Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 189.36 KB)
Freckle for Math, 1
Supplemental Math (English) Grade 1
SBOE No Action Taken | IMRA 2025
Commissioner No Action
Publisher: Renaissance Learning, Inc.
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 95.71% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
57% (12 out of 21 points)
Evaluation for 1.1a
The instructional materials provide a structured and standards-based approach by outlining the Texas Essential Knowledge and Skills (TEKS), identifying the concepts covered, and offering a rationale for adaptive learning paths within the same grade level. The Freckle Teacher Dashboard includes a Standardstab where the TEKS are listed by strand and grade level, allowing teachers to locate and reference the standards easily. The materials also include a "Math Usage Recommendation" flyer that explains how the adaptive learning path adjusts based on student performance, supporting horizontal alignment by keeping students within their grade level while personalizing instruction. The materials do not include an alignment guide outlining the English Language Proficiency Standards (ELPS), or a rationale for how learning paths are designed to progress across grade levels (vertical alignment).
Evaluation for 1.1b
There are suggested weekly usage times for students listed on the Renaissance website, along with guidance for implementation of summer school that includes creating, preparing, and helping teachers. There is also correspondence forguardiansin English and Spanish.Under the Resources dropdown, the Usage Recommendation describes recommendations for Mastery Practice, Number Sense & Fluency, and Real-World Problem Solving. Additionally, it provides guidance for minutes per day and frequency per week. The materials do not provide specific strategies for teacher use in various contexts.Teachers select a math skill (TEKS) under the Standards tab. Next, Differentiated Practice provides teacher guidance with the"View Performance by Standards" report.Teachers use student performance data to assignadaptivepractice. The Skills & Prerequisites allow teachers to assign prerequisite skills and teaching videos.The materials provide guidance on the minutes students should spend on the program each week under theResources tab andUsageRecommendations. There is also a prerequisite list that showcases supports to use for students. Additionally, teachers can find an article that helps educators plan out their year using a yearly implementation guide.
Evaluation for 1.1c
The adaptive materials include a diagnostic tool that assesses individual students' current math understanding and recommends a starting point within specific skill progressions with a learning path aligned with the TEKS. The materials provide an explanation of the TEKSand what student expectations are for each skill. For example, TEKS 1.5D"FormingNumberSentences" states, "The student is expected to represent word problems involving addition and subtraction of whole numbers up to 20." However, the materials do not provide a TEKS correlation guide.UnderReports, there are diagnostic performance levels by group and individual skill assessments that are TEKS-based.When you click on a unit, there are specific TEKS that show what students are working on. Student starting levels can be viewed as a recommended entry point for the program.Students complete diagnostic tests before entering the adaptive pathways. The diagnostic assessment data determines the recommended skill entry point for the student. UsingReports, educators can manually view and adjust skill entry points, when needed, based on diagnostic assessment results and individual student needs.
Evaluation for 1.1d
The learning materials includeInquiry Based Lessons(IBLs) for teachers to use in whole classes, centers, or mixed groups. Each lesson starts with an overview for the teacher and includes the standard, objective, slides, an inquiry sheet, and an answer sheet.The materials do not provide clear steps or protocols for adaptive student lesson internalization.Instead, they offer a list of skills and prerequisites with sample questions and a printable. Instructional videos are offered as well to both the students during their adaptive learning and to teachers to support their understanding of the math skill.IBLshaveinquiry sheets, targeted practice, printable worksheets, benchmark assessments, skills, and prerequisites, along with instructional videos.Materials also include a slide deck that showcases lessons to follow to teach students the particular TEKS they are working on.
Evaluation for 1.1e
The materials include math usage recommendations and Smart Start Helparticles, which provide resources for instructional leaders to support educators with implementing the materials as designed. For example, the "Math Usage Recommendations" flyer outlines suggested usage by grade band, and the "Smart Start Help"articles includes a 60-minute course with modules such as "What is Freckle?", platform tours, an implementation checklist, and a teacher's guide. Additionally, the Administrator Dashboard and Renaissance Next for Leaders provide tools to monitor student progress and performance across topics. The materials do not include guidance for instructional leaders to support educators with implementing the materials as designed. While tools such as the Administrator Dashboard offer data visibility, there is no evidence of structured guidance or protocols to help instructional leaders coach or support teachers in the implementation process.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The materials provide lesson overviews aligned to the TEKS for grade 1, including student learning objectives for each day of the lesson. Within the lesson are daily videos for the students to watch, questions for the teacher to ask, directions for the students and the teacher, suggested tasks, challenge tasks, reflection questions, group discussion guidelines, and sentence stems for students to use for group discussions.The materials provide TEKS-aligned benchmark assessments that teachers can assign to students immediately or assign for the future. The teachers have an option of how many questions they want students to answer and can even test on multiple TEKS. Teachers can preview the assessment questions before assigning the assessments.Within the Standards tab, teachers select a TEKS-aligned skill. The materials provide a TEKS-aligned Focus Skill and learning objective. For example, in 1.5.A"Count up to 120,"the learning objective states, "The student is expected to recite numbers forward and backward from any given number between 1 and 120."
Evaluation for 1.2c
The materials provide families with an overview of the product, how to use it, how students use it, and the activities students can practice in the adaptive program with an example of what the students see. The materials inform families in both English and Spanish with the math focus skills according to state, with a video on how to understand and read the focus skills and howthe skillsprogress across grade levels. For example, families can click on grade 1, then click on a specific domain to read specific focus skills with a description and the standard code associated with it.Language support is included for students to practice skills in their native language.However, there is no correspondence for families to support their students' progress in a language other than English.The Freckle Teacher Dashboard "Family Letter" introduces the product and explains how students can access it at home. It suggests that families have students work independently. However, it does not give suggestions on units or how families can support at home.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
1 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
1 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
74% (17 out of 23 points)
Evaluation for 2.1a
The materials include a variety of assessments, such as pre-tests or placement tests, end-of-unit assessments, progress monitoring, and formative assessments that teachers can assign throughout the unit of study. A definition of the benchmark assessment states, "assess students' progress on specific standards to check for understanding and measure growth over time." The placement tests are taken at the beginning of the year in each math domain, which provides the student and the teacher with a current student performance level. From there, students'AdaptiveMathpractice is aligned at that domain level.Assessment reports show math levels, student progress, class grouping, and other report indicators. The assessment report includes the type of assessment, domains, standards, and questions for each assessment.
Evaluation for 2.1b
The materials providebenchmarkassessment guidance to ensure accurate administration by stating that the assessments are for "specific standards to check for understanding and measure growth over time."Teachers can directly assign assessments and preview the questions students will answer. Teachers choose the TEKS and/or skills to include. However, the materials do not provide directions, procedures, or a script for teachers to follow to ensure consistent administration of instructional assessments.
Evaluation for 2.1c
Assessments can be given in a printable version or on the online platform. The digital assessments provide educators with a printable version with space for students to write, a Spanish version of the test, and an answer key.The digital assessments provide text-to-speech accommodations that students can turn on by selecting the speaker icon. The assessments include content and language supports. For example, underlined academic words are selectable for students to hear and see the definition. Assessments do not provide calculators to support individual students, and teachers cannot enable or disable content and language supports.
Evaluation for 2.1d
TheFreckle Math Practice Programincludes diagnostic assessments with TEKS-aligned tasks and questions that incorporate multiple interactive item types and span varying levels of cognitive demand. Students engage with formats such as multiple choice, drag-and-drop, text entry, multiselect, and open-ended responses, which appear throughout the Targeted Practice section and Depth of Knowledge (DOK)Challenges. These assessments allow students to demonstrate understanding through more than two unique item types and reflect more than two levels of complexity. TheAdaptive Math pathwayfunctions as a diagnostic tool, adjusting in real time to identify mastery and learning gaps. This adaptive feature delivers differentiated, TEKS-aligned instruction and ensures students are assessed at appropriate levels of challenge. Teachers can preview and customize diagnostic items to tailor instruction and address student needs. The materials clearly describe how students interact with content and how teachers manage assessments, supporting instructional decision-making, and aligning fully with the expectations of this indicator.
Evaluation for 2.1e
Formative assessment questions include multiple choice, yes-or-no questions with a prompt that states, "more information is needed," and text-entry.The questions and tasks of the formative assessments include varying levels of complexity, which range from basic recall to application, and higher-order skills, such as strategic thinking and evaluating. For example, in TEKS 1.2B, which covers composing and decomposing up to 120, students count base ten blocks to identify a number, write a number from a number sentence, identify the model that shows a specific number, and identify the missing base ten blocks in a picture model.Teachers can choose a topic by grade level and select the domain, adjust the number of questions, the type, and the question level before assigning.
Evaluation for 2.2a
The assessments include scoring guides that show how students performed on each question, the correct answer, and how the students answered. The scoring guide provides correct and incorrect responses, but does not provide a rationale for each one.The report provides specific scoring information for the teacher and a detailed breakdown of student performance. It gives scoring results by topic or TEKS and domain with percentages broken down into three scoring groups: greater than 79percent, between 50–79percent, and less than 50percent. The report shows students' answers. However, it does not include a rationale for why the question was correct or incorrect.
Evaluation for 2.2b
Materials in Math Content, under theAdaptive Math Pathway, offer educators guidance on implementing activities and addressing student performance on assessments. In this pathway, students first complete a pretest to determine their current proficiency levels, then engage in activities that adapt to their individual learning needs and progress. This approach supports targeted instruction and differentiated practice.Materials in the Home Page>Reports>What data can I see on the Class Groupingreport? provideeducatorswithguidance on forming small groups based on students' progress within specific domains at their selected grade level. Class Groupingreports offer recommendations on which domain topics to address in small group instruction or independent practice, including guidance specifically for their grade level in Freckle.From materials in the Home Page>Teacher Dashboard>Performance by Topicreportprovideeducatorswiththe opportunity to review report findings and identify patterns in student performance. For example, educators can examine frequently missed TEKS and receive guidance on assigning targeted tasks and resources to address those identified learning gaps.
Evaluation for 2.2c
The materials include aReports dashboard for educators that automatically compiles student assessment, progress, and growth data into a variety of different reports, such as graphs, tables, charts, and groupings. Teachers are equipped with assessment tools to monitor student growth and progress. Teachers can adjust student activities and interventions based on performance.Reports are provided to view how students have performed over time. Teachers can monitor student growth through the automatic reports that show trends in individual and class data. Teachers can go to theReports tab to access reports that showcase student skill level, growth, domains, and the TEKS still needed to master.Online student platforms include personalized dashboards where students can select My Tracker to see their progress on completed items, such as assessments, targeted practice, adaptive practice, and "Depth of Challenge" lessons. The tracker shows students' progress towards mastery in a bar organized by colors (green, yellow, and red), with a percentage, encouraging words like"Keep practicing," "Good job!," and "Mastery," andincludesan option for students to retry that specific task.Students can access their growth and progress and track where they started, their current level, theirlevels grown, and number of correct answers to date. The student tracker allows students to track their progress and growth. Students can go into their backpack, click on the report card, and see how they have grown in each domain.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
When completing a task duringadaptivepractice, students receive immediate feedback when struggling with a question that helps guide them to the correct answer. Students can access tools, hints, and video guidance to help them along the way. Once they master the skill, it moves them to the next level based on their prior performance.Students receive immediate feedback when answering a question from their assignment. Students can then see which questions they answered correctly and incorrectly. If an answer is incorrect, the program immediately provides a hint to help them retry the question. Students are given two more attempts to get the answer correct. Students can also select options such asTeachMe,Hint, or to view a video to address any issues they may encounter when completing assignments.The materials provide continuous feedback to students and adjust the difficulty of tasks as students progress through their pathway. For example,in the skill "Count up to 120," when students are struggling, the adaptive pathway adjusts the learning to counting to a smaller number, such as 50, for mastery, and then will build towards counting to 120 after students have shown mastery of counting up to 50 on multiple attempts.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
1 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
59% (22 out of 37 points)
Evaluation for 3.1a
The online program uses adaptive learning that provides students with content, practice problems, and feedback based on their current level of understanding. If a student is struggling with a particular concept or skill, the program provides a series of hints, videos, and extra practice, either individually or with help from the program, targeting that concept or skill. For example, in the domain of Data Analysis, the adaptive materials provide immediate feedback to the student of correct or incorrect response and then provide a hint to the student in the form of a graph and guides the student to "remember that each picture stands for more than one thing" to help them understand how to solve problems on a graph. If the student continues to struggle with the skill, the program guides the student to "try again or work together." The "work together" option guides the students with a prerequisite skill first and offers them several practice tasks before returning to the original problem.Students can utilize the scaffolding features integrated within the adaptive program to support their mastery of the subject matter. Renaissance offers support articles that detail the instructional supports embedded within the program. These resources provide guidance on how to use the program's built-in features.When students are struggling with a concept and get questions wrong, there are videos provided to help scaffold student learning. Teachers can assign or show the prerequisite videos based on the TEKS to help scaffold for students. In Math Topics,teacherscan choose a particular TEKS, then scroll down to theSkills andPrerequisites. It allows teachers to generate a printable for practice and assign extra skill practice.
Evaluation for 3.1b
The program does not provide guidance for preteaching vocabulary or unfamiliar references. However, embedded academic vocabulary support through hover-over definitions is included. Real-time hints are provided for students in supporting new academic vocabulary. For example, students can hover over specific words that are underlined, such asrepresented,corners, andhexagonto seeand hear the definition. Unfamiliar references appear in the materials without educator guidance to support student understanding.Renaissance offers support articles that detail the instructional supports embedded within the program. These resources provide guidance on how to use the program's built-in features.In the student online dashboard, students have embedded supports such as theHelp feature.
Evaluation for 3.1c
The online platform provides educators with an option for extended thinking using theDOKcontent that assigns higher-level thinking questions for a specific standard to help students master concepts. The educator dashboard does not provide specific guidance on when and why to use this option. Instead, it gives educators the option to assign the task immediately or for the future. The materials adapt to students' learning by providing more difficult questions without any specific instructions or guidance to educators for using them with advanced learners.Renaissance suggests guidance on howFreckle Mathcan be used for enrichment and how to keep students engaged with enrichment activities.A PDF on usage recommendations forDOKandIBLsis provided. The materials provide options for students to demonstrate understanding throughIBLslides and projects. These tasks allow students to perform by engaging in hands-on problem solving, express by generating and responding to questions, and represent their thinking using visual tools, such as graphs and diagrams.
Evaluation for 3.1d
Digital materials allow educators to enable or disable text-to-speech functionality for individual students. The materials do not provide the ability for educators to enable or disable content and language supports for individual students, and the use of calculators is not provided.Teachers can adjust text-to-speech settings individually for each student and change a student's language setting. Teachers cannot assign specific or targeted language supports. The embedded supports are embedded within the program's adaptive framework (hints, hover-over academic vocabulary).The audio settings allow the teacher to choose the program to read text aloud to students automatically. The student support settings allow teachers to assign text-to-speech and additional time to shop in the Freckle store.
Evaluation for 3.1e
Online adaptive materials provide students with tools, like an interactive pen, blank number line, manipulatives, a ten frame, a graph, and place value chips, for students to use while solving problems.The materials in theIBLsallow students to demonstrate mathematical concepts through answering questions verbally, solving mental math problems multiple ways, and drawing pictures of their math understanding on an inquiry sheet through slides and projects. These tasks allow students to perform by engaging in hands-on problem solving, express by generating and responding to questions, and represent their thinking using visual tools, such as graphs and diagrams.Students can engage with content throughout the adaptive program, and educators can choose a grade level and topic to assign a benchmark assignment for students.
Evaluation for 3.2a
The online program provides students with questions on specific math concepts. Teachers are provided guidance on building knowledge by activating prior understanding, highlighting big ideas, making key patterns and relationships explicit, and using varied representations to support learning.Teachers can use the targeted skills and prerequisites to activate prior knowledge. The materials provide usage recommendations on how often students should engage with the program.In grade 1, the online program includesIBLsfor teachers to use with small groups that include a simple script and questions to guide the lesson, along with printable worksheets for students to complete independently after the lesson. The lessons begin with questions from previous learning, such as asking students to subitize a group of dots.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
There are reports that provide student performance (Math Levels) and suggested groupings (Class Grouping). The Class Grouping report recommends student groups based on students' progress on specific skills. Educators can choose groups with varied performance levels or groups of the same level. Group size can be whole group, small group, or individual.Instructional videos are triggered when students answer incorrectly.Freckle automatically shows a hint or video to support understanding and encourages students to watch the videos during independent practice. The videos provide students with targeted intervention and tell teachers when to use them.TheAdaptive Math pathwayoffers varied practice opportunities educators can support with whole-group instruction using printable exit tickets, which include a choice of3–10questions focused on a specific skill or concept.
Evaluation for 3.2d
In grade 1, the online materials includeIBLsandDOKactivities for teachers to assign or have students participate in that allow for higher-level thinking and critical thinking through fun, real-world challenges. Both methods provide enrichment and extension for students. For example, using the TEKS 1.2G "Compare Two-Digit Numbers," the question asks students to pick a strategy that would accurately compare two numbers.The program provides students with enrichment activities by practicing various skills and concepts. Students can use theAdaptive Math pathway, which provides opportunities for enrichment and extension based on their performance. Teachers can utilize theDOKquestions and print out skill-based worksheets as extension activities for students.DOKactivities, such as 1.5A "Count up to 120," provide extra enrichment for students by relating content to their everyday lives.
Evaluation for 3.2e
When students answer incorrectly on their adaptive pathway, the program provides immediate feedback through a hint or the "work together" option. When a student answers correctly, the online program provides a response to the student that says, "That's correct!" and a score of "Mastery" at the end of the lesson.TheIBLslide decks include prompts for teachers to ask students to check for understanding.Materials under the Teacher Home Guide, in the Helparticles, offer guidance to support educators in providing timely feedback during lesson delivery. Forexample, Freckle provides teachers with resources to monitor student progress and performance, along with helping teachers decide what to do with data. Teachers have the opportunity to isolate whether each standard needs a whole group reteach (most students fall under 50percent) or a small group reteach (a small group of students fall under 50percent).
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
Theadaptive materials define some vocabulary terms but do not include visual representations to support students who struggle to understand without concrete representation. The online student app does provide vocabulary guidance for some words, i.e., bolded words include hover over definitions. However, this feature is not consistent on all questions and is not available at all levels.The online pathway includes hints when a student answers incorrectly. Some of the hints provide pictures or a representation, such as a picture that shows the meaning of the equal sign. However, not all hints provide visuals. If students answer correctly, they do not see the hints unless they click on the hint bubble in theirAdaptive Math pathway.The materials do not provide pre-teaching of math academic vocabulary. For example, the question for the TEKS 1.2C states, "Write digits in the correct place to form the number—8 ones and 4 tens." Students type in the correct number without having an understanding of the key termdigitsor an option for a hint that defines the key math word. The hint provided with the question refers to the wordtensandonesbut does not make the connection to the worddigits.
Evaluation for 3.3c
The materials do not include implementation guidance to support educators in using the program within state-approved bilingual orEnglish as a Second Language (ESL)settings. While the teacher dashboard allows Spanish language settings and printable materials in English and Spanish, these features are not supported by instructional strategies or guidance aligned to bilingual or ESL models.There is no evidence of embedded support, such as language objectives, model-specific plans, or professional learning resources tailored to bilingual or ESL instruction.
Evaluation for 3.3d
The materials provide daily videos in theIBLsthat educators can use in a small group. The videos include familiar pictures along with unfamiliar words, such asstrawberry pie,rectangular table, andcircular table, to help provide an understanding of some words. The educator's directions before playing the video state, "Play two times and ask clarifying questions in between," without specific suggestions or questions for educators to use.In theIBLs,the materials provide educators with specific questions to ask to clarify the purpose of the activity, to determine what information from the video is important, and some reflection questions, all for students to answer orally. During this lesson, students are put into small groups and are working together to complete the task. The materials provide sentence stems for the class to use after each group presents their solution, such as, "I agree with ___ because" and "I solved it differently than ___ because ____."In theIBLs,there are slideshows with questions for teachers to ask students orally that help increase student comprehension. Student comprehension is also encouraged through written discourse. Students are expected to reflect on the knowledge they gained through the inquiry by answering questions like, "What was the most difficult part of today's inquiry? What did you or your group do best during today's inquiry? If you could start over, what would you do differently?"Students use theinquirysheets to write down the questions they are trying to answer during the lesson. The materials provide educators with suggested questions to display for students to copy on their paper, if needed, and opportunities for students to answer questions verbally through daily review questions and videos. On their inquiry sheets,studentsare asked to answer, "Developing the Question: What are we trying to answer?"The materials do not include embedded guidance to support emergent bilingual students in developing academic vocabulary or making cross-linguistic connections through oral or written discourse opportunities.The materials do not include embedded guidance to support emergent bilingual students in building background knowledge through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
1 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
1 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
1 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
1 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
3 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
3 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
In grade 1, digital practice questions provide multiple opportunities for students to understand the concept. For example, the TEKS 1.2G "Compare 2Two-DigitNumbers withSymbols" presents symbols with true or false questions; students use symbols to compare numbers, identify which number is greater than, and choose a correct number to fill in the blank "__ > 61." When a student answers incorrectly, a hint is provided as a picture of an alligator and a reminder that the mouth faces the bigger number. Another hint asks students to identify which number has more in the tens place.The benchmark assessment of the TEKS 1.2G "Compare 2Two-DigitNumbers withSymbols," grade 1 students answer multiple questions to use symbols to compare numbers, answer true or false questions, choose a number to fill in the blank of an inequality statement, and decide which number is greater than specific numbers. The questions assess students' depth of understanding aligned with the TEKS 1.2G.TheAdaptive Math pathwayallows students to work on the TEKS to their ability and adjusts to student mastery or help needed as they move through the pathway.Students can use theTeachMe button on their app and practice multiple times before continuing on their path. They can also useTeachMe to better understand the content before continuing on their path.Exit tickets and mini tickets are TEKS-aligned andinclude quick checks of understanding, covering topics such as counting to 120, addition and subtraction within 20, comparing numbers, measuring with nonstandard units, and telling time to the hour and half hour. The program provides students with support and scaffolds when they get a problem incorrect.
Evaluation for 4.1b
Rigorous inquirybased assignments provide students with enrichment opportunities, which lead to a deeper understanding of the TEKS. Several are cross-curricular and require in-depth thinking, in which students use problem-solving skills.Teachers can assign targeted,DOKquestions and tasks for students to demonstrate proficiency of the TEKS. Other grade-level TEKS may be assigned to increase the rigor, to differentiate for students, and to provide more opportunities to practice skills at a higher level of knowledge.Students can select the From My Teacher tab on the app. From there, they can accessIBLsthat the teacher has specifically formulated for them based on the TEKS. GeneratingIBLsallows for the extension of skills to be practiced.Teachers can assign aDOKChallengefor students to enrich and extend their thinking in a specific TEKS. For example, in grade1, for the TEKS 1.3B "AdditionFacts up to 20," the task uses measurements of lizards and combines measurements with addition sentences to have the students think of two more ways to write a number fact.
Evaluation for 4.2a
The grade 1 materials introduce the concept of "Compose and DecomposeNumbers up to 120" as a foundation for the skill of comparing two-digit numbers with symbols. The online materials provide students and teachers with instructional videos that reinforce prior learning of that skill. For example, for the TEK 1.5C "10 More or 10 Less Than a Number," the instructional videos include instructions on skip counting by tens and an addition sentence with two-digit numbers using place value counters.Ingrade 1, place value is revisited when comparing numbers. Big ideas and mathematical relationships are revisited as needed throughout the program. Teachers can choose a standard and show students prerequisite videos that can be used as a review and a scaffold for future learning.Teachers can utilize the prerequisite skills videos to spiral previous learning and build upon it for new learning. Teachers can also assign adaptive lessons to enhance understanding of specific selected TEKS. Teachers can see how lessons are composed and progress throughout the questions to showcase different understandings of the content.
Evaluation for 4.2b
The grade 1 materials use place value chips to compose and decompose numbers up to 120; grade 2 uses place value chips to compare three-digit numbers using symbols. The online student platform includes Number Facts and Number Basics for grades K–2 to help reinforce the basic foundations of math, which include counting, number recognition, and basic arithmetic practice with visual and audio supports.The prerequisite skills show alignment across grade bands using the foundational skills students must master ingrade 1to be successful in grade2. Teachers can filter out foundational skills needed for later grade levels, demonstrating the coherence across grade bands.In the targetedDOKquestions, concepts build upon one another and connect. The materials connect larger math ideas by requiring students to use problem-solving skills to answer the questions. For example, ingrade 1, students can practice 1.5.C"Ten More or Ten Less than a Number." The materials include instructional videos and prerequisite skillsnecessary for students to achieve success and reach mastery. Through the use of prerequisite skills, it becomes evident how concepts are related and connected.Teachers can see how units are composed and the grade levels in which the content will be shown. They can assign lessons based onDOKand build across grade levels. Students can practice skills across grade levels as they progress through the standards-based practice.
Evaluation for 4.2c
In grade1, students use theIBLs; the lessons review addition and subtraction strategies fromkindergarten, and then move into strategies specific to grade1. For example,Days1and2lessons use the strategies counting all, counting on, counting back, and counting up from. Then, the lessons for Days 3–5 teach the strategies of making10, decomposing a number leading to10, and applying understanding of operations of addition and subtraction. TheIBLonstarting a lemonade stand builds in complexity. Day1begins with students comparing a two-digit number to a one-digit number. On Day2, students compare two-digit to two-digit numbers. On Day3, students compare two-digit numbers with two-digit numbers using comparison symbols.In grade1, the targetedDOKpractice for 1.5A"Count up to 120"builds in complexity. It begins by having students count a group of objects, then pushes them to think about how to group amounts into tens and ones, and then finally extends their thinking by having students evaluate whether or not a mathematical idea is correct.Teachers can assign focus skills designed to demonstrate coherence across assigned conceptual lessons and activities. The online materials asterisk and bold the TEKS that are thefocusskills in each grade level. The materials identify focus skills as "the most critical skills to learn at each grade level because these serve as a foundation for skills taught in later grades."Students in grades K–2 can access Fact Practice from their dashboard, which includes procedural fluency with addition, subtraction, multiplication, and division. The students can practice this task twice a week.Teachers can assign targeted skills and practice to students so that they can practice skills in sequence. Teachers can build strong content knowledge by providing the prerequisite videos that are available on the topics being covered. Teachers can extend concepts by assigningDOKassignments to students on selected content.
Evaluation for 4.3a
Grade 1 students learn how to skip count to 120 by twos, fives, and tens. As students progress through the learning pathway, spiral review questions integrate this skill into generating a number that is10more or10less than a number. The materials use place value chips to compose and decompose numbers up to 120 and add two-digit numbers.Students progress through concepts and skills at the basic level. After some time, the skill begins to add additional concepts for students to practice. Students are given multiple opportunities to practice skills when they are incorrect at least two times. Students can use the video, hint,TeachMe, and tools. When students unsuccessfully answer a question, the program prompts them to "try again" or "work together."When students have multiple failed attempts at answering or solving a problem, a video is provided to help scaffold their learning. The videos help revisit previously learned concepts that can scaffold learning for students.The grade 1 student dashboard gives students access to hints in theTeachMe section. This allows students to receive a hint to assist with the retrieval of a previously learned concept. Students can select fromNumber Basics, Number Facts, or Fact Practiceto review previous concepts and continue to build on basic math fundamentals.
Evaluation for 4.3b
In the grade 1 data analysis learning pathway, students use a previously learned skill of skip counting by 2's to answer a question on a picture graph. Each student's skill provides a required prerequisite skill before learning the current skill. The learning pathway allows students to reiterate subsequent learning with increasing rigor.The grade 1 adaptive materials provide students with multiple strategies for adding and subtracting. As students work through their pathway, the program adapts and prompts students to select the most efficient addition or subtraction strategy. The adaptive pathway allows students to continue building on previously learned concepts. Students can solve different problems through targeted skills practice orDOKpractice assigned by the teacher.The grade 1 targeted practice for 1.2A "Recognize Quantities" provides students with several strategies, such as place value blocks, ten frames, and tally marks.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
84% (32 out of 38 points)
Evaluation for 5.1a
Students are given opportunities to interpret, analyze, and evaluate models and representations. As they progress through each level, students have to apply prior knowledge and critical thinking skills from previous lessons. Teachers can assignDOKassignments based on different TEKS as needed, as well as targeted math practice lessons that provide additional activities for students to interpret, analyze, and evaluate.In grade1, using the TEKS 1.3C "Compose 10 with Two or More Numbers," the students are given representations of addition and subtraction problems and are to use the information to analyze what is missing to find the correct answer. Using thetargetedDOKpractice with the TEKS 1.2G "Compare2Two-Digit Numbers," students interpret and evaluate representations of numbers to determine how to find a number that is greater than another number.In grade1, 1.5A "Count up to 120," targetedDOKpracticeQuestion3, students are asked to analyze and evaluate a drawing and determine if it is a certain amount. In grade1, 1.7D "Find the Nearest Length"Question1, students have a picture of a boat and cubes and have to evaluate the length of the boat.
Evaluation for 5.1b
The teacher is able to provide printed activities that include pictorial models. Students have printed materials that depict pictorial representations, and there is correspondence or guidance for students to use physical manipulatives.The student's online dashboard has multiple representations of mathematical situations that show different pictorial models. TheDOKquestions also showcase different pictorial models based on the same TEKS, which can be printed.In grade 1, using the TEKS 1.3B "Addition Facts up to 20," students are given a printable inquiry sheet on which they can draw pictures or use strategies to help solve problems. Questions and tasks provide models in the adaptive program for the students and include opportunities for students to create concrete models of a concept or a mathematical situation.In grade 1, students create pictorial representations of shapes in the "Traffic Signs" inquirybased learning project. In grade 1, students create pictorial representations of fractions in the "County Fair Pie Contest" inquirybased project.
Evaluation for 5.1c
Student applications begin with abstract concepts; as students answer questions correctly, the concepts become more concrete. Teachers can assign targeted practice skills to aid in developing a foundation for real-world applications. As students progress, they can be assigned skills to make connections across concepts.Teachers can assignDOKassignments, as well as targeted math practice lessons, based on different TEKS as needed, which will allow students opportunities to understand new problems and contexts.In grade 1, students apply their knowledge of the TEKS 1.3B "Addition Facts up to 20" using different measurements of reptiles and finding two ways to write the same addition fact. Students apply their knowledge of the TEKS 1.7D "Find the Nearest Length" using a real-world situation of digging up earthworms in a school garden. Students use measurement tools to find the length of the earthworms, assess their classmates' measurements to determine accuracy, and then finally design and create worm bins using the three largest worms.In grade 1, in theIBL"Working for an Animal Science Magazine," the graphing concepts are connected to scientific facts about animals. For the TEKS 1.7.D "Find the Nearest Length," students are asked to compare different lengths of ships. The word problems are related to ships that belonged to Ferdinand Magellan, who was a historical figure.
Evaluation for 5.2a
The Fact Practice activity tests grade 1 students' automaticity with addition and subtractionNumberFacts. Educators can build fluency for students with personalized Fact Practice for all individual students across all operations.The Number Facts activity allows grade 1 students to practice basic arithmetic at various levels with audio and visual supports, making learning more engaging and effective. As students progress through the levels, the arithmetic starts with concrete and straightforward visuals and then progresses to complex without visuals. For example,Level 3 starts with addition up to 10 using ten frames and then progresses to adding on to 10 using ten frames. The levels help students with fluency as the arithmetic problems use a combination of horizontal, vertical, pictures, ten frames, and no pictures.Number Fact Practice can be assigned to students where they practice building fact fluency with addition and subtraction.Teachers can assignNumberFacts to build automaticity in number recognition. Students can use math practice to increase fluency and automaticity in math facts, help develop their numeracy skills, and help build automaticity of addition and subtraction.
Evaluation for 5.2b
In grade 1, students add and subtract up to 20 using multiple strategies, such as objects, ten frames, pictures, and then progressing to horizontal and vertical formats without pictures or objects. The Number Facts and Fact Practice activities provide opportunities for students to use flexible and efficient strategies to solve addition and subtraction problems. For example, in Number Facts, students use a variety of strategies to solve adding 10 to addition problems, and in Fact Practice, students use mental math to solve for 24 addition and subtraction problems.The Number Facts practice is adaptive and moves at the pace of the student. Students have the opportunity to practice efficient, flexible, and accurate math procedures. For example, students are building fluency with subtraction up to 20.Through the adaptive pathway, students ingrade 1practice skills, and when errors are made, they are provided with immediate feedback. Students are able to practice different strategies within the skills for flexible procedure and accuracy, have the opportunity to practice mathematical procedures, and gain knowledge or feedback based on students' answer choices.Teachers can utilize printable materials in order to ensure students have the opportunity to practice their efficient, flexible, and accurate math procedures.
Evaluation for 5.2c
In grade 1, during aDOKChallenge, students answer the online question, "Is her drawing correct? Why or why not?" Students evaluate accuracy by selecting the correct answer. Another question asks students to evaluate for flexibility by asking, "Pick two ways that Trina could count up all the tadpoles in this pond." Students select two answers of different ways to count the tadpoles: one way of counting by tens and then extra ones, and the other way of counting one by one. Students are being flexible in choosing different strategies to solve the problem.In grade 1, duringone of theIBLs, the lesson guides the teacher to facilitate a class discussion involving the group's solution and strategy. One of the sentence frames students can use is, "The way that ____ explained the solution caused me to change my thinking because ____."In grade 1, duringDOKpractice, students are asked, "The next week, Theo and Riley both scored points! They wrote their scores in a different way. What should Theo and Riley do to see who had more points?" Students have to check for efficiency and choose the strategy that makes sense when comparing the numbers.Grade 1 explores math standards and builds critical thinking skills throughIBLs. Students can watch instructional videos along with an inquiry sheet. Teachers can utilize printable materials, enabling students to utilize and refine their problem-solving methods and ensuring students have the opportunity to practice their efficient, flexible, and accurate math procedures. Printable materials are available for DOK andIBLs.
Evaluation for 5.2d
The materials scaffold strategies for solving problems in a way that encourages students to select increasingly more efficient approaches. For example, the materials in grade 2 have opportunities and present less efficient strategies. The materials include scaffolding strategies to guide students in selecting increasingly efficient approaches to problem-solving in math.Teachers are provided with suggested articles for implementation and getting-started with the basics. Instructional supports are embedded into the program.The usage recommendations give a guide on how often students should use the program. The teacher brochure says, "Learn how Freckle can help you differentiate teaching and practice for every student"andprovides guidance on how to support students in selecting increasingly efficient approaches for solving.
Evaluation for 5.3a
The materials do not explain why or how the conceptual understandings support the procedural emphasis of the TEKS. The materials organize the TEKS and corresponding skills into larger groups called domains. For example, the Algebraic Reasoning domain includes the TEKS K.5, and the Data Analysis domain includes the TEKS K.8A and K.8C. Some domains connect with similar domains in middle school, and the adaptive program will automatically suggest "the appropriate connected domain for students" who need a challenge or remedial content. A Renaissance Support Chat Box in the Help Center states, "Freckle addressed conceptual and procedural TEKS by grouping related standards into domains."AHelparticle titled "What content and topics does Freckle cover in Math Practice?" states, "Number Basics covers foundational math skills, and Number Facts cover practice in conceptual understandings of addition and subtraction."
Evaluation for 5.3b
Students have the option to use online math tools during their adaptive pathway learning, such as place value chips, empty ten frames, cubes, circles, empty number lines, place value line holders for students to write the values on, and empty graphs that promote both concrete and abstract models. Students can use the drawing option on their adaptive pathway to solve math questions. For example, in grade 1, students can use the drawing pen to draw a pictorial representation to show their thinking of the question asking if Sophia and Aiden can split 39 orange slices evenly between them.TheDOKquestions allow students to see pictorial and abstract models to help solve problems. Students have the option to utilize tools as concrete models in their adaptive pathways and are shown various pictorial and abstract models as well.The materials in the targetedDOKpractice forgrade 1provide practice by allowing students to use pictorial representations to count fish in the TEKS 1.5A.Online manipulative tools, such as place value disks, are available for students to use.In grade 1,DOKpractice for the TEKS 1.3B, students solve problems using pictorial representations of the lengths of different baby Gila monsters and abstract models of addition number sentences.
Evaluation for 5.3c
The materials do not include supports for students in defining and explaining concrete models to abstract concepts.The materials provide prerequisite skills videos that connect concrete and representational to abstract concepts. For example, the TEKS 1.2B "Compose and Decompose up to 120" video presents place value chips to represent the number fifteen using one tens chip and five ones chips, then transfer that knowledge into writing on place value holders, and finally explain that the ones place value is always on the far left and the tens place value is right next to it.The Helparticle "How and when should I get started with Freckle for the first time?—Sample Script-Introducing Freckle to Students" states, "While you are working on Freckle, there are times where you might get stuck and have difficulty answering a problem. Do not worry, that is to be expected. The program has lots of different tools that you can use to help you figure out how to solve the problem so you can move on to the next level." Students can use online math tools during adaptive learning, including place value chips, ten frames, cubes, circles, number lines, graphs, and a drawing pen to create and connect concrete, pictorial, and abstract models.In theIBL"Jungle Animals—Addition Factsup to 20," students use addition and subtraction to determine the total number of animals in a particular group, and explain representational models to abstract algorithmic concepts. The materials direct students to solve and record all work as a picture or any other strategy on their inquiry sheet. Next, students share their inquiry sheet to explain their solution with the class.
Evaluation for 5.4a
Students can utilize visuals and manipulatives in their online learning pathway. Help options provide a deeper understanding of mathematical vocabulary that may be difficult to grasp. Students are given multiple questions on the same topic that allow them to expand academic mathematical language with visuals and manipulatives. The adaptive pathway provides students with virtual manipulatives, vocabulary assistance, and visual models to strengthen articulation of math reasoning.Mathematical language and comparative terms are developed through the adaptive pathway when students use base ten blocks to explore the concept of composing and decomposing. As students count base ten blocks, they can click on theTeachMe button that shows students how to count ones in a base ten block. TheTeachMe button shows students two steps on how to decompose a number by placing the number 68 in a number tree showing 60 + 8 and then asking the students, "What is the value of the ones place?" The second step teaches students to find the value of the tens digit of the number "68," but this time the number is written out in a place value chart.In the grade 1IBLfor the TEKS 1.8A on Day 3, students develop a question and three answer choices, collect data, and create a graph based on the data. Then, students use the math vocabularymostandleastto represent the data on their graph to the rest of the class. In theIBLfor the TEKS 1.6B on Day 3, students are expected to use geometric language and are asked to explain how they know to draw a shape when given the attributes and shapes of different signs.
Evaluation for 5.4b
IBLmaterials provide educators with reflection questions to extend students' use of academic vocabulary with peers and educators. For example, some questions are, "What was the most difficult part of today's inquiry?" and "If you could start over, what would you do differently?" There are sections that are embedded in the print materials that allow students to engage in discourse with peers and educators, as well as videos for educators with pausing points to ask clarifying questions and allow for student discourse. Educators are provided with guided sentence starters to help facilitate, support, and scaffold peer discussion on how students solved the problems. For example, some sentence starters are "I agree with ___ because ___," and "I solved it differently than ____ because ____."The grade 1 materials guide the teacher to create groups of no more than four students, offer guidelines for group work, and provide sentence stems to support students in expressing their thoughts. For example, "The way that ___explained the solution caused me to change my thinking because_____."In the grade 1IBLfor the TEKS 1.8A on Day 3, teachers extend the use of students' academic vocabulary in context through lines of questioning, such as "Do you agree with the way your classmates voted? Why or why not?" In the lesson for the TEKS 1.6B on Day 3, students' use of vocabulary is scaffolded by being provided sentence stems, such as "The way that ____ explained the solution caused me to change my thinking because ______."
Evaluation for 5.4c
The materials provide educators with sentence stems and guided questions for class discussion that include detailed strategies to support students' application of precise mathematical language and academic language in discourse. For example, some questions include, "If you could start over, what would you do differently?" and "How did you solve the daily inquiry?" The instructional videos in the online pathway promote and use precise academic language, such asspendingandsaving, to solve math questions.The materials provideIBLswith prompts, stems, and guidedquestionsthat model the use of math vocabulary. In the lesson "Starting a Lemonade Stand" for the TEKS 1.2G, specific terms such asgreaterandsmallerare used to determine which of two sets of numbers is greater. As students move further into the lessons, mathematical language changes togreater than,less than, andequal towith symbols.The materials provide defined math terms to support student comprehension during independent skill practice. The online pathway allows embedded guidance for students to use the appropriate mathematical language when interacting with the online adaptive program.
Evaluation for 5.4d
The materials include open-ended questions or prompts that have students explain their reasoning, justify their answers, or compare different methods. For example, some prompts include "The way that ____ explained the solution caused me to change my thinking because ____," and "Explain how you add 5 + 6."TheIBLshave embedded guidance to facilitate mathematical conversations with sentence stems and open-ended questions.IBLsallow students to work collaboratively on printed materials and engage in mathematical conversations. Videos also have opportunities to pause and reflect.In grade 1, students engage in mathematical conversations centered around addition and subtraction properties. The teacher guides students' conversations with "How many flowers in total are in each customer's hands?" and "How many bunches of 10 and how many individual flowers does each customer have?" Students are also placed in groups with guided directions from the teacher to facilitate peer-to-peer interactions.TheIBLsoffera daily inquiry that requires group interaction. Teacher guidance is provided for students to collaborate for10minutes, draw pictures, and use strategies, with all work to be presented.In the grade 1IBLfor the TEKS 1.6B on Day 3, there is embedded guidance to facilitate students responding to peers with sentence stems, such as "The way that ____ explained the solution caused me to change my thinking because ______." Students are asked to work in small groups to solve a math problem, discuss their thinking, and share a solution with the rest of the class.
Evaluation for 5.4e
In grade 1, the adaptive pathway includes automatic feedback on student responses. Every time a student answers a question, an immediate notification pops up that confirms the correct answer or responds with "Whoops! That's not correct," and provides students with hints, such as a video or a guided practice option. This helps guide students to alternative strategies when they are struggling.TheIBLsinclude a solution sheet for each inquiry worksheet that provides student exemplar responses to questions and tasks for that day. For example, the solution sheet states, "This is a sample answer. There are multiple possible correct answers for this problem," and then provides exemplar responses. The inquiry sheet provides key information, developing questions, and showswork.In grade 1, the adaptive pathwayprovides students with immediate feedback for incorrect answers to questions. For example, the question asks students which number is greater than 101.If the student answers 100they areimmediately provided with a hint to count by ones.
Evaluation for 5.5a
In grade 1, students apply mathematics to problems arising in everyday life. For example, students apply properties of addition and subtraction using birds seen in nature. Students use basketball scores to compare scores through real-world activities. TheIBLsprovide students with opportunities to effectively communicate mathematical ideas and reasoning, and justify their solutions both orally and in written form.The article guides the process of integrating standards into domains. The program adjusts the students' practice to match the appropriate connected domains.In theDOKactivities, students engage in reasoning. For the TEKS 1.5A, students are asked to reason whether a math drawing is correct or not and why. Students also engage in real-world problem solving, such as with theTEKS 1.2G where students are asked to compare scores from friends playing basketball together. The TEKS are integrated throughout theDOKassignments. The questions provide real-world problem-solving opportunities for students and showcase which of the TEKS they address.
Evaluation for 5.5b
The materials do not describe where the process standards are incorporated throughout the learning pathways. The TEKS are listed by domains on the dashboard, but do not include the process standards. The process standards are available in theIBLs. However, a description of how they are incorporated or connected in the pathway is not available.A Helparticle provides guidance for process standards being integrated into domains. However, there is no clear description of how the process standards are incorporated and connected throughout the learning pathways.
Evaluation for 5.5c
The materials only provide a list of the TEKS, but do not include the process standards in that list or an overview. The materials teach process standards in the lessons, but do not include an overview or state where process standards are located in lessons.A Helparticle guides the TEKS process standards being listed on the standards page and breaking down standards into skills and subskills. However, there is no clear guidance on how they are incorporated into each lesson.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
5 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
5 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (19 out of 19 points)
Evaluation for 6.1a
In theDOKpractice, grade 1 students think mathematically and make sense of math when comparing two-digit numbers using symbols. For example, students use hints like "Theo's score had a five in thefirstplace" and "Riley's score had an eight in the 10's place" to determine two two-digit numbers. Students also pick a strategy to determine how to read a two-digit number and find out which number is bigger. In the DOK practice, students are asked to make sense of mathematics and think mathematically by solving different types of addition problems, such as change and start unknown. Students are expected to persevere through math problems and make sense of a visual by finding the matching number sentence, and students can increase their knowledge by applying what they have learned through each section. The questions allow them to extend their thinking, and they are given visuals to help them make sense of problems.Students can persevere through solving problems during the Fact Practice tasks by completing 24 addition and subtraction problems in a row. After each problem is solved, a piece of a picture is uncovered, and once all problems are answered, the picture is revealed. If the student answers incorrectly, the online program will show the correct answer and still reveal the picture.In theadaptivestudentpathway, students start at a level based on their previous test results. As they answer questions correctly, the problems gradually become more challenging to match their growing skills. Students move through lessons at their own pace and increase their mathematical understanding. There are videos and help options along the way to assist students with understanding mathematical components while persevering through problems.
Evaluation for 6.1b
Grade 1 students explore and understand that there are multiple ways to solve a problem. For example, in theDOKpractice, students select two strategies for counting objects up to 120. Students also choose an explanation that justifies whether a pictorial drawing of 51 objects is correct. In the DOK practice for 1.5A "Count up to 120," students are asked to "Pick two ways that Trina could count up all the tadpoles in this pond." Students are given opportunities to work in groups to explain and justify their rationale with suggested sentence stems and guidance for the teacher. For example, students are grouped with three more students and asked, "How many times did James and Annabelle see the moon?"TheIBLsinclude student supports in explaining and justifying that there can be multiple ways to solve problems and complete tasks. For example, students use sentence stems like "I solved it differently than ____ because ___" and "The way that ____ explained the solution caused me to change my thinking because ___" to explain and justify multiple ways of solutions. They are also asked questions like, "If you could start over, what would you do differently?" This is where they reflect on their strategy and see if they would revise it using strategies their peers shared. This allows students the opportunity for discourse to understand and explain their thinking about the mathematical components within the lesson.IBLssupport students in understanding concepts by providing examples and visual representations for solving problems through video lessons. Attached inquiry sheets and discussions allow students to provide reasoning for their choices. Students are able to move along their math pathway and, if they have trouble, they can ask for help with various problems. They can explain to friends who may need help how they were able to solve their problem.
Evaluation for 6.1c
In grade 1, students make sense of math through multiple opportunities in their adaptive pathway involving action with math. For example, a task involving the TEKS 1.2A "Recognize Quantities" has students count base-ten models and identify the numeral for that amount. A different question has students count how many dots are represented in a ten frame. Another question tells the students, "Ricardo picked up five pieces of trash. Which set of tally marks shows this number?" Students have four choices of tally marks to choose from, ranging from three to six.TheIBLsin grade 1 have students make sense of math by writing and discussing with both peers and educators. For example, in the lesson "Jungle Animals," students watch an educational video about an animal scientist who is recording data on a variety of animals who left the drinking pond due to a drought, then answer questions to determine the purpose of the day's activity. Some of the questions are, "What did we learn in the video?," "What does the scientist need to focus on in his report?," and "What questions are we trying to answer in today's inquiry?" Students also write down the questions they are trying to answer on theirinquirysheet, then solve the answersby recording the answers and showing their work. The lessons span multiple days and support students' understanding by building on the problems from the day before. If displayed, the videos in theIBLsallow class discussions with peers and educators.IBLsprovide multiple opportunities for students to work with peers. Students are put into groups of three or four to discuss picture and bar graphs. Sentence stems are provided to drive the conversation. For example, "I agree with___ because___" and "The way that ___ explained the solution caused me to change my thinking because___." Students work together in groups to discuss how to solve the problems, and then are asked to share with the teacher and class.Students interact with a digital teacher when they need help with a particular skill. For example, when students add 13 + 7 and calculate the incorrect sum multiple times, they can utilize theTeachMe tool, which will walk them through the steps for solving the equation correctly.
Evaluation for 6.2a
The materials provide educators with guidance and sentence stems to support students in sharing their explanations, arguments, and justifications for problems. For example, in theIBL"Starting a Lemonade Stand," the slides educators use while teaching the lesson state, "One group will be selected to explain how they arrived at the solution and what their solution is." After one group presents, the slides provide educators and students with sentence stems for the class to discuss the group's solution, such as "I agree with ____," "I solved it differently than ____ because ____," and "The way that ____ explained the solution caused me to change my thinking because ____."In theIBLtitled "Traffic Signs," educators have a list of reflection questions for students regarding their problem-solving techniques: "Sarah is describing her backyard. She says it is big and has four sides. Her brother Anthony says the backyard has four sides, and the opposite sides are the same length. Whose description is better? Explain." This requires students to reflect on other students' arguments and justify their own.If displayed, the videos in theIBLsallow class discussions with peers and educators, and the multiple days allow various opportunities to discuss, write, and do math.IBLsheets are attached to each video lesson and provide students with the opportunity to show sufficient reasoning for their answer choices. Sentence stems are provided, along with opportunities to develop questions based on the targeted learning skill assigned.
Evaluation for 6.2b
In grade 1, the digital platform provides built-in instructional supports during adaptive and targeted math practice. If students answer questions incorrectly, they receive guided examples, hints, or videos to help them with conceptual understanding. Students can also click icons for additional support, such as a question mark, a light bulb for hints, and a video camera for videos. The adaptive pathway provides students with explanatory, step-by-step guidance on how to answer equations correctly. Educators can assign material for students based on their progress in their pathway. Students must click the From My Teacher tab to access these targeted lessons.Guidance is provided through videos and aTeachMe button for students when completing tasks on the adaptive pathway. For example, when identifying how many ones are in the number98, students can click on theTeachMe button, which guides students through a practice of counting ones only.The materials provide educators with guidance on providing explanatory feedback based on student anticipated misconceptions. For example, aHelparticle titled "How are math practice questions selected for students?" states that the adaptive program uses an algorithm that breaks down the materials to support the student's understanding, and "if the student continues to struggle, the program will reinforce topics he or she has previously mastered and gradually work towards mastery." The article suggests targeted practice opportunities that teachers can assign to students based on student responses towards specific skills or concepts. It also states that the program might provide recommendations for differentiation assignments that include prerequisite skills and the current targeted skills.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
4 out of 4 points