Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 194.84 KB)
Freckle for Math Spanish, 3
Supplemental Math (Spanish) Grade 3
SBOE No Action Taken | IMRA 2025
Commissioner No Action
Publisher: Renaissance Learning, Inc.
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (Spanish) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 3 | 57.94% | 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
67% (12 out of 18 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 Standardstabthat liststhe TEKS by strand and grade level, allowing teachers to easily locate and reference the standards. 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 a rationale for how learning paths are designed to progress across grade levels (vertical alignment).
Evaluation for 1.1b
The materials include animplementationguidewith usage recommendations, which can befound in the "Math Usage Recommendations" section. For example, ingrade3,the materials recommend a minimum usage of20 minutes per day, two times per week. The materials provide programusage recommendations for adapting to meet student needs in various contexts. The "Math Usage Recommendations: Mastery Practice" lists and describeskey program components, including the"Adaptive Math Pathway," "Targeted Math Practice," and "Focus Skill Practice" components.The materials includea"Research Foundation for Freckle" document. This documentexplains how to "support student learning and teacher instruction," suggesting thatsuch support"facilitates small group rotations."The materials providestrategies thateffective educatorscanuse in various contexts. For example, in the"TargetPractice" assignments, the educator can assign an advanced learning skill.Freckle for Math (Spanish)includes guidance for utilizing the materials as a course or assigning lessons or learning paths to specific students for intervention, enrichment, or extension. Onlyselectlessons are available in Spanish.
Evaluation for 1.1c
The materials on the Student Home Page include pre-assessments designed to identify each student's current level of understanding. These assessments generate diagnostic data that teachers can use to guide instruction. Based on the results, the platform provides a TEKS correlation guide that recommends appropriate skill entry points tailored to individual student needs. Educators can easily access this correlation guide within the Teacher Dashboard by navigating to the Help Center and selecting the article titled "HowDoPre-AssessmentsWork?" This resource supports data-driven instruction and ensures alignment with Texas standards.
Evaluation for 1.1d
The materials do not include protocols with corresponding guidance for unit and lesson internalization.
Evaluation for 1.1e
Freckle for Math (Spanish)offers resources for instructional leaders to assist educators with implementing the program as intended. These resourcesare available through the Help Center. For instance,the resourcesoutline the program's structure, detail instructional strategies, and provide pacing recommendations. Within the "Smart Start" course (60 minutes), educators can accessthe"Getting Started," "Basic Navigation," "WhatIs Freckle?" (video), and "Teacher Platform Tour" modules. These modules serve as introductory resources designed to build foundational knowledge, focusing on platform navigation and essential best practices for effectively usingFreckle for Math (Spanish).Freckle for Math (Spanish)provides resources for instructional leaders to support educators in implementing the materials as designed. For example, the Help Center's Administrator Dashboardoffers a variety of student data resources that allow administrators to monitor growth. Examples from the Growth Datapage include the "Growth by Student" chartas well as the "GrowingVersus Struggling Students," "Average Grade-Level Growth," and "Growth by School/Teacher/Student"overviews. However, the product does not provide explicit guidance on how to apply these resources in practice.
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 TEKS-alignedbenchmarkassessments that adapt to student progress. The assessments allow educators to gauge student understanding at different levels, adjusting tasks in realtime to provide targeted support or challenges based on individual student performance.Freckle for Math (Spanish)is designed to be adaptive.After selecting"Math Topic (TEKS),"the educator has access to detailed lesson overviews with learning objectives. In grade 3, the materials recommend a minimum usage of 20 minutes per day, two times per week.The materials include teacher and student materialsas well asassessment resources aligned with the TEKS. For example, students or teachers may select a domain for practice.Each studentbegins with a pre-assessment, andFreckle for Math (Spanish)adjusts accordingto their proficiency level.In grade 3, the materials include opportunities for students to personalize fact fluency across all operations. Teachers can assess students' progress on specific standards to check for understanding and measure growth over time.
Evaluation for 1.2c
The materials include an English "Family Letter," which introducesfamiliesto the program and provides login instructions.However, the"Family Letter"does not support families for each unit.
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 4 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 4 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
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 3 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 3 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
74% (17 out of 23 points)
Evaluation for 2.1a
The materials include a "Research Foundation for Freckle: Content Area Characteristics" article, which explains that students take a pretest to determine their skill level within that domain. The materials clearly state the intended purpose of each type of instructional assessment.
Evaluation for 2.1b
The materials include guidance under the Home tab on the Math Content—Assessments page.When users select a grade level andtopic, this guidanceensures the accurate administration of instructional assessments.
Evaluation for 2.1c
The materials include digital assessments that are also available in printable formats. Educators can access these reportsthrough the "Math Report" section by navigating to the Assessments tab forgrade 3. The digital assessments also offer text-to-speech accommodations, which educators can enable as needed.The materials allow the teacher to enable or disable text-to-speechaccommodationsto support individual students. The teacher can dothisby selecting "Roster," "Edit Student," "Support Settings," and then "Audio Settings." The three text-to-speech options are as follows: "Always automatically read text aloud to students in grade 2 and lower" (default), "Always automatically read text aloud," and "Never automatically read text aloud." There is no evidence of calculators or content and language supports in the product.The materials allow teachers to assign language support by selecting a student's designated language of instruction.The materials include printable versions of each digital assessment in both English and Spanish, along withananswer key. When printing, teachers can choose to include or exclude the answer key by selecting a checkbox.
Evaluation for 2.1d
The Freckle 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 drag-and-drop, text entry, multiselect,multiple-choice,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. The "Adaptive Math Pathway" component functions 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.
Evaluation for 2.1e
TheHelp Center includes materials thatprovide a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels. For example, the Freckle Math Practice Program (which includes"Adaptive Practice," "Targeted Practice," or"BenchmarkAssessment"options) aims to provide students with diverse question types.These questiontypes include multiple-choice questions that ask students to pick one correct answer,as well asmultiple-answer questions with one or more correct answers. These questions areavailable forgrades K–3 only.Grades 2–3include multiple-choice questions, multiple-answer questions, and type-in questions that require students to type their answers into a text box. Grades 2–3 also includedrag-and-drop questions that require students to drag answer choices.TheHelp Center includes materials that provide a variety of formative assessments with TEKS-aligned tasks or questions, including interactive types with varying complexity levels. For example, inFreckle for Math (Spanish),when a student struggles with a topic, the program automatically remediates and uses an adaptive algorithm in which the standard breakdowns work through the material that supports understanding of the student's struggle. The program reinforces topicsthat the studenthas previously mastered and gradually works toward mastery.Freckle for Math (Spanish)also automatically reviews concepts that the student struggled with in the past and works toward remediating the student, helping themachieve mastery.
Evaluation for 2.2a
TheMath Report Card for Students tabonthe Home Pageprovides educators with instructional assessments, whichdisplay scoring information and guidance for interpreting student performance.Teachersare able to interpret student performance through color-coded, leveled mastery skill scores.The Math tab onthe Home Pageprovideseducators withinstructional assessments, which include scoring information and guidance for interpreting student performance(such asa rationale for each correct and incorrect response).For example, educatorscan selectagrade level and click on "See Assessment Report." Thisinstructional assessmentinformationprovides scoringdetailsfor interpreting student performance.
Evaluation for 2.2b
The "Math Content" section of the "Adaptive MathPathway" componentprovides educators with guidance on implementing activities and responding to student performance on assessments. In this pathway,each studentfirst completes a pretest to establish their proficiency level. Studentsthen engage in activities that adapt to their individual learning needs and progress. This approach supports targeted instruction and differentiated practice.The"Reports: WhatDataCan ISee on the Class Grouping Report?" section of the Home Pageprovides educators with guidance on forming small groups based on students' progress within specific domains at their selected grade level. The "Class Grouping"reports recommend domain topics to address during small group instruction or independent practice, including grade-level-specific guidance withinFreckle for Math (Spanish).The materials inthe "Teacher Dashboard—Performance by Topic" report on the Home Pageallow educators to review findings and identify patterns in student performance. For example, educators can examine frequently missed TEKS and receive guidance for assigning targeted tasks and resources to address identified learning gaps.
Evaluation for 2.2c
The materials include interactive tools on the Student Home Page that help students track their progress and growth, such as goal-setting features that support engagement. Students can set weekly goals based on the percentage or number of questions that they answer correctly, earning coins to redeem later.Studentscan view their progress toward these goals and see how many daysthey have leftto achieve them.The"Reports—Performance by Topic" section of the Home Pageincludes an educator dashboard that automatically compiles student assessment data into graphs and reports, highlighting areas of strength and weakness. Teachers can access various reports, including the "Performance by Topic" report, which displays student accuracy visually.Additionally, when teachers select a specific topic, they can see students grouped into the following performance brackets: below 50% (red), 50–79% (yellow), and above 79% (green).
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
The "Student Assignments" section ofthe Student Home Pageincludes materials that aredesigned to be adaptive and provide frequent checks for understanding at key points throughout each lesson or activity.For example, when a student answers a question incorrectly, the materials offer a hint and a reteaching moment, allowing the student to try the question again.TheMath Content tab provides adaptive assessments (embedded within lessons) that adjust complexity based on students' responses. For example, teachers can assign higher-level thinking questions to help students master concepts.The "Adaptive Math Practice" feature of theFreckle for Math (Spanish)materials includes a mastery sequencer and pretests to provide adaptive learning. The "Research Foundation for Freckle" document on the Home Page explains that the adaptive algorithm ensures students work within their Zone of Proximal Development (ZPD) to grow their current skill levels.The algorithm also guides students to master each skill before progressing to the next.
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
67% (22 out of 33 points)
Evaluation for 3.1a
The Math Report Card for Students tab on the Home Page informs educators whether a specific student performed above or below grade level on a given activity. When a student performs below grade level, a pop-up message appears stating the following: "Student Name is currently performing below the rostered grade level in this standard." This message prompts educators to create targeted practice.The materials include embedded reteaching supports such as videos, hints, and peer assistance. Teachers can assign targeted practice by selecting a specific standard and identifying students who are performing below grade level. The program's adaptive engine automatically adjusts the difficulty of content based on student performance and delivers the necessary remediation. The materials provide guidance for using these features through help articles in Section 2.2a and Section 2.2b. The program's design aligns with best practices for adaptive learning systems that provide just-in-time support.
Evaluation for 3.1b
The materials do not include pre-teaching supports for developing academic vocabulary or pre-teaching supports for unfamiliar references in text. However, the Help tab on the Home Page provides embedded supports for developing academic vocabulary. TheFreckle for Math (Spanish)materials provide explicit educator guidance on embedded language supports for academic vocabulary. For example, teachers have the opportunity to preview math assignments in Spanish and provide language supports with hints, vocabulary words, and audio support, which appear throughout the product.The materials under the Help tab on the Home Page provide embedded supports for developing academic vocabulary.The product provides real-time hints for students, helping them navigate the new language.As the "What Instructional Supports Are Offered Within the Math Practice Program?" article explains, students can hover over specific words, such ascara, figura,orrectangulo, to read these words' definitions.
Evaluation for 3.1c
The Assignments tab on the Home Page includes "Extended Thinking" activities that are aligned with DOK levels. Teachers can assign these activities to students in grades K–8. The materials state that "teachers assign a set of higher-level thinking questions for a specific standard to help students master concepts." Each DOK activity includes an introduction and three questions based on a given topic, and educators can assign these activities directly to students.The Math tab includes "Extended Thinking" activities, which teachers can assign to students in grades 1–9. The materials state the following: "Students explore math standards and build critical thinking skills through fun, real-world challenges." Teachers can assign "Inquiry-Based Lesson" activities, which consist of a slideshow for the teacher to project as well as objectives and inquiry sheets for three to four days on a given topic. The materials provide a lesson overview as well as materials and objectives.
Evaluation for 3.1d
The materials do not include calculators or content and language supports that educators can enable or disable to meet individual student needs. However, the Roster—Settings tab of the Home Page provides digital accommodations such as a text-to-speech feature. Educators can enable or disable this feature based on student needs. Educators can access these support settings by selecting an individual student under the Roster tab. The text-to-speech feature offers options for math practice (excluding "Fact Practice"). These options include "Always automatically read text aloud to students in grade 2 and lower" (default), "Always automatically read text aloud," and "Never automatically read text aloud."
Evaluation for 3.1e
The Help tab of the "Math Practice Program Content" section provides educators with guidance on offering multiple options and supports for students to demonstrate their understanding of math concepts. For example, theFreckle for Math (Spanish)materials include a variety of videos that model guided practice, supporting students in demonstrating their learning in different ways.The Help tab also provides educators with guidance on offering support and options for students to demonstrate understanding of math concepts in various ways. The materials encourage teachers to combine instructional videos with printable sample questions to create targeted small group instruction or review sessions.
Evaluation for 3.2a
The "Inquiry-Based Lessons Information" resource includes help articles that provide support for students through detailed lesson guidance.These materials provide teachers with slides to guide instruction,which beginwith a reviewtoactivate students' prior knowledge. For example, in grade 3, the slides for Days 2–3 of the "Passing a Bill Into Law" lessoninclude a "Fluent AdditionandSubtraction" review. This reviewfeaturesaddition, subtraction, and word problems. Allinquiry-basedlessons are only available in English. While the materials provide a lesson overview, it does not include explicit instructional guidance for educators.The "Guided Practice" section includes a Math tab, whichhelps educators build student knowledge by activating prior knowledge, anchoring big ideas, and highlighting key patterns, features, and relationships through multiple representations. The product supports this process by providing adaptive math practice problems, whichincluderemediation tasks that students can access as needed. This approach allows students who demonstrate success to progress to more advanced concepts. Additionally,the "Guided Practice" section offers step-by-step examples that help students solve problems similar to those that they find challenging.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
The Help Articles tab on the Home Page includes support resources for students.Freckle for Math (Spanish)provides clear guidance for teachers on assigning adaptive practice activities to students. The product also supports multi-tiered intervention strategies by offering structured supports and educator guidance for effective implementation. For example, targeted practice allows teachers to select specific skills and standards for student work. Additionally,Freckle for Math (Spanish)offers recommendations to help teachers differentiate assignments based on individual student needs.The materials in the Home Page's Help Center support teachers by meeting the needs of students with Individualized Education Programs (IEPs). The "Using Freckle for Intervention and IEPs" section explains how the platform facilitates effective differentiation and progress monitoring within a Response to Intervention (RTI) framework. Teachers can track student performance and growth using a variety of reports that display progress at both the class and individual levels. These reports guide instructional decisions by showing how students are performing in relation to grade-level expectations. The reports also show each student's growth over time.
Evaluation for 3.2d
The Help Articles tab on the Home Page includes enrichment and extension methods, as well as guidance to support educators in effective implementation.The "Extended Thinking" section of the Math tabfeatures DOKactivities for grades K–8. These lessons are assigned and completed digitally.The "Depth of Knowledge (DOK) Challenges" help article provides guidance for these lessons. Teachers can toggle DOK activities between English and Spanish based on student settings.The materials include enrichment and extension methods that support various forms of student engagement, along with guidance to help educators implement lessons effectively.The "Extended Thinking" section of the Math taboffersinquiry-basedlessons for students in grades 1–9.These lessons feature a slideshow with an embedded video that the educator guides. After watching the video, students complete an inquiry sheet. The product also includes multiple help articles within the "Inquiry-Based Lessons" section. For example, the article "How Do I Use Inquiry-Based Lessons in My Classroom?" guides educators on implementing these lessons in whole-group, small-group, or center-time settings.The materials include enrichment and extension methods that support various forms of engagement, along with educator guidance to ensure effective implementation.In the "Adaptive Math Practice" section, struggling students can practice at their current level within the specific domain the class is working on. Advanced students can engage with practice above their grade level.The Math tab of the Home Page includes enrichment and extension methods, supporting various forms of engagement and providing educators with guidance on effective implementation. For example, the "Math Focus Skills" practice targets struggling students by addressing their most critical learning gaps across all skill areas. This practice also provides advanced students with opportunities to review and reinforce essential grade-level concepts.
Evaluation for 3.2e
The Help Articles tab includes theTeacher Home Guide,which offers teachers guidance on providing timely feedback during lesson delivery. For instance, theFreckle for Math (Spanish)materials provide teachers with resources to monitor student progress and performance. The materials also help teachers decide what to do with data. Teachers can isolate whether each standard needs a whole group reteach (when most students fall below 50 percent) or a small group reteach (when a small group of students fall below 50 percent).The materials offer educators a variety of prompts and guidance to support the delivery of timely, actionable feedback throughout lesson instruction. For example, the Math Practice Program includes a feature titled "What Data Can I See in the Skills Progress Report?" This feature provides a clear breakdown of student performance. The "Skills Progress Report" highlights specific skills that students have not yet mastered, along with detailed descriptions of each skill. The report also includes direct links to instructional resources, enabling educators to quickly access and implement targeted interventions.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
This guidance is not applicable because the adaptive Spanish program does not require guidance on providing and incorporating linguistic accomodations.
Evaluation for 3.3c
The materials do not include implementation guidance to support educators in using the program within state-approved bilingual or ESL programs. While the Teacher Dashboard allows Spanish language settings and includes 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 supports, such as language objectives, model-specific plans, or professional learning resources tailored to bilingual or ESL instruction.
Evaluation for 3.3d
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, nor in building background knowledge through written discourse. However, the materials do increase comprehension through oral discourse, build background knowledge through oral discourse, and increase comprehension through written discourse. The Student Home Page includes materials that allow students to use aPista(Hint) orEnséñame(Show Me) button. ThePistabutton provides the student with real-time hints, which include definitions. TheEnséñamebutton directs the student to a guided practice that supports them in answering the original problem.The materials in the Help Center offer support for emergent bilingual students by increasing their comprehension through oral discourse, building background knowledge through oral discourse, and increasing comprehension 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.
Not scored
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
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
The materials provide personalized learning pathways and practice activities aligned with the TEKS. Teachers assign specific standards by navigating to the "Math" section, selecting "Content," and then choosing "Targets, Skills, and Domains." Practice assignments vary in length and format. These assignments include mini tickets with three questions, exit tickets with five questions, and regular practice with ten questions. These tasks help students demonstrate their understanding at varying depths.The materials include benchmark assessments, which are located under the Assignments tab. These assessments are available for each topic and contain between one and ten questions. The assessments resemble "Target Practice" questions and offer an effective way to check student mastery of individual standards. Additionally, educators can assign instructional assessments periodically to monitor student progress and measure growth over time as needed.
Evaluation for 4.1b
The materials offer questions and tasks that build in rigor and complexity to support students in reaching and exceeding grade-level proficiency in the mathematics TEKS. Teachers have the flexibility to assign specific standards to individual students or the entire class based on instructional needs, extending learning through DOK. The "Extended Thinking" materials provides enrichment and extension activities that build in rigor and complexity.For example, in the "Targeted Practice" section for Topic 3.2.D("CompareNumbers up to 100,000")grade3students encounter numbers above grade level, such as 489,123.The materials include enrichment and extension resources that build in rigor and complexity to support grade-level and above-grade-level proficiency aligned with the mathematics TEKS. For example, activities in the "Extended Thinking" section incorporate DOK tasks that educators can assign to students in grades K–8. These tasks involve sets of higher-level thinking questions, which are designed to help students master specific standards. Additionally, inquiry-based lessons, available for grades 1–9, engage students in exploring math standards and developing critical-thinking skills through real-world challenges.
Evaluation for 4.2a
In the "Targeted Practice" section of the Assignments tab, the materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.For example, in grade 3, Target Practice 3.3.A("RepresentingFractions") leads to Target Practice 3.3.C("UnitFractions"). Students can complete the tasks by having a stronger foundation in fractions.The materials under the Math Content tab demonstrate coherence across concepts horizontally within the grade level. For example, students are able to work on early math practices to build counting and number recognition skills. The materials also demonstrate coherence across concepts within a grade level, encouraging students to understand mathematics as an interconnected web of ideas rather than a collection of isolated skills.The "Performance by Topic" section includes a Reports tab. Here, teachers can assign targeted practice in specific skills and prerequisites. Teachers can also assign instructional videos to support students' learning.In the "Inquiry-Based Lessons" section of the Math Topics tab, the materials demonstrate horizontal coherence within the grade level.For example, students engage with math standards and develop critical thinking skills through engaging, real-world problem-solving activities.
Evaluation for 4.2b
The materials demonstrate coherence vertically across concepts and grade bands, including connections from grades K–6, by connecting patterns, big ideas, and relationships. For example, in the Assignments tab on the Student Home Page, under "Shapes," questions in the activities set the stage for future topics. Agrade 3 activity on unit fractions includes fifths, which are not unique to the grade level.In the "Focus Skills" practice under the Math Content tab, the materials demonstrate coherence vertically across concepts with connections from grades K–6.For example, students can practice the most critical skills across math domains. A well-structured progression of mathematical concepts across grade levels allows students to build a strong foundation, reinforcing prior knowledge while introducing new, developmentally appropriate skills.
Evaluation for 4.2c
In the "Targeted Practice" section of the Assignments tab, the 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. The questions in the activities set the stage for future topics. For example, a grade 3 activity on unit fractions includes fifths, which are not unique to the grade level.Such connections between prior knowledge, current lessons, and future skills enhance students' ability to understand and retain mathematical concepts.The materials under the Math Content tab demonstrate grade-level math concepts and procedures. For example, in the "Target Math Practice" section, teachers can assign a specific standard for students to practice.The materials demonstrate future grade-level math concepts and procedures. For example, the Assignments tab includes a "Focus Skills" practice, in which students can practice the most critical skills across math domains from grades K–12.
Evaluation for 4.3a
The materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. The "Resources" section of the Home Page includes a "Usage Recommendation" document, which offers an opportunity for the retrieval of previously learned skills and concepts across learning pathways. For example, in the "Number Sense and Fluency" section, students practice personalized fact fluency across all operations.The materials under the Math tab on the Home Page include recommendations for student practice. These materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. Spaced retrieval supports the continuous assessment of student progress, enabling educators to adjust their teaching strategies as needed.
Evaluation for 4.3b
The "Inquiry-Based Lessons" section of the Home Page providesinterleaved practice opportunities with previously learned skills and concepts across learning pathways. For example, the materials state that "students explore math standards and build critical thinking skills."TheFreckle for Math (Spanish)materials provide interleaved practice opportunities with previously learned skills across learning pathways. For example, the "Recommendations for Students Practicing in Math" section of the Home Page includes interleaved practice. As students learn to switch between different types of problems and strategies, this practice enhances their problem-solving abilities and promotes flexible thinking.
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
The materials under the Assignments—Depth of Knowledge tab on the Home Page provide questions and tasks that offer opportunities for students to interpret, analyze, and evaluate models and representations of mathematical concepts and situations.For example, in grade 3, aDOKactivity on the perimeter of a polygon prompts students to solve for the missing side length. Students are given a word problem along with a visual representation, which showsthe perimeter and the lengths of three of the four sides.The materials on the Student Home Page include questions and tasks that require students to interpret models and representations of mathematical concepts and situations. Students solve real-world problems by making connections and transferring their learning to new contexts. Students' ability to analyze and evaluate these representations enhances their critical thinking skills. These tasks enable students to choose appropriate methods for deriving solutions in unfamiliar contexts.
Evaluation for 5.1b
The "Place Value" criteria on the Student Home Page provide students with opportunities to communicate their mathematical thinking using concrete models that represent mathematical situations. For example, students can drag virtual base-ten blocks to represent a given number. This activity serves as a pictorial representation using virtual concrete models.The"Algebraic Reasoning" criteria on the Student Home Page provide students with opportunities to communicate their mathematical thinking through pictorial representations of mathematical situations. For example, students can add and subtract using dots arranged in a ten-frame layout.
Evaluation for 5.1c
The materials under the Assignments—Targeted Practice tab on the Home Page include questions and tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts.In grade 3, a "Targeted Practice" activity about the value of bills and coins prompts students to "solve a problem involving dollar bills, quarters, dimes, nickels, and pennies."The materials provide students with a problem and a visual representation for most tasks. For example, the materials include the followingquestion: "A group of friends combined their money to buy a snack. How much money do they have altogether?"This question includesa visual representation of the bills and coins, helping students apply their conceptual understanding of money values.The materials on the "How Does Freckle Fit Into My Math Class?" page of the Help Center offer questions and tasks that provide students with opportunities to apply conceptual understanding to new problem situations and contexts.For example,Freckle for Math (Spanish)offers independent practice modes for early learners to build number sense. Early learnerswork on number basics and foundational addition concepts. Additionally,the productprovides inquiry-based, cross-curricular lessons that help studentsdevelop a conceptual understanding of math topics astheyexplore real-world scenarios.
Evaluation for 5.2a
The materialsunder the Math tab on theHome Pageinclude tasks designed to build the student automaticity and fluency necessary to complete grade-level mathematical tasks.For example, the "Build the Basics" sectionincludes "Fact Practice" activities for students in grades K–8. Theactivities provide personalized fact fluency across all operations. Educators can assign these activities.The Help Articles tab on the Home Pageprovides tasks designed tobuild students' automaticity and fluency in completing grade-level mathematical tasks. For example, forgrade 3, theproductofferspractice in all four math operations:addition, subtraction, multiplication, and division. This practice helpsstudents build math fact fluencyas well asquickly and accurately recall basic facts. The product supports this development by allowing students to practice their math facts twiceeach day.
Evaluation for 5.2b
The materials include inquiry-based lessons under the Home Page's Math tab, which can be assigned to grade 1 students. These lessons offer opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures throughout their learning pathways.The materials in the Home Page's Help Center provide opportunities for students to practice efficient, flexible, and accurate mathematical procedures throughout their learning pathways. For example, the Freckle Math Practice Program, which includes "Adaptive Practice" and "Targeted Practice" opportunities,offersstudents diverse question types, including multiple-choiceand multiple-answer formats. The product supports student learning by providing immediate feedback after each math fact anddisplayingcorrect solutions when answers are incorrect. Such supportsreinforceunderstanding and accuracy.The materials on the Student Home Page allow students to use cubes to model addition and subtraction. Students then have the opportunity to transition to using drawings, number lines, and equations. This progression supports flexible strategy use, enabling students to select methods based on their preferences and the numbers involved. Additionally, the "Fact Practice" component helps students build math fact fluency by encouraging the accurate and quick recall of basic facts across all four operations.
Evaluation for 5.2c
The materials under the Math tab on the Home Page provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.Oneway the product develops this skill is through inquiry-based lessons.For example, on the final day of these lessons, each group presents its solution during a class discussion. After a presentation, students use sentence stems such as"I agree with ____ because _______" and "I solved it differently than ____ because _______."These stems allow students to discuss and evaluate the solutions that they share.The materials in the Home Page's Help Center provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. The product includes a Student Demo App that allows students to use tools or an interactive pen to evaluate and refine their problem-solving methods. Additionally, students in all grades can see the names of up to three random classmates who have already mastered the standard they are working on, supporting students' development of critical thinking and problem-solving skills.The materials on the Student Home Page include opportunities for students to assess accuracy through immediate feedback and structured practice. The "Fact Practice" component helps students build math fact fluency by accurately and quickly recalling basic facts across all four operations.
Evaluation for 5.2d
The Help Center's "Educator Academy" resourceguides educators to support students in selecting efficient approachesforsolvingmath problems.For example,the productoffers 60-minute "Smart Start" module courses that include videos, checklists, and guides designed to connect every student with assignments and practice at the appropriate level.These courses use robust data to chart each student'spathtoward mastery. The materials include embedded adaptive math practice, which offersremediation problems for students who are struggling and pushes students toward more advanced concepts as they demonstrate success.The Help Center's "Educator Academy" also includes resources that support students in selecting efficient approaches for solving math problems. For example, help articles advise educators on guiding students toward more effective problem-solving methods.
Evaluation for 5.3a
The materials do not explicitly state how the conceptual and procedural emphases of the TEKS are addressed.
Evaluation for 5.3b
The materials within the Student Dashboard include questions and tasks that provide opportunities for students to engage with concrete models, pictorial representations, and abstract models, as required by the TEKS. For example, the materials include embedded supports such as "Adaptive Practice" activities, "Targeted Practice" activities, and benchmark assessments. These supports present concrete models in different forms to ensure a variety of item types are included. Such supports are structured to promote conceptual understanding and procedural fluency across multiple representations, which is consistent with the rigor and expectations of the TEKS.TheFreckle for Math (Spanish)materialsoffer questions and tasks that incorporate concrete models, pictorial representations, and abstract reasoning as required by the TEKS. As the help article "How Are Math Practice Questions Selected for Students?" outlines, the materials include type-in response, graphing, table completion, drag-and-drop, multiple-answer, and multiple-choice question types.This variety of question types supports a progression from hands-on learning to abstract thinking, which utilizes concrete models, pictorial representations, and abstract models as required by the TEKS.The materials incorporate mathematical concepts in diverse ways, making learning more meaningful and engaging. Rather than relying solely on the memorization of rules and procedures, the materials support students in building a deeper understanding of mathematics.
Evaluation for 5.3c
The materials lack supports for students in defining and explaining concrete models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. However, the product provides supports,included within theFreckle for Math (Spanish)materials, to assist students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. SinceFreckle for Math (Spanish)is a digital product, it provides students with access to digital manipulatives when necessary.Freckle for Math (Spanish)provides supports for connecting, creating, defining, and explaining concrete and representational models to abstract concepts aligned with the TEKS.For example, in the Student DemoApp, students are able to connect and explain representational models to abstract mathematical concepts, such as addition.In the Math Practice Program, the materials embed instructional supports throughout adaptive and targeted math practice. When students encounter problems, the materials automatically present students with a mix of guided practice examples (when available), hints, and videos to support their learning.The materials in the Help Center include an article that provides supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. The article "What's in Each Inquiry-Based Lesson?" offers support for diverse learning needs by helping students bridge the gap between hands-on exploration and abstract reasoning. By including materials that provide supports while learning, the product offers students the opportunity to gain a more flexible and comprehensive understanding of mathematics, improving their ability to apply concepts accurately and confidently in different contexts.
Evaluation for 5.4a
The materials in the Student Dashboard provide opportunities for students to develop academic mathematical language by offering visuals, manipulatives, or other language development strategies. For example, theStudent Dashboard offers studentsanEnséñame(Teach/ShowMe)button. SelectingEnséñametakes the student to a guided question that resembles the question they were originally working on. Once the student answers the guided question correctly, they are taken back to their original question.TheFreckle for Math (Spanish)Math Practice Program provides opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies. For example, guided questions and prompts allow students to select underlined academic vocabulary to view or hear a definition. Students can also click on the audio button's light bulb to listen to instructions, math problem questions, or hints.The materials in the Help Center provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies. In grade 3,adigital lesson includes visual fraction models (such as number lines and fraction bars)to help students understand and use the termsnumerator, denominator,andequivalent fractionsin discussions.
Evaluation for 5.4b
The materials in the Math Practice Program include guidance to scaffold and support students' use of academic mathematical vocabulary in context. For example, when students face a challenge, the materials support them by administering scaffolding into skills and subskills. The materials provide guidance by offering different types of videos that vary by question, which include conceptual, walkthrough, and skill-based videos.The materials in the Help Center include embedded educator guidance to scaffold and support students' use of academic vocabulary in context when communicating with peers and educators. For example, the "Peer-to-Peer Math Supports" allow students in all grades to see the names of up to three random students in their class who have already mastered the standard they are working on.The materials include embedded educator guidance to extend students' use of academic vocabulary in context when communicating with peers and educators. For example, inquiry-based lessons provide the opportunity for groups to present their solutions for the day. Each group selects a spokesperson. After each group has presented, there is a class discussion. Students use the following sentence stems: "I agree with ____ because _______. I solved it differently than ____ because _______. The way that ____ explained the solution caused me to change my thinking because _______."
Evaluation for 5.4c
The materials in the help articlesinclude embedded guidance to support students' application of appropriate mathematical language and academic vocabulary in discourse. For example, the materialsoffer "Peer-to-Peer Math Supports," which allow students in all grades to see the names of up to three random students in their class who have already mastered the standard they are working on. When a student workson a question and thesupport providedis not enough, the online program will prompt the student to ask a friendfor help,offering student names as support.The "Practica dirigida" application(part of the StudentApp) provides embedded guidance to support students'applicationsofmathematicallanguageand academic vocabulary. This application allowsstudents to click on a word to viewitsdefinition. The applicationalsoprovidesan example and the opportunity to listen to the material through an audio feature. Studentscanselect underlined academic vocabulary to view or hear a definition, which includesguided questions and prompts.
Evaluation for 5.4d
The"Inquiry-Based Lessons"section of the Math tabincludes embedded guidance to facilitate mathematical conversations, allowing students to hear, refine, and use math language with peers. For example,student groupshave the opportunity topresent their solutions for the day.Each group selects aspokesperson.After each group has presented, there is a class discussion.Students use thefollowing sentence stems: "I agree with ____ because _______. I solved it differently than ____ because _______. The way that ____ explained the solution caused me to change my thinking because ______."The Help Center materials include "Peer to Peer Math Supports," whichprovideembedded guidance to facilitate mathematical conversations with peers using math language. For example, students in all grades can see the names of up to three random students in their class who have already mastered the standard they are working on. Students canrequest an opportunity for a mathematical conversation.Thematerials in theMath PracticeProgram includeembedded guidance to support student application of mathematical language and academic vocabulary in discourse. For example, "Depth of Knowledge"lessons provide students with the opportunity to collaboratively practice higher-order thinking questions with others.
Evaluation for 5.4e
The Student Dashboard materials include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks. The materials also include guidance to support and/or redirect inaccurate student responses. For example, the Student Dashboard includes anEnséñame(Teach/Show Me) button. When students select this button, the materials direct them to a guided question that resembles the question they were originally working on. Once the student answers this guided question correctly, they are directed back to their original question.The materials in the help article "What Instructional Supports Are Offered Within the Math Practice Program?" include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks. The materials also include guidance to support and/or redirect inaccurate student responses. For example, the materials offer conceptual, walkthrough, and skill-based videos based on the question asked. However, according to theFreckle for Math (Spanish)materials, "Math videos will not be available for students whose assigned language is Spanish."The Student App includes "Target Practice" materials, which provide embedded guidance to anticipate a variety of student answers, including exemplar responses and supportive guidance for redirecting student responses. For example, if a student has assessed lower than a selected skill or has struggled with recent practice related to this skill, the materials may recommend that teachers differentiate an assignment for such a student by assigning a mix of prerequisite skills along with the selected skill.
Evaluation for 5.5a
TheTEKS process standards are integrated appropriately into the materials. For example,the Help Centerincludes a "Depth of Knowledge Challenges" resource,which includes an "Introduction" section that provides context and a real-world foundation for a certain math problem. In this section, students see a combination of multiple-choice, multiple-answer, and student-input questions.The materials in the "Standards" section of the Mathtabappropriately integrate the TEKS process standards by addressing all of the major foundational math standards and skills for grades K–9.TheFreckle for Math (Spanish)materials include a standards list that offers detailed information and resources for each standard. The materials group the standards and their corresponding skills into larger topics called "domains." Teachers can assign targeted practice either at the standard level or at the level of a specific skill.
Evaluation for 5.5b
The materials do not include a description of how process standards are incorporated and connected throughout the learning pathways.
Evaluation for 5.5c
The materials do not include an overview of the TEKS process standards 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
The materials provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. For example, the Student Dashboard assists learners by delivering adaptive resources that provide timely, targeted hints to support their thinking when they encounter challenges with a problem.The materials in the Help Center(specifically the "Math Practice Program—Depth of Knowledge" article)offer students meaningful opportunities to engage in mathematical thinking, persevere throughsolving problems,and develop a deeper understanding of math concepts. For instance, students interact with open-ended questions that require reasoning and justification, tackle multistep tasks involving several operations, and use visual models that promote conceptual understanding and connections between mathematical ideas.
Evaluation for 6.1b
The "Inquiry-Based Lessons" section of the Math tab includes materials that encourage students to recognize, explain, and justify that there are multiple ways to solve problems and complete tasks. For example, inquiry-based lessons provide opportunities for groups to present their solutions. Each group selects a spokesperson to share the group's approach. A class discussion follows these presentations. Students use sentence stems such as the following: "I agree with ___ because ___," "I solved it differently than ___ because ___," and "The way ___ explained the solution made me change my thinking because ___." This structured discussion supports students in developing their ability to explain and justify their reasoning.The materials feature an article titled "How Do I Lead a Number Talk? How Do I Lead a Dot Talk?" under the Help Articles tab. This resource supports students in exploring, understanding, and justifying multiple strategies for solving problems and completing tasks. For example, in the "Inquiry-Based Lessons" section, a "Dot Talk" invites students to observe a pattern of dots for three seconds and then share the strategies they used to determine the total number of dots.
Evaluation for 6.1c
The "Inquiry-Based Lessons" section of the Math tab includes materials that are intentionally designed to help students make sense of mathematics through multiple opportunities to do, write about, and discuss math with peers and/or educators. For instance, on Day 3 of an inquiry-based lesson titled "Working for an Animal Science Magazine," the lesson objective states the following: "Students will be able to write down statements that are based on data in charts." This lesson integrates writing and peer discussion as students analyze and communicate mathematical ideas.The Help Center includes an article titled "What's in Each Inquiry-Based Lesson?" This article outlines how the materials support students in making sense of mathematics through multiple opportunities to actively do, write about, and discuss math with peers and educators. For example, during the "Present, Explain, and Critique" portion of each inquiry-based lesson, students share their solutions with classmates, explaining their reasoning and problem-solving strategies. Each lesson concludes with a reflection activity that encourages students to think critically about both the mathematical concepts that the lesson explores and their own thought processes.
Evaluation for 6.2a
The "Inquiry-Based Lessons" section of the Math tab includes materials designed to help educators facilitate student discussions that center around problem-solving strategies, explanations, and mathematical reasoning.For example, the materials help teachers provide targeted support. The materials also help teachersguide discussions that strengthen conceptual understanding. When students explain their thinking, they reinforce their own learning andare exposedto their peers' diverse strategies.The Help Center offers an article titled "How Are Math Practice Questions Selected for Students?" This article provides opportunities for teachers to support students in sharing and reflecting on their problem-solving strategies, including their explanations, reasoning, and justifications.The platform uses an adaptive algorithm along with standards-based breakdowns to help students work through concepts they may find challenging. If a student continues to struggle,the platformreinforces previously mastered topics and graduallyworkstoward full understanding and mastery.
Evaluation for 6.2b
The Student Dashboard includes adaptive materials that provide explanatory feedback tailored to student responses and common misconceptions.The Student App provides embedded prompts and guidance that respond directly to student answers. When a student selects an incorrect response, the app offers hints, step-by-step videos, and reteachingoptions to help students understand the concept and correct their thinking.The materials include prompts to support educators in delivering explanatory feedback based on student responses and anticipated misconceptions. For example, in the Help Center's "Guided Practice" section, a worked example appears on the screen, and students are encouraged to engage with each step by responding to quick, targeted questions. This work promotes students' active thinking and deeper understanding, reinforcing the reasoning behind each strategy.
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