provides guidance for building vocabulary and oral language through number patterns and counting discussions. The guidance directs educators to connect the terms empezar and detener with counting sequences, use a visual number chart during instruction, and provide sentence starters to support students as they describe number patterns and counting ranges. Additionally, the beginning of each new Tema has a section titled “Repasa lo que sabes” that provides language and vocabulary support for educators to implement with students to deepen understanding. The lesson includes aligned words and phrases as well as vocabulary activities. Furthermore, materials include a program overview, which describes the sections “Supporting Emergent Bilingual Students” and “Additional Resources for Teachers,” which include a Language Support Handbook. For example, one support for emergent bilingual students is the “Language Support Activity,” which provides targeted language support at specific points during the lesson.

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

The Guía del maestro Tema 6 section “Adaptaciones del lenguaje” includes a variety of embedded guidance for emergent bilingual support. For example, in “Adaptaciones del lenguaje y discurso oral/escrito,” emergent bilinguals will interact with the vocabulary words in the Tema to increase comprehension through oral and written discourse and develop academic vocabulary. This section includes vocabulary that is relevant to the unit along with previous and future units. A table titled “Vocabulario en contexto” includes the vocabulary word, math definition, and other meanings. In unit 6, the provided math definition for the word operación in the materials is “Los pasos para resolver un problema,” while another meaning is “Los pasos para realizar una cirugía.” The Guía del maestro Tema 6 section “Adaptaciones del lenguaje” includes a variety of embedded guidance for emergent bilingual support. For example, in “Adaptaciones del lenguaje y discurso oral/escrito,” emergent bilinguals will interact with the vocabulary words in the Tema to increase comprehension through oral and written discourse and develop academic vocabulary. This section includes vocabulary that is relevant to the unit along with previous and future units. A table titled “Vocabulario en contexto” includes the vocabulary word, math definition, and other meanings.

Furthermore, the K–2 program overview includes language routines and language support activities. Language routines include “Collect and Display” for developing mathematical vocabulary and discourse, “Three Reads” for making sense of mathematical situations and problems, and “Compare and Connect” for analyzing mathematical concepts, representations, and language. In the activities guide, educators support emergent bilinguals in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections. For example, in the “Co-Craft Questions and Problems” activity, the students use conversation skills and content vocabulary while working in groups to generate questions, problems, and situations. The educator presents a mathematical equation and students write a math story that matches the given problem. Additionally, “Supporting Emergent Bilingual Students” identifies a “Language Support Activity” that provides lesson-specific opportunities for students to discuss mathematical concepts, explain their thinking, and communicate mathematical ideas through speaking and writing. “Presentacion del tema” includes a vocabulary activity that guides the educator to use a Frayer model to interact with vocabulary words both orally and by writing. The section includes the definition, characteristics, examples, and nonexamples. Online materials include a Spanish Academic Vocabulary Teacher’s Guide K–2, which includes teaching suggestions for 40 words. The guide supports the digital materials for these words with the student version of these materials that includes pronunciation, a student-friendly definition, a brief activity which uses the word in context, and an opportunity for students to use the word in a sentence for emergent bilinguals to practice oral and written discourse.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

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

Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Materials in the Cuaderno de evaluación include all instructional assessments for the grade level, such as “Examen de preparación,” “Evaluación para observar el progreso Forma A-C,” “Boleto de salida,” “Tarea de rendimiento del tema,” and “Evaluación acumulativa/de referencia” for Temas 1–6, 1–9, and 1–12. For example, “Tarea de rendimiento del Tema 6” provides the practice opportunity of having students demonstrate their depth of understanding with a DOK level 2 with “Ejercicio 1,” as aligned to the TEKS K.3C. Tema 3 “Evaluacion” requires students to draw tally marks based on the provided visual data. The materials include a scoring guide with the TEKS alignment for each assessment. The Cuaderno de evaluación includes a performance assessment at the end of each Tema. “Tarea de rendimiento del Tema 8” includes six questions and the corresponding scoring table, “Tabla de análisis de las preguntas,” identifies the corresponding TEKS and DOK levels for each item. In the “Guía de puntaje,” the materials provide a cumulative evaluation for Tema 9, where educators evaluate students on the concept of measurement aligned with the TEKS and the “Tabla de análisis” with the aligned and targeted practice opportunities over the course of the units for students to demonstrate their depth of understanding.

Additionally, the grade K Guía del maestro includes opportunities for students to model mathematical thinking and explain reasoning through exploration and visual practice in paso 1 “Explorar y comentar” and paso 2 “Aprendizaje visual.” For example, lección 5-2 is a visual activity in which students separate the number 7 into different groups, explain how they know the quantities in each basket, compare solution strategies, and represent decompositions using pictures, numerals, and discussion prompts aligned to the TEKS K.3B. Tema 4, lección 4-6, paso 1 “Explorar y comentar” has students engage in an activity that provides opportunities to practice solving a word problem involving addition using “fichas de dos colores.” Furthermore, the Guía del maestro includes “Práctica Guíada,” “Práctica y resolución de problemas,” and “Comprobación rápida” for additional practice opportunities over the course of the lesson with the inclusion of a formative assessment, such as Tema 2 “Contar y comparar números del 0 al 10” in “Resolución de problemas,” where students count to find the number that is one more and one less than the number provided.

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

The program overview contains questions and tasks that increase progressively in complexity and rigor using concrete, representational, and abstract instructional models. For example, grade K includes concrete models, visual representations, and abstract reasoning where students first solve problems using concrete manipulatives such as counters, cubes, and place-value blocks during “Explore” and “Investigate” tasks, then transition to pictorial and visual models in the “Visual Learning” activities and animation before applying abstract mathematical symbols and procedures through digital manipulatives and Brainingcamp activities. The “Grade K Content Organization Rationale” section includes a table titled “Grade K Content Organized to Build Connections,” which illustrates the progression of content across the grade level with 12 Temas that demonstrate how concepts increase in complexity and rigor over time, such as Tema 1, which focuses on “Count and Compare Numbers 0–5,” Tema 2 with “Count and Compare Numbers 0–10,” Tema 4 with “Understand Addition,” Tema 5 with “Understand Subtraction,” and Tema 6 with “More Addition and Subtraction.” The sequencing in the materials progressively increases in rigor and complexity throughout the grade level including varying questions and tasks.

Additionally, in Guía del maestro lección 6-1 “Explorar y comentar,” students are using red and yellow counters to decompose the number, then in “Aprendizaje visual” introduces a five frame along with the equation 5=1+4, leading to “Práctica Guíada,” where students are decomposing five with the five frame removed. “Contexto matemático, Conceptos clave” for “Contar y comparar números del 0 al 5” demonstrates how students work with increasing quantities and more complex concepts over time, as students initially focus on “Contar cantidades del 1 al 3,” developing foundational numeracy skills and the one-to-one correspondence principle, progressing to “Contar cantidades hasta 5,” increasing the range of numbers students are expected to represent and count. For each kección, the materials provide an overview of previous learning, current learning, and future learning demonstrating the progression of rigor and complexity. In lección 2-7, “Elaboremos, Contar números hasta 10,” students were previously taught how to count from zero to five in order and will now count from zero to 10 in order with grade-level proficiency and comprehension, understanding that each number represents an amount that is greater than the previous one. The lesson sequence moves students from visual models and guided representation activities to independent problem-solving and mathematical reasoning tasks. In the Libro del estudiante lección 4-1, students use objects, pictures, fingers, and numbers to represent and relate quantities during “Relacionar” activities and complete guided and independent problem-solving tasks in which they determine totals and represent quantities in multiple ways, compare representations, and explain mathematical thinking using drawings, numbers, and models.

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

The Guía del maestro coherently establishes a connection of patterns, big ideas, and relationships between mathematical concepts throughout all units using the “Contexto matemático, Coherencia” section, which includes the “¡Vuelve atrás!” and “Más adelante” subsections for the Temas. Tema 4 “Entender la suma” focuses on how the unit relates to what students have previously learned and what they will learn in the future. For example, the TEKS K.2A includes students counting up to 10, and the future TEKS K.3B includes students choosing how to complete addition equations while adding with fluency up to five. Additionally, the “Grade K Content Organization Rationale” features key concepts and connections between Temas, such as the key concept for Tema 1 “Contar y comparar numeros del 0 al 5” and Tema 2 “Contar y comparar numeros del 0 al 10,” which state that “Numbers can be used to create and represent counted quantities.”

Additionally, the Guía del maestro includes coherence across the Temas, explicitly connecting patterns, big ideas, and relationships between mathematical concepts in the “Elaboremos” sections. The materials include the three sections of “Conceptos clave,” “Coherencia,” and “Equilibrio,” demonstrating the coherence in the Temas. For example, Tema 11 “Contar hasta 100” connects to grade 1, with the “Más adelante” section stating, “Ampliar la secuencia de números para contar hasta 120: Tema 7, los estudiantes comenzarán en cualquier número menor que 120, contarán hasta 120 y leerán y escribirán números hasta 120.” Additionally, the Tema 4 lección 4-1 “Representar la suma, ¡Vuelve atrás!” subsection highlights previously learned concepts, noting that students have already learned how to count and compare numbers from 1–10 and describe categories. “Más adelante” describes future learning as students explicitly develop the concept of addition as adding to or putting together quantities.

Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.

Grade K Guía del maestro materials include coherence across units connecting the content and language students will learn in the future to the content learned throughout the academic year. Tema 7 “Contexto matemático, Coherencia, Figuras y sólidos” includes three columns: “¡Vuelve atrás!” “Tema 7,” and “Más adelante.” Each column demonstrates coherence across units, connecting the content previously learned, learned in the future, and the current Tema. In Tema 10 “Contexto matemático, Coherencia,” the materials connect counting and comparing numbers within grade K Temas while also linking prior concepts, such as counting to 10 and categorizing objects to future concepts, including counting forward and backward, representing numbers to 120, and connecting counting to addition in grade 1. Tema 3 “Clasificar y contar datos” has three sections that demonstrate coherence connecting content and language in “Adaptaciones del lenguaje,” where there are sections of “Vocabulario del tema,” “Términos previos,” “Próximos términos,” “Vocabulario en contexto,” and “Vocabulario para poner en contexto.” The “Términos previos” include seis, siete, ocho, nueve, diez, and patrones. For “Próximos términos” the upcoming terms are sumar, signo más (+), signo igual (=), ecuación, and suma.

Additionally, in Guía del maestro Tema 4 “Presentacion del tema: Entender la suma,” the materials include the sections “Análisis de los ejercicios: Repasa lo que sabes,” “Palabras de vocabulario,” “Actividad de vocabulario,” and “Vocabulario académico.” The “Palabras de vocabulario” section lists key vocabulary words, including sumar, operación de suma, signo igual, ecuación, en total, parte, signo más, suma, and entero. The “Actividad de vocabulario” section provides opportunities for students to deepen their understanding of the terms sumar, signo más, and suma through explicit vocabulary activities. “Contexto matematico: Coherencia” section includes information on what has been previously taught and how it connects to the current unit and connections to the unit or grade level ahead.

Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..

Grade K Guía del maestro lección 4-2 “Representar la suma como añadir” includes three sections that demonstrate coherence at the lesson level connecting prior student knowledge to new knowledge and skills: “Conceptos clave,” “Coherencia,” and “Equilibrio.” “Conceptos clave” includes lesson objectives for new mathematical knowledge and skills, such as the lesson’s mathematics objective of representing addition as adding a number. The “Coherencia” section includes “¡Vuelve atrás,” “En esta lección,” and “Más adelante,” where the lesson includes student previous knowledge of exploring the concept of addition representing how to add quantities of 1, 2, and/or 4, and using their previous knowledge for new mathematical knowledge and skills by working with addition problems with an unknown result as they advance into working with equations. The “En esta lección” subsection describes the learning plan and the “Más adelante” subsection explains how the knowledge and skills developed in the lesson support future learning.

Additionally, lección 2-5 requires students to use their prior knowledge of counting, representing quantities, and composing numbers to count points, match quantities to representations, and compare multiple solutions strategies while developing number sense within 10. Furthermore, the lección 12-1 “Monedas de 1¢ y monedas de 10¢” section “¡Vuelve atrás!” states, “Previamente, los estudiantes contaron de 1 en 1 y de 10 en 10.” “En esta lección” explains: “Los estudiantes identifican monedas de 1¢ y monedas de 10¢, entienden su valor en transacciones monetarias y comparan los valores de una moneda de 1¢ y una moneda de 10¢.” “Más adelante” says, “Más adelante, los estudiantes piensan sobre el dinero en términos de ganancias, destrezas para empleos, regalos, ingresos, deseos y necesidades.” Additionally, in Tema 2 lección 2-9, paso 1 “Investigar,” the “Ejemplos del trabajo de los estudiantes” contains the problem “¡Que sea justo!” which asks students to explain how to distribute 10 red cubes and nine yellow cubes equally between two people so that each person receives the same number of red cubes and the same number of yellow cubes, reinforcing the concept of equality with examples in the materials of four students’ solutions and demonstrating the application of previously learned concepts and procedures. The “Explorar y comentar” section in lección 3-2 begins with educators observing students as they work in an effort to check their understanding of previous content learned and builds towards students working on new content in the “Aprendizaje Visual” section. As students use what they know about counting and comparing groups of objects, they begin grouping objects together that are examples and nonexamples of a category given.

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

The Guía del maestro includes spaced retrieval opportunities with the application of previously learned skills and concepts in the lecciones and Temas. The “Elaboremos” section for each lección includes an “Hablemos de matemáticas” section for students to have mathematical discourse with previously learned skills and concepts across lessons and units. In lección 11-2 “Contar hasta 30 usando patrones,” the “Hablemos de matemáticas” section allows students to take turns counting to 14 with a partner while conversing about numbers that come before and after the number in addition to how many tens and ones compose the number. Students use previous knowledge included in the materials in “Coherencia” and “¡Vuelve atrás!” where students counted up to 20 as they continue throughout the lesson to meet the objective of using patterns to count to 30. Additionally, the program overview for the “Spaced and Interleaved Practice” section features math talks, fluency practice, review-what-you-know, and Tema review activities with spaced opportunities that allow students to repeatedly practice and apply previously learned concepts and skills across lessons and Temas. Materials include a Venn diagram with the names of spaced and interleaved practice, or a combination of the two found in math talks and fluency practice. In combination with interleaved practice, opportunities are also found in review-what-you-know, spiral review, adaptive practice, stand-up-and-think, Tema review, and hands-on games.

Additionally, the grade K materials include “Desarollar automaticidad” activities in the Libro del estudiante that revisit previously taught addition and subtraction concepts through repeated fluency and equation practice throughout the program. For example, Tema 6 “Desarollar automaticidad” requires students to solve addition and subtraction equations within 10 while identifying sums and differences equal to 3 and recognizing number relationships through repeated practice activities. In Tema 7 “Repaso,” students retrieve information from lecciones 7-1, 7-2, and 7-3. Additionally, “Repaso en espiral” is available digitally by lesson or as a print file for each lesson with 2–4 questions for each. The questions include both multiple choice and open-ended questions.

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

The materials also provide interleaved practice opportunities with previously learned skills and concepts across lessons and units in “Repaso del tema” and “Repasa lo que sabes” sections. In Tema 2 “Presentación del tema, Contar y comparar números del 0 al 10,” the materials in “Repasa lo que sabes” include instructions for students to circle the group that has a greater quantity than the other and cross out the group with the least as they review previously learned concepts. There is also an “Análisis de los ejercicios: Repasa lo que sabes” table, which lists the TEKS K.2G for the lesson. Tema 10 includes review activities from lecciónes 10-1 through 10-7 that require students to count, read, write, represent, compare, and order numbers from 11–20, as well as count forward and backward from any given number. Additionally, Tema 2 “Repasa lo que sabes” gives students the opportunity to demonstrate and practice their different problem-solving abilities by switching between problem types and strategies. The unit review begins by having students choose the correct amount from a group of objects, followed by writing numbers to match the correct amount shown, and ends with drawing groups of objects.

Furthermore, the materials provide interleaved practice opportunities with previously learned skills and concepts in the grade K Guía del maestro and “Biblioteca de diferenciación.” Tema 9 “Levántate y razona” requires students to apply counting, number recognition, comparing quantities, and representations of numbers from lecciónes 1-8 and 1-13 to count objects, identify quantities, and create a visual representation of the number of birds and beetles shown in the scenarios. The materials also provide illustrations of students’ work, such as in “Problema A: ¡Todos a bordo!” Educators prompt students to solve problems by applying previously learned concepts and procedures. lección 5-2 “Representar la resta como separar” consists of four questions that gradually release support with the first two questions including a visual representation and blank spaces for the answer. For these questions, they are given a picture of six cherries and two apples, respectively, while they are asked to decompose the number into “. . . y . . .”

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

In the Guía del maestro, the “Representémoslo en 3 actos” section presents “Acto 1,” “Acto 2,” and “Acto 3,” where students interpret, analyze, and evaluate models and representations for mathematical concepts and situations. For example, in lección 10-13 “Directo de la granja,” “Acto 1, El anzuelo,” educators assign tasks that guide students to interpret mathematical concepts and situations and formulate mathematical questions, such as “¿Qué pregunta les resulta más interesante?” Students also analyze mathematical concepts by making predictions, guided by questions like “¿Por qué creen que su predicción es la respuesta a la pregunta principal?” and “¿Quién tiene una predicción similar?” In “Acto 2, El modelo,” students create models and answer “¿Cómo puede representar el problema usando un modelo matemático?” In Tema 4, lección 4-4, students examine Miguel’s and Lena’s work as they represent and count pieces of fruit, interpret the models to determine what the drawings represent, analyze the counting strategies used to find the total number of fruit pieces, and evaluate the effectiveness of the approaches through discussion questions such as “¿Tiene sentido la estrategia de Miguel?” and “¿Cómo encontró Lena su respuesta?” Students also justify whether the representations accurately model the situation and support the solution.

Additionally, in Guía del maestro lección 12-3 “Maneras de ganar dinero,” the content objective states that students will investigate the meaning of earning money and learn how one can earn money in different ways. Paso 1 starts by asking what needs a family may have and how they obtain those needs. The corresponding student activity book has a designated space for students to create models to represent two activities with mathematical situations: “Una actividad debe ser algo con lo que pueden ganar dinero. Una actividad debe ser algo con lo que NO pueden ganar dinero. Encierren en un círculo la actividad con la que pueden ganar dinero. Expliquen su trabajo.” In doing so, students have created models to represent mathematical situations. In Libro del estudiante Tema 5, lección 5-2 “Representar la resta como separar,” students use counters to represent a collection of seven apples and model how the apples can be separated into two groups based on color. Furthermore, in lección 1-3 “Elaboremos, Leer, formar y escribir 1, 2 y 3,” students work toward the objective “Puedo leer y escribir los números 1, 2 y 3” in the section “Explorar y comentar.” The materials present the problem: “Alex ve 2 estrellas en el cielo. Él dibuja 2 estrellas en una nube. Coloquen fichas en la nube más grande del tablero para mostrar cuántas estrellas hay.” They then ask “¿De qué otras maneras pueden mostrar cuántas estrellas hay? Dibujen o usen objetos para mostrar otras maneras en la pequeña nube vacía.” The materials include an illustration of clouds that serves as a representation space for students to model the quantity as they interpret analyze, and evaluate the representation for the mathematical situation.

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

The Guía del maestro includes varying questions and tasks that require students to create models to represent mathematical situations. For example, in lección 7-7 “Representémoslo en 3 actos, Figuras en el área de juego,” the “Acto 2, El modelo” section tasks students to create models to represent mathematical situations in “Desarrollar un modelo,” prompting students to create their model with questions like “¿Cómo pueden usar las matemáticas para representar el problema?” The materials additionally include student examples such as models representing three closed figures, including student misconceptions. The answer to the problem appears in “Acto 3,” in which students confirm their answer or adjust their model continuing to represent mathematical situations.

Additionally, in the Libro del estudiante Tema 5, lección 5-2 “Representar la resta como separar,” students use counters to represent a collection of seven apples and model how the apples can separate into two groups based on color. Students organize the counters into red and yellow apples and record the quantities in each group, creating both a visual and numerical model of the situation to represent the relationship between the whole and its parts. In “¡Investiguemos!: Entender 4, additional practice, activity 1-4” students work on understanding and reviewing the number 4. The “Actividad ara hacer en casa” materials provide guardians with guidance on how to assist students in solving the problem. Students count groups of four objects and then draw a picture or model to show four objects. In the activity that follows, students look at four balls inside or outside of a bin. Students then draw two additional ways the four balls can be shown inside and outside of the bins. Students can then communicate their mathematical thinking through tangible representations and figures or drawings.

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

The grade K Guía del maestro provides questions and tasks for students to apply conceptual understanding to new problem situations and contexts. For example, Tema 9, lección 9-5 “Describir y comparar objetos por atributos medibles” requires students to determine how a cup and a train of cubes can be used to measure different objects. Student work samples demonstrate students matching measurement tools to attributes such as capacity and length, and the lesson prompts students to explain how the tools can be used to compare and describe object attributes. In lección 4-5 “Elaboremos, Representar y explicar la suma con ecuaciones,” the materials provide questions and tasks with opportunities through “Hablemos de matemáticas” to apply “Sentido numérico” by displaying the image of rows of birds and having students count to find the amount in each row while asking them to describe patterns and how the next row should look. They then count to find the solution to the new problem.

Additionally, the Guía del maestro and Recursos para Desarrollar la competencia matemática include questions and tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, in Tema 9, lección 9-1 “Describir y comparar objetos directamente,” students compare objects using measurable attributes such as weight and capacity and analyze the images of a balance scale and a measuring cup to determine which color response correctly describes each object and explain their reasoning using comparison vocabulary. The lesson prompts students to apply their understanding of measurable attributes in a new context and communicate conclusions. In paso 2 “Relacionar” in lección 6-6 “Descomponer 10,” students apply conceptual understanding to new problem situations and contexts by working through examples that show mistakes so students can identify that the two addends do not make a sum of 10. In the “Hablar sobre las ideas matemáticas” section, students participate in a think-pair-share activity about different ways to decompose numbers. In Tema 7 “Vistazo a la Biblioteca de diferenciación,” the materials provide opportunities for students to apply their mathematical understanding through a variety of projects and contexts. The “Escoge un proyecto” section includes four project options to demonstrate understanding in different ways. Project 7C asks students to consider the question “¿Qué pueden dibujar usando solamente triángulos?” that requires students to apply their understanding of two-dimensional shapes by creating original designs using only triangles.

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

The grade K Guía del maestro provides tasks designed to build students’ automaticity and fluency. For example, Tema 10 “Contar y comparar números hasta 20” includes an activity in alignment with the TEKS K.3C to add and subtract with fluency up to 10 by having students color a section that has a sum or difference equal to 7 and write the letter they see. Furthermore, the materials include an additional activity in “Otra actividad” and an enrichment activity in “Desafío adicional” aligned to TEKS K.3C and K.1C to build students’ automaticity and fluency. In the "Biblioteca de diferenciación" Tema 12 “Juego de fluidez” and “Práctica de fluidez,” students use number cards to identify unknown numbers based on addition and subtraction clues and complete practice tasks that require solving sums and differences within 10, determining missing numbers, and using related addition and subtraction facts. These tasks provide repeated practice with grade-level computation skills and support the development of fluency with addition and subtraction within 10.


Additionally, the Guía del maestro includes tasks to build students’ automaticity and fluency in Tema 6 “Desarrollar automaticidad,” where students solve multiple addition and subtraction equations within 10 and identify expressions with a sum or difference of 3. Students then use their solutions to complete a follow-up task, providing practice with basic facts and supporting fluency and automaticity with addition and subtraction within 10. In the Libro del estudiante Tema 7, the activity’s “Instrucciones” section guides students to solve the addition and subtraction problems and color the squares that contain sums or differences equal to 6. This repeated practice with basic facts supports the development of automaticity and fluency with addition and subtraction within 10. Additionally, Tema 9 includes tasks in an activity that focuses on addition and subtraction up to 10, with the Teacher’s Guide for the corresponding activity providing extensions called “Otra actividad” and “Desafío adicional.”

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

Mathematics procedures in the Guía del maestro include varying opportunities for students to practice the application of efficient, flexible, and accurate procedures in lección 8-4 “Elaboremos, Razonar para resolver problemas que incluyen figuras y datos.” The “Detective de números” activity in “Hablemos de matemáticas” has students analyze hints to figure out the mystery shape and discuss their strategies in pairs prior to whole group discussion while trying to solve for the identity of the shape. Materials provide opportunities for practicing application of efficient, flexible, and accurate mathematical procedures by providing clues for mathematical thinking and discourse to take place such as, “La figura tiene más lados que un triángulo,” “La figura tiene menos lados que un hexágono,” and “La figura no tiene 5 lados.” In Tema 10, lección 10-8 “Contar para hallar cuántos hay,” students count objects arranged in different configurations to determine quantities, explain their counting strategies during “Hablemos de matemáticas,” and apply counting procedures in the “Boleto de salida.” The lesson provides multiple opportunities for students to practice counting and determining quantities within a set of objects.

Additionally, in Tema 5, lección 5-2, “Representar la resta como separar,” students decompose seven apples into two groups representing red and yellow apples and record the quantity in each group. The lesson includes multiple valid decompositions of seven and student work samples that show different ways to represent and record the parts of the whole while maintaining seven apples total. Furthermore, in the Libro del estudiante, the lección 2-10 “Comparar grupos hasta 10 al emparejar” “Elaboremos” sections provides opportunities for students to solve problems using efficient, flexible, and accurate mathematical procedures. Materials include instructions and guiding questions for the activity where students are instructed the following: “Trabajen con un compañero. Túrnense para sacar un cubo de la bolsa y colocarlo sobre su tablero en el rectángulo del mismo color. Cuando la bolsa está vacía, ¿hay más cubos rojos o azules? ¿Cómo lo saben? Dibujen sus cubos en los rectángulos para mostrar de qué color hay más.” Through this activity, students compare quantities by organizing, representing, and analyzing groups of objects.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.

The Guía del maestro provides multiple opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson or throughout the Tema. For example, the “Representémoslo en 3 actos” section includes “Acto 1, El anzuelo,” “Acto 2, El modelo,” and “Acto 3, La solución,” providing opportunities for students to use a video to develop questions from procedure evaluation, create models using mathematical processes and solutions for efficiency, flexibility, and accuracy within the lesson and throughout the Temas. For example, in lección 9-6 “Representémoslo en 3 actos, Un cuento de dos ositos de peluche,” “Acto 1, El anzuelo” includes the opportunity for students to formulate predictions as they evaluate procedures formulating questions. Educators ensure students have varied predictions and evaluate procedures including comprehension of the importance of thinking of unreasonable predictions. The section “Acto 2, El modelo” allows students to incorporate mathematical processes and solutions for efficiency, flexibility, and accuracy when creating their own model to represent and respond to the question. Students also apply the provided information prior to creating their models in “Revelar la información.” In “Acto 3, La solución,” the materials include using the provided video to reveal the answer to the initial question. The materials also include three sections to support opportunities for students to evaluate solutions for efficiency, flexibility, and accuracy with “Comprobar conclusiones” and “Reflexionar sobre el razonamiento,” where students must represent, explain, prove, and finally “Crear un problema.” Furthermore, Tema 11, lección 11-1 “Contar numeros mayores,” the “Seleccionar y poner en secuencia” in the “Relacionar estrategias de solución” discussion prompts students to compare these approaches and explain how each strategy is used to count a set of 30 objects. Students continue evaluating solutions during “Práctica y resolucion de problemas,” “Reflexión,” “Comprobación rápida,” and “Práctica adicional,” where they analyze counting patterns, identify missing numbers, verify solutions, and justify their reasoning.

Additionally, in the Libro del estudiante, Tema 4 lección 4-1 allows students to solve counting problems using two different methods in “Manera 1” and “Manera 2” and represent their thinking with drawing, fingers, objects, numbers, or sounds. The “Relacionar” activity asks students to compare the methods used, discuss how the solutions are alike and different, consider additional strategies, and explain how they determined the total number of objects. Additionally, in lección 6-12 “Cara y cruz,” students participate in a question brainstorm after watching the video for this lesson and respond to the main question: “¿Cuántas monedas de 1¢ muestran caras?” As a whole group, students share their individual predictions while they share their reasoning for why they believe their prediction is correct. Students also reflect on answers that are unreasonable. Students determine which model to use to represent the problem as they receive more information with the opportunities to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson. In Tema 5, lección 5-2 “Representar la resta como separar,” students complete a task that requires them to separate a quantity into two parts and represent the results in different ways. The activity provides opportunities for students to share and discuss their solutions, compare the different representations and strategies, and evaluate the effectiveness of each approach. These opportunities promote efficiency by encouraging students to select effective ways to represent the quantities, flexibility by allowing multiple valid decompositions and representations of the same number, and accuracy by requiring students to verify that the two parts always combine to make a total of seven apples.

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

The Guía del maestro includes embedded supports to help educators guide students toward increasingly efficient approaches. For example, in lección 9-1 “Describir y comparar objectos directamente,” paso 1 “Investigar” includes “Presentar la investigación,” where materials guide educators to use slides to reveal information and provide prompted questions such as “¿Qué notan?” and “¿Qué se preguntan?” The “Supervisar” section includes prompts and guiding questions for educators to use within the lesson in “Preguntas de evaluación” and “Preguntas para profundizar.” Questions include: “¿Cómo obtuviste esa respuesta?” Additionally, the materials in paso 2 “Hablar sobre las ideas matemáticas” contain embedded supports to guide students in approaches, such as “Pida a los estudiantes que participen en una actividad de pensar-trabajar en parejas-compartir. Escuche a los estudiantes que entienden que cuando están comparando, pueden hallar qué objeto tiene más del atributo.” Lección 9-1 also embeds educator guidance with the following direction: “Muestre soluciones que muestren cómo juzgar el peso en palmos o usar cubos para llenar recipientes para hallar la capacidad.”

Additionally, the grade K materials provide embedded support in the Tema 12, lección 12-3 “Seleccionar y poner en secuencia” section, which directs educators to first present solutions that show only one example, then solutions that include both examples but do not distinguish between them, and finally demonstrate solutions that correctly distinguish between activities that can and cannot earn money. Additionally, “Estándares de Procesos Matemáticos de los TEKS” includes embedded educator supports designed to guide students’ mathematical thinking. At the bottom of the page, the materials provide a list of guiding questions that educators use to deepen students’ understanding and promote increasingly efficient mathematical approaches. For example, the materials include questions such as “¿Cómo pueden organizar estos objetos en categorías?” “¿Qué estrategias usaron para clasificarlos?” “¿Cómo saben que su conteo de objetos en cada categoría es correcto?” “¿Pueden explicar su estrategia de conteo?” “¿Cómo pueden comparar la cantidad de objetos en dos grupos diferentes?” and “¿Qué grupo tiene más, menos o la misma cantidad?”

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

The materials for grade K explicitly state the conceptual and procedural emphasis of the TEKS in “Contexto matemático: Coherencia” and “Contexto matemático: Equilibrio” sections in each Tema. “Comprensión de conceptos” and “Destrezas en procesos y automaticidad” explicitly address the conceptual and procedural emphasis of the TEKS within the materials. In Tema 6 “Más sobre la suma y la resta,” “Comprensión de conceptos,” students use objects or illustrations to help them understand addition and subtraction situations and use an equation to find the sum or the difference aligned with TEKS K.3B and K.2I as they develop a comprehension of the mathematical strategies used to form 10. Additionally, in “Destrezas en procesos y automaticidad,” the materials explicitly state the procedural emphasis of the TEKS, such as TEKS K.2I, where students require a comprehension of addition and subtraction with a variety of problems using various strategies to develop automaticity up to 10 for Tema 6. In Tema 11, “Contexto matemático, Equilibrio, Contar hasta 100,” the “Destrezas en procesos y fluidez” section identifies procedural expectations, including counting to 100 in sequence and counting forward from any number within 100, and the “Aplicaciones” section connects concepts and procedures to problem-solving tasks that require students to complete a hundreds chart and identify missing numbers.

Additionally, Tema 11 “Presentación del tema: Contar hasta 100” includes the essential question “¿Cómo se pueden contar números hasta 100 usando una tabla de 100?” and connects instruction to the TEKS process standard K.1A through the “Paseo de matemáticas,” including a prerequisite review activity aligned to the TEKS K.2B, K.3C, and K.2C in the “Análisis de los ejercicios: Repaso lo que sabes” table. In Tema 4, lección 4-6 includes an “Análisis de ejercicios: Práctica y resolución de problemas” table. This table explicitly identifies the exercise, PDC, content TEKS, and process TEKS addressed in the accompanying student practice. The table supports the purpose of the “Práctica y resolución de problemas” section of the Libro del estudiante by identifying the TEKS associated with problems 4–6. The materials clearly distinguish between the content TEKS (K.3B and K.3A) and the process TEKS (K.1E and K.1A), explicitly identifying the mathematical content and process standards addressed by each exercise for the conceptual and procedural emphasis of each task. Furthermore, in lección 2-1 “Elaboremos,” students use their understanding of counting to count numbers 6 and 7 and learn that no matter in which order numbers are counted in a set or group, the last number said is the total. This concept connects to a greater conceptual understanding of counting strategies as indicated in lección 2-12, where students use what they know about the concept to begin comparing groups.

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

The Guía del maestro includes questions and tasks with the use of concrete models and manipulatives, pictorial representation, and abstract representations, with four steps included with each lesson: paso 1 “Explorar y comentar,” paso 2 “Aprendizaje visual,” paso 3 “Práctica y resolución de problemas,” and paso 4 “Evaluar y diferenciar.” In lección 1-2, “Elaboremos, Reconocer 1, 2, y 3 en diferentes ordenaciones,” the materials include concrete models in paso 1 “Explorar y comentar,” as students use colored chips or a color to represent the number of worms in the bird’s nest. Paso 2 “Aprendizaje visual” features pictorial representations with various pictorial representations for students to recognize the digits 1–3. Additionally, in paso 3 and 4, students use abstract representations of the digits 1–3 with a variety of strategies and practice exercises. The program overview explains that instruction follows a Concrete-Representational-Abstract (CRA) instructional model that moves students from hands-on experiences to visual representations and symbolic notation. The program overview for the CRA Instructional Model states that students use concrete materials such as counters, cubes, and place-value blocks; pictorial representation such as drawings, diagrams, and visual models; and abstract representations including numbers, symbols, and procedures. Visual learning lessons and Brainingcamp digital manipulatives resources support students in connecting these representations throughout instruction.

Additionally, in the Libro del estudiante, Tema 6, lección 6-2 “Aprendizaje visual y práctica guíada,” students use connectable cubes to model addition and subtraction situations involving penguins, use pictures to represent the quantities in each situation, and write corresponding equations such as 3 + 2 = 5 and 5 - 2 = 3. The guided practice also directs students to use cubes to determine whether story situations represent addition or subtraction and to record the related equations. In Tema 4, lección 4-1, paso 1 “Investigar,” students work toward the objective of investigating strategies to add objects. The materials present a problem-solving task and instruct students to use drawings, fingers, counters, numbers, or sounds to represent and explain their answers. Educators encourage students to choose any strategy that helps them model the problem, providing opportunities to use concrete manipulatives, pictorial representations, or abstract symbols. Additionally, the materials include four samples of student work demonstrating multiple representations for solving the same addition problem. For example, Shanice and Hana use drawings of circles as pictorial representations, while Carmelo and Taya use concrete manipulatives to model the quantities. In the “Manual de Resolución de problemas,” the materials provide a problem-solving guide and sheet for students to refer to and utilize when solving problems. This tool supports student understanding of TEKS-aligned concepts and allows them to engage further with the material by increasing the rigor.

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.

The “Concrete, Representational, Abstract Instructional Model” section offers varying supports for students in connecting, creating, and defining concepts as required by the TEKS. The materials guide students in using concrete objects such as counters, cubes, place-value blocks, and tiles, or pictorial models such as number lines, arrays, grids and strip diagrams in the explore and share sections of “Let’s Build” lessons, as well as the investigate sections of “Let’s Investigate” lessons. Additionally, the materials include abstract concepts in the lesson with supports for students, such as “When students share and discuss solutions, rich conversations deepen conceptual understanding of connections between concrete, pictorial, and abstract.” In Guía del maestro lección 2-6, students work on reading, making, and writing during the “Aprendizaje visual” section of the lesson while looking at a visual that shows 10 in different ways. The essential question is, “¿Cómo saben cuántos hay sin hacer un dibujo ni usar objetos?” Students should respond by sharing that counting would be the way to find out how many objects there are. Students share other ways they could arrange 10 objects, thereby explaining, connecting, creating, and defining concrete and representational models to abstract concepts. The materials prompt the educator to listen for abstract thinking in conversations, such as arranging the 10 objects in shapes like a line or a circle.

Additionally, the Guía del maestro includes “Elaboremos” lessons that begin with “Explorar y comentar,” in which students use manipulatives to represent a word problem about how many worms are in the bird’s nest. In “Aprendizaje visual,” students begin making connections between concrete and pictorial representations. The tasks become more abstract in “Practica Guíada” and “Practica y resolucion de problemas.” In “Modelo de resolución de problemas, hoja de anotaciones,” students analyze information, select representations such as drawings, diagrams, tables, graphs, or equations, determine a solution, and justify whether the solution is reasonable. The annotation sheet provides a student example in “Elemento didáctico 14B,” with the problem, “Hay dos pájaros en una valla. 2 pájaros se van volando. ¿Cuántos pájaros quedan?” The problem uses a drawing of birds to represent a subtraction situation and connects it to the equation 5 - 2 = 3, followed by a written explanation that justifies the solution and evaluates the problem-solving process. At the beginning of each Tema, the materials provide a math background to guide understanding of key concepts that develop over the course of the Tema. For example, in Tema 1, lección 1-1, students count sets of objects, and in lección 1-2 they count objects grouped in different ways. By lección 1-14, students solve problems in more abstract ways and begin to compare their understanding of the counting sequence to determine which method is more efficient.

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

The Guía del maestro provides students with varying opportunities through the use of visuals, manipulatives, and other language development strategies to develop academic mathematical language. For example, in Tema 2’s “Presentación del tema,” the “Actividad de vocabulario” and “Vocabulario académico” sections include reinforcements in academic mathematical language where students practice with other classmates or in a virtual setting. In “Actividad de vocabulario,” the materials provide varying language development activities such as “¿Cuál es mi palabra?” and “¿Correcto o incorrecto?” where students guess the academic mathematical word or decide if the word or phrase is correct. In “Vocabulario académico,” the materials provide online activities through visuals, manipulatives, and other language development activities to present or review words in the Tema. The lección 10-1 “Apoyo al lenguaje” section has students compare groups of objects representing 11 and 12 using picture representations and a ten frame. Students discuss how the groups are alike and different, identify the number of additional ones, and explain why a numeral can be used to label a group of objects.

Additionally, in lección 10-1, students use visuals and manipulatives with 10 frames, picture groups, and number representations to identify and represent the number 11. Students respond to the “Hablar sobre las ideas matemáticas” prompt by explaining whether 11 comes before or after 10 and describing how they can represent the number using mathematical language. Furthermore, lección 5-3 “Representar la resta como quitar” uses “fichas de dos colores” as an opportunity to develop their academic mathematical language using manipulatives in the “Explorar y comentar” section of “Elaboremos” lessons. The educator is guided to say, “Marta está mirando unas mariquitas. Ve 4 mariquitas juntas. Luego, algunas se van. Miren la imagen y fíjense cuántas quedaron. Usen fichas para mostrar qué creen que pasa en el cuento. Luego, escriban el número para indicar cuántas mariquitas quedaron en el grupo.” In Tema 8, lección 8-1, paso 1, the materials provide students with visuals of shapes. Students also have opportunities to work with manipulatives. In the “Presentar la investigación” section, students work on “Clasificar figuras” and practice academic vocabulary such as superficie plana, rodar, misma figura, figura sólida, clasificar, and apilar. In “Potenciar la voz del estudiante: Involucrar a los estudiantes en el contexto,” the materials provide opportunities for students to contribute their own experiences and ideas by responding to questions such as “¿Pueden pensar en objetos de la vida diaria que tengan las figuras que están clasificando?” “¿Cómo describirían esas figuras?” “¿Podrían clasificar los juguetes que tienen en casa según su figura?” and “¿Cómo podrían explicar sus reglas de clasificación a un amigo?”

Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.

The grade K Guía del maestro includes embedded educator guidance to scaffold and support student development and use of academic vocabulary throughout the academic school year. For example, lección 1-3 “Elaboremos, Leer, formar y escribir 1, 2, 3” in the “Apoyo al lenguaje” section includes embedded guidance for the educator to scaffold and support students’ development and use of academic mathematical vocabulary in context. The materials say, “Dé a cada estudiante un conjunto de tarjetas numéricas 1, 2 y 3. Sostenga las tarjetas de los números de una en una, primero en orden numérico y luego fuera del orden numérico. Cada vez que levante una tarjeta, diga el número que aparece en la tarjeta y pida a los estudiantes que lo repitan mientras levantan esa misma cantidad de dedos. Pida a los estudiantes que digan en voz alta los números que están mostrando para asegurarse de que los lean correctamente.” Furthermore, Tema 10 “Repaso del tema: Contar y comparar números hasta 20,” includes a “Repaso de vocabulario” section with the subsections “Lenguaje oral” and “Escritura en matemáticas” with educator guidance that directs students to define mathematical vocabulary in their own words and participate in an oral language game to identify the correct use of vocabulary terms. The guidance also includes a mathematics writing activity in which students write and exchange questions using vocabulary from the Tema and respond using the appropriate mathematical terms, and educator guidance such as, “Pida a los estudiantes que digan frases o preguntas matemáticas que usen las palabras.”

Additionally, Tema 9 includes an “Actividad de vocabulario” that directs educators to use “Elemento didáctico 4” to help students draw and represent new vocabulary terms, discuss their meanings, and connect the terms to mathematical concepts through student-created illustrations. The “Vocabulario académico” section also directs educators to use the online academic vocabulary activities to introduce or review vocabulary before students apply the terms throughout the lesson and provides educator prompts that guide students in using academic vocabulary such as apropiado, descrubir, and mental while discussing and comparing mathematical attributes. Tema 8, lección 8-1 “Aprendizaje visual, Conversación en la clase” includes educator guidance for “Hablar sobre las ideas matemáticas.” After students complete four problems, the educator reinforces academic vocabulary and problem-solving through guided mathematical discussions. They pose questions such as: “¿Qué saben sobre los rectángulos?” “¿Cuántos lados tiene un rectángulo?” and “¿Cuántos vértices tiene un rectángulo?” With educator-guided discussions, students use and reinforce academic vocabulary, including atributos, rectángulos, lados, and vértices, while explaining and justifying their mathematical thinking in context.

Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.

The Guía del maestro includes embedded educator guidance supporting student application of appropriate mathematical language, such as discourse opportunities. For example, in lección 1-3 “Elaboremos, Dobles y casi dobles,” the educator provides guidance to support student responses with questions and tasks using mathematical language such as, “Pida a los compañeros que comparen sus trenes de cubos para ver si están de acuerdo. Luego, pida a los estudiantes que comenten por qué puede haber más de una respuesta correcta para casi dobles.” Additionally, the materials include the “Hablemos de matemáticas” section and prompt educators to support the application of appropriate mathematical language with, “Pídales que describan el patrón en la cantidad de ranas junto a un compañero. A modo de extensión, pida a los estudiantes que describan el patrón de dos formas diferentes.” Then, lección 12-1 “Monedas de 1¢ y monedas de 10¢” introduces the vocabulary centavo, símbolo de centavo (¢), moneda, costo, moneda de 10¢, and moneda de 1¢. The “Apoyo al lenguaje” section guides educators to ask questions such as “¿Qué compraron con una moneda de 1¢? ¿Y con una moneda de 10¢?” and “¿Dónde usan monedas de 1¢ y 10¢ para comprar cosas?” while providing example responses in brackets that model appropriate mathematical language. The guidance also directs students to discuss their ideas with a partner, providing opportunities to hear and use the lesson vocabulary in context. In lección 2-5, students work on counting to 10. During the lesson, students work with a partner to count dots on a game piece after tossing it two times and then finding out how many are together. Students must understand the meaning of the target word, count. The materials guide educators to assist students in rereading the task three times and include educator-guided questions such as “¿En qué consiste la tarea?” and “¿Cómo pueden describir la tarea sin usar números?” while guiding students to answer using correct mathematical language.

Additionally, each “Repaso del tema” includes a “Repaso de vocabulario” section in which students have the opportunity to engage in oral and written review of words. For Tema 3, the “Lenguaje oral” section guides the educator to have students use the vocabulary words in sentences or questions before completing the sheet. The “Escritura en matemáticas” section has the educator ask students to work with a partner. Each partner should draw a representation of one of the words, then exchange drawings and give a description of the drawing along with writing the matching word after the students are done with the sheet. In Tema 8, the “Presentación del tema” includes the sections “Actividad de vocabulario” and “Vocabulario académico” with embedded educator guidance. In the “Vocabulario académico” section, the materials guide educators to support students’ development and use of academic mathematical vocabulary. The educator guidance states, “Diga a los estudiantes que compartirán ideas o harán sugerencias sobre las maneras de clasificar figuras bidimensionales según los atributos que las definen. Cuando un estudiante comparta una manera de clasificar figuras, pida a los estudiantes que sugieran otra manera de hacerlo.” This guidance prompts students to engage in mathematical discussions by sharing ideas, listening to their peers, and using academic vocabulary related to figuras bidimensionales. The lección 1-1 “Apoyo al lenguaje” section supports educators in building explanatory talk with students. It then pairs with the “Explorar y comentar” activity to help ensure students know what it means to explain the following when responding to “¿Cómo saben que la respuesta es correcta?” After the activity, students work with partners to explain and justify how they know their answer is correct. educators support students with the application of appropriate mathematical language to include syntax by providing sentence starters such as, “Sé que. . .” “Necesitaba hallar. . .” and “Primero, yo . . .”

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

The Guía del maestro explains how the TEKS process standards are integrated into the materials in the “Estándares de procesos matemáticos de los TEKS en la enseñanza.” The section includes four distinct subsections on how the TEKS process standards integrate properly into the materials. In “Estándares de procesos en problemas y evaluaciones,” the materials include “Estándares de procesos matemáticos de los TEKS en evaluaciones,” stating “Los ejercicios que evalúan contenido también animan a los estudiantes a usar Estándares de procesos.” In lección 1-2 “Aprendizaje visual,” the process standards include comunicar and representar. In the activity, students communicate why the number was still the same as it was in Box A and must explain that the number does not change, even if the arrangement is different. Students then represent by understanding there are three birds and each of the sections is shaded. Students may use counters or draw a line on each bird as they count. When these process standards are embedded in the lessons, students engage in reasoning and make connections across concepts.

Additionally, the “Vistazo al tema” in every Tema identifies the mathematical objectives, language objectives, vocabulary, content TEKS, and corresponding “Estándares de procesos matemáticos” for each lesson throughout the program. “Estándares de procesos matemáticos de los TEKS” included in the overview pages provide the specific TEKS for the unit in a table titled “Estándares de procesos matemáticos resaltados en las lecciones del Tema . . .” For Tema 1 “Contar y comparar números del 0 al 5,” the table includes two columns that include, “Se espera que el estudiante seleccione herramientas cuando sean apropiadas, incluyendo objetos reales, manipulativos, papel y lápiz, y tecnología, además de técnicas cuando sean apropiadas, incluyendo el cálculo mental, la estimación y el sentido numérico, para resolver problemas K.1C.” Lección 5-2 includes the TEKS mathematical process standards in the “Boleto de salida” activity with process standard K.1E, which states, “Genere y utilice representaciones para organizar, anotar, y comunicar ideas matemáticas.” In the “Boleto de salida,” the process standard is being applied as students use subtraction to take apart the numbers 5 and 7. This standard supports students in understanding that they can take apart a number by breaking it into two groups.

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

The grade K Guía del maestro includes a description of how the TEKS integrate and connect throughout the course. The “Contenido” for each Tema includes a description of how TEKS process standards connect throughout the course. For example, in Tema 1 “Contar y comparar números del 0 al 5,” there is a table that includes the order of the Tema and how the TEKS are incorporated throughout. For “Elaboremos, 1-1, Contar 1, 2, y 3,” the TEKS are K12C, K.2A, K.2B, K.1C, K.1E, and K.1G. The “Estándares de procesos matemáticos de los TEKS en la enseñanza” section within the preliminary pages includes the subsections, “Estándares de procesos matemáticos de los TEKS en la enseñanza,” “Estándares de procesos en problemas y evaluaciones,” “Estándares de procesos y el Manual de problemas,” and “Estándares de proceso y uno de diagramas de tiras para resolver problemas.” Each subsection includes a picture of where the TEKS are found within different components of the program, such as at the lesson level within the Guía del maestro and “Modelo de resolución de problemas,” along with a description. For example, at the lesson level, “En la enseñanza de la lección se incorporan y se resaltan explícitamente los Estándares de procesos matemáticos de los TEKS con letra verde azulada.”

The Guía del maestro includes a description of how TEKS are incorporated and connected throughout the course. For example, in the program overview, the “TEKS Process Standards” and the “Problem-Solving Handbook” explain how the teal-colored process standards appear throughout the student edition and educator edition and identify the “Problem-Solving Model,” “Problem-Solving Model Recording Sheet,” and “Strip Diagrams” as resources that support multiple TEKS process standards. The overview also identifies the mathematical processes: apply math, plan, check, select tools, communicate, represent, analyze, connect, explain, and justify. In the Guía del maestro, each unit overview includes the “Vistazo al tema,” which provides the TEKS for each lesson, and the section titled “Contexto matematico: Coherencia” includes subsections titled “Vuelve atras,” “Tema. . .” and “Más adelante.” Each section is specific to the TEKS taught before, during, and after the unit throughout the course. The 165-day Guía del ritmo de enseñanza includes a table stating that the “Estándares de procesos matemáticos de los TEKS están integrados a lo largo de cada tema.” For example, the guide lists process TEKS K.1A, K.1B, K.1C, K.1D, K.1E, K.1F, and K.1G, indicating that these standards are integrated across all 12 Temas. Similarly, the “Contenido y secuencia” for 135 days section lists each Tema throughout the grade level and includes each process standard that will be used throughout the units. For example, in grade K, process standards K.1A-K.1G are integrated in every Tema.

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

Each unit in the grade K Guía del maestro materials includes a description of how the TEKS are incorporated within the Tema. For example, Tema 3 “Estándares de procesos matemáticos de los TEKS,” includes a table in the materials for “Estándares de procesos matemáticos destacados en las lecciones.” The table shows how the TEKS process standards are incorporated and connected throughout the Tema, with the included student math expectations for the TEKS, such as TEKS K.1B: “Organizan objetos en categorías según atributos compartidos y cuentan la cantidad de objetos en cada categoría para representar datos.” In Tema 10, the “Estándares de procesos matemáticos de los TEKS: Geometría” highlights TEKS K.1F and K.1G and describes observable student behaviors aligned to each process standards, including educator questioning strategies that connect the process standards to counting and comparing numbers throughout the unit.

Additionally, in Tema 4 “Vistazo del tema: Entender la suma,” the materials include an overview table that organizes the instructional components of the unit. At the bottom of the table, a TEKS section identifies the content and process standards addressed in each lesson. For example, in the “Investigamos” section, the materials identify process TEKS K.1B, K.1C, and K.1F. The “Paseo de matemáticas” section in Guía del maestro Tema 3 provides the process standard connected to the activity. Process standard K.1A states, “Se espera que el estudiante aplique las matemáticas a problemas que surgen en la vida diaria, la sociedad y el trabajo.” Students watch a video about exploring a laundromat and use what they know about data to decide how to sort clothes. Furthermore, “Contexto matematico, Coherencia,” found in “Vistazo al tema,” includes subsections titled “Vuelve atras,” “Tema . . .” and “Más adelante,” with each section specific to the TEKS aligned to what was taught before, during, and after the Tema.

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

The grade K Guía del maestro includes an overview of the TEKS within the lessons. For example, paso 3 “Práctica y resolución de problemas” and paso 4 “Evaluar y diferenciar” contain a table for each of the steps titled “Análisis de los ejercisios” that includes an overview of the TEKS process standards incorporated into lección 2-5 “¡Investiguemos! Contar 10.” Paso 3 “Práctica y resolucion de problemas” includes the “Análisis de los ejercisios: Relacionar, Práctica y resolucion de problemas” table with the included TEKS, such as K.2C, and in paso 4 “Evaluar y diferenciar,” the “Análisis de los ejercisios: Práctica adicional” table includes the incorporated process TEKS K.2C and K.1E. The lesson opener identifies the applicable TEKS process standards alongside the lesson objectives and instructional components, providing educators with an overview of the mathematical processes addressed during instruction. Lección 12-1 “Monedas de 1¢ y monedas de 10¢” lists TEKS Process Standards K.1A, K.1C, and K.1E in the “Estándares de procesos matemáticos” section.

Additionally, the Guía del maestro and Libro del estudiante include an overview of the TEKS process standards incorporated into each lesson. For example, in Guía del maestro lección 3-3 “Contar la cantidad de objetos por categoría,” the process standards are identified in a blue-shaded section at the bottom of the lesson. The materials identify process TEKS K.1D and K.1E, noting that students use the mathematical process standards to acquire and demonstrate mathematical understanding. The “Boleto de salida” for each lesson identifies the applicable process TEKS. In lección 3-3, the “Boleto de salida” identifies process standards TEKS K.1E. Furthermore, Libro del estudiante lección 10-1 “Contar, leer y escribir 11 y 12” lists the content TEKS K.2B and TEKS process standards K.1D and K.1F on the lesson opener. Students then count and represent groups of 11 and 12 objects, write the numerals, and represent quantities in multiple ways.

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

The Guía del maestro includes varying opportunities for students to think mathematically and persevere through solving problems to make sense of mathematics. For example, in lección 11-2 “Elaboremos, Contar hasta 30 usando patrones,” the materials include guided support for each lesson to encourage mathematical thinking. In paso 1 “Explorar y comentar,” students are asked to find patterns using a hundreds chart and educator-prompted questioning such as “¿Se puede ampliar ese patrón a un tercer número en la tabla?” with students thinking mathematically to solve the problem. In paso 3 “Práctica y resolución de problemas,” students must also think mathematically with “Práctica Guíada” and “Práctica y resolución de problemas.” Educators pose prompts like “¿En qué se parecen los números en la fila inferior y la fila superior?” and remind students to pay attention to the numbers and look for similarities to find the pattern. Students apply their mathematical thinking in “Práctica y resolución de problemas” to solve problems and make sense of mathematics. The materials engage students in solving tasks through investigation, discussion, reflection, and analysis of multiple solution strategies while providing educator guidance that supports students’ reasoning throughout the problem-solving process. For example, lección 5-1, paso 1 “Investigar” and paso 2 “Relacionar” include the “¡Lanza hasta 0! investigation,” in which students record results from repeated trials, identify patterns, compare solution strategies, and explain their reasoning. The educator guidance includes evaluation, probing, and reflection questions.

Additionally, the Guía del maestro and Libro del estudiante provide opportunities where students persevere through solving problems and think mathematically to make sense of mathematical content. For example, in the Libro del estudiante lección 3-1 “Reunir y clasificar números escritos,” the materials engage students in identifying which numbers represent quantities, distinguishing numbers that do not represent quantities, organizing numbers into categories, and explaining their reasoning. Students explain their reasoning and communicate how they determine their solutions. Additionally, “¡Investiguemos!” lessons similarly provide opportunities for students to think mathematically. In paso 1 “Investigar,” as students work through the investigation, the Guía del maestro provides examples to better support students’ needs as they move into small-group instruction. Students then persevere through solving problems in paso 2 “Conectar,” and paso 3 “Práctica y resolución de problemas.” In Tema 4’s “Desarrollar GRIT” section, the “Entender la suma” provides opportunities for students to develop confidence, resilience, and self-efficacy while solving mathematical problems with explicit educator guidance that encourages students to persevere as they work through challenging tasks. For example, the materials state, “Aliente a los estudiantes para que enfrenten desafíos con confianza, construyendo la resiliencia que necesitan para prosperar en matemáticas y más allá.”

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

The Guía del maestro materials include support for students to understand, justify, and explain that solving problems and completing tasks can be done in a variety of ways. In lección 10-7, “Elaboremos, Contar hacia atrás desde cualquier número,” the materials provide a “Sentido numérico” task where students must understand how to explain and justify why the image does not belong, with varying responses representing 11. Additionally, in paso 1 “Explorar y comentar,” students can use multiple ways to represent and solve problems with support to understand, explain, and justify grade-level tasks. In “Supervisar, seleccionar y poner en secuencia,” educator guidance is included to encourage varied ways to represent and solve problems, such as “¿Hay una manera más rápida de hallar los números que faltan?” with included possible responses, including the use of manipulatives. Materials provide opportunities for students to represent mathematical problems using different strategies and explain how multiple approaches can be used to reach a solution. Lección 4-5 “Representar y explicar la suma con ecuaciones” engages students in representing addition using objects, drawings, and equations. Students compare different representations, explain how the groups and equations represent the same addition situation, and justify how each representation models the total.

Additionally, the "Biblioteca de diferenciación" and Guía del maestro include support for students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks. Tema 8 “Levántate y razona” presents “¡Todos a bordo!” in which students draw a train of cubes that is longer than the given train and another train that is shorter than the given train. Students represent their solutions with drawings and explain how they determined that each train met the given conditions. Furthermore, the “¡Investiguemos!” lessons provide supports for students to understand, explain, and justify that problems can be solved in multiple ways. Paso 1 “Investigar” provides the opportunity for students to justify and explain their answers to a partner during the investigation. As students work through the investigation, the Guía del maestro provides student examples to better support student needs as they solve problems using drawings, cubes, number charts, or number charts and counters before they begin small-group instruction. Lesson materials also provide prompting questions for the educator, such as “¿Hay otra manera de hallar el total de los cupones?” as they demonstrate their understanding and represent problems in different ways with guided support. Students persevere through solving problems in paso 2 “Conectar,” and paso 3 “Práctica y resolución de problemas.”

Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and teachers.

The grade K Guía del maestro provides varying opportunities for students to do, write about, and discuss math with their peers and educators to make sense of mathematics. In lección 10-6 “Elaboremos, Contar hacia adelante desde cualquier número,” the materials include the “Hablemos de matemáticas” section with “Vistazo rápido,” where students make sense of mathematics by seeing an image of various pennies for five seconds and describe what they saw with their peers, along with illustrating what they saw. The materials prompt the educator to support students in making sense of mathematics through writing and discussion: “Pida a los estudiantes que escriban sus respuestas o que hablen en parejas. A continuación, comente sus respuestas y vuelva a mostrarles la imagen.” Furthermore, in Tema 10, lección 10-6, the “Hablemos de matemáticas” section asks students to watch a video and then describe and write about what they observe in response to the question “¿Cuántas monedas de 1¢ hay?” Recording their answers in writing provides opportunities to communicate their mathematical thinking both orally and in written form. Additionally, the materials include a section titled “Explorar y comentar” in which students solve a mathematical problem and then analyze two examples of student work where students and educators discuss and evaluate the different solution strategies, encouraging students to explain their reasoning, compare approaches, and make sense of the mathematics through collaborative discussion and reflection.

Additionally, in Tema 3, lección 3-5, the materials include the “Representémoslo en 3 actos” activity, “Rayas y solidos,” which engages students in mathematical thinking through discussion, written work, and collaborative problem-solving. In “Acto 1,” the “Lluvia de ideas para preguntar” section prompts students to consider the question “¿Qué tipo de situación se muestra en el video?” In “Acto 2, El modelo,” students solve the problem in written form and then participate in a whole-class discussion to compare and explain their solution strategies collaboratively. The materials include examples of two students, Samuel and Janet, who use different strategies to solve the problem. Students then analyze these examples, discuss the different approaches with their peers and educator, and explain their mathematical reasoning, making sense of mathematics in the process. Finally, in “Acto 3,” students create and write a new mathematical problem related to the problem in “Acto 1.” In the lección 12-7 “Acto 2” activity, students work on real-world problems by using their understanding of money to solve them as they watch a video of a girl selling lemonade for 50 cents per cup. She collects her money in a jar, and students make predictions to determine how much money she collected. After discussing with peers and the educator what information would be most useful in helping find the answer, educators use the gallery image to reveal how many coins were inside the jar and outside of the jar. Students discuss aloud and compare their predictions to the answer and draw how they may find the answer in varying opportunities. One student drew a counter for each quarter and showed a counting-on strategy, and the other student’s sample showed the student drawing connecting cubes to show the number of quarters and then writing the number to show the total.

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

The Guía del maestro and “Modelo de resolución de problemas” resource include support for educators in guiding students to share and reflect on their problem-solving approaches. Lección 11-1 “¡Investiguemos! Contar números mayores” includes four steps where educators guide students in their problem-solving approaches as they explain, argue, and justify their responses. In paso 1 “Investigar,” the materials prompt the educator with questions to guide students in sharing and reflecting, including “¿Puedes decirme o mostrarme lo que hiciste?” and “¿Cómo sabes que contaste exactamente 30 semillas?” The “Seleccionar y poner en secuencia” section includes “Relacionar estrategias de solución,” where the educator guides students to identify similarities and differences where they can explain, argue, and justify the problem-solving strategies they used. As the materials lead into “Hablar sobre las ideas matemáticas,” students share and reflect on their problem-solving approaches. Additionally, paso 3 “Práctica y resolución de problemas” includes a “Reflexión” section, with educator-prompted questions to guide students to share and reflect on their problem-solving approaches through explanations, arguments, and justifications, as well as an “Errores e intervención” section for students having difficulty within the exercise. Each “¡Investiguemos!” lesson includes educator guidance that prompts students to explain and compare their solution strategies throughout the lesson. The “Relacionar estrategias de solución” and “Hablar sobre las ideas matemáticas” sections engage students in discussing different approaches and justifying their reasoning, while “Práctica y resolución de problemas” provides opportunities for students to reflect on the mathematical concepts they used and explain how they solved the problems. Lección 9-1 asks students to explain how they compared objects using measurable attributes, discuss different comparison strategies, and reflect on the attributes they used to determine their answers.

Additionally, lección 9-6 “Acto 3” includes a “Reflexionar sobre el razonamiento” section, which prompts students to explain how they represented the comparison using mathematical models, justify why one teddy bear is taller than the other, and discuss whether different solution methods are correct. The lesson also includes “Crear un problema,” where students create and solve a related comparison problem and explain how they represented and solved it using mathematical models. In Tema 12, lección 12-1, the materials include the “Aprendizaje visual” section, in which students solve four mathematical problems and respond to educator-guided questions that encourage them to reflect on their thinking, explain their reasoning, and justify their answers. The materials present the essential question, “¿Cómo pueden identificar una moneda de 1¢ y una de 10¢ y cómo pueden reconocerlas para comprar cosas?” Students work through four problems related to identifying and using coins. Throughout the lesson, the materials provide educator prompts such as “¿Cómo pueden representar cuánto vale una moneda de 1¢?” “¿En qué se parecen y en qué se diferencian las monedas de 10¢?” and “¿Qué puedes comprar con una moneda de 10¢?” These questions guide students to explain their thinking, compare mathematical ideas, justify their responses using evidence, and reflect on the strategies they use to solve the problems.

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

The grade K Guía del maestro includes prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated student misconceptions. For example, in lección 11-2 “Elaboremos, Contar hasta 30 usando patrones,” the materials include “Prevenir malentendidos” in paso 2 “Aprendizaje visual,” where there are prompts and guidance for educators to provide feedback based on student responses and anticipated misconceptions, such as: “Esté atento a los estudiantes que tienen problemas para reconocer patrones. Recuérdeles que miren cada dígito en los números para ayudar a identificar patrones.” In the “Hablar sobre las ideas centrales,” the materials additionally include educator prompts and guidance such as “Esté atento a las expresiones recíprocas acerca de cómo los números pueden parecer semejantes o sonar semejantes.” In Tema 12, lección 12-3, the materials include educator guidance for providing targeted feedback during the “Investigar” section. Paso 3 “Reflexión” includes an “Errores e intervención, Ejercicio 4” subsection, which identifies a common student misconception and provides instructional guidance for addressing it, such as “Si los estudiantes tienen problemas para determinar quién está ganando dinero, entonces señale cada imagen y pídales que digan si la persona está trabajando o no.” The materials also provide the educator prompt: “¿Esta persona está trabajando?” to identify the source of students’ misunderstanding and provide explanatory feedback.

Additionally, in Tema 10, lección 10-10, the materials include educator guidance in paso 3 “Práctica y resolución de problemas,” within the “Práctica Guíada” section. This section includes a subsection titled “Errores e intervención, Ejercicio 3,” which identifies a common student misconception and provides explicit guidance for educators on how to address it. The materials state: “Si los estudiantes solo representan la cantidad que muestra la tarjeta numérica, entonces pídales que escuchen el problema con atención nuevamente e identifiquen si la cantidad de fichas debería ser menor que, mayor que o igual al número de la tarjeta numérica en el Ejercicio 3.” The guidance provides explanatory feedback by directing students to revisit the problem, analyze the relationship described in the task, and reconsider their initial response. Then, in the lección 2-1 “Explorar y comentar” activity, students work on using counters and pictures to represent a group of six. The activity requires students to count and draw pictures showing how many of the dog’s toys are on the red bed. The materials provide guidance for educators about how to monitor students and what they should look for. If students are unsure of how to keep track of their counting, educator prompts include: “¿Qué puede ayudarles a recordar cuántos han contado?” To support the class in solving the problem, educators select solutions for students to present. To show solutions using counters, the educator may select work that shows students using incorrect and correct amounts of counters to solve. Real-time educator guidance for student responses, such as in the student sample where Norah showed her work, is provided. The student drew six circles to correctly count the number of balls, but when using counters in the ten-frame to represent the total number, she only filled it with five. To prevent future misconceptions, the materials direct educators to remind students of important strategies to help them keep track of their counting.