Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 194.84 KB)
Freckle for Math Spanish, 4
Supplemental Math (Spanish) Grade 4
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 4 | 98.16% | 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 Standardstab, which lists theTEKS by strand and grade level, allowing teachers to locate and reference the standards easily. The materials also include a "Math Usage Recommendation" flyer that explains how the adaptive learning path adjusts based on student performance, supporting horizontal alignment by keeping students within their grade level while personalizing instruction. The materials do not include a rationale for how learning paths are designed to progress across grade levels (vertical alignment).
Evaluation for 1.1b
The materials include a comprehensive implementation guide that supports effective educator use in various instructional settings.The adaptive platform allows teachers to assign content based on student performance for targeted practice, enrichment, intervention, or fullcourse progression.The materials embed just-in-time supports within diagnostic-driven pathways and targeted assignment tools, helping teachers immediately address learning gaps.The program includes options for advanced learners, such as access to above-grade-level content and tasks promoting higher-order thinking.The materials provide educators with guidance on using the platform's flexible tools to differentiate instruction, enabling the effective use of the materials in small group, whole group, or independent learning formats.
Evaluation for 1.1c
Diagnostic assessments are adaptiveandrespondto student input,guidingpersonalized learning paths that reflect individual needs.Assessment results inform instructional planning by identifying student strengths and areas for growth, enabling tailored instructional decisions.All assessments are explicitly aligned to the grade-level TEKS, allowing for targeted instruction that supports mastery of required standards.
Evaluation for 1.1d
The materials do not include resources or protocols to support teacher preparation orlessoninternalization.There are no embedded protocols for previewing lessons or unpacking instructional goals prior to delivery.Educator supports primarily focus on technical navigation and platform usagerather than on instructional planning or content 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 programoutlinesitsstructure, details instructional strategies, and provides 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 usingthe program.Freckle for Math (Spanish)provides resources for instructional leaders to support educators in implementing the materials as designed. For example, within the Help Center's Administrator Dashboard,the materialsoffer a variety of student data resources that allow administrators to monitor growth.For example,the Growth Datapageincludes 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 adaptive lessons include TEKS-aligned learning objectives, ensuring alignment with grade-level standards.Lesson design is responsive to student progress through adaptive technology that personalizes instructional pathways.The materials include inquiry-based lessons that build conceptual understanding. These lessons arealignedwiththe TEKS.The inquiry-based lessons provide suggested instructional timeframes, supportinginstructional planning and ensuringadequate time for concept development.
Evaluation for 1.2c
The materials do not include family supports in Spanish for each unit.Thematerials do not providesuggestions to families on how to support their student's progress at home in a Spanish-language format.
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
In grade 4, the materials include diagnostic pretests that help identify student entry points based on individual performance, supporting initial instructional decisions.The materials embed formative assessment tasks within lessonsto monitor student progress, enabling educators to make timely instructional adjustments.The materials do not explicitly define the types or intended purposesof instructional assessments. While assessmentsappearthroughout the materials, their classifications and definitions are merelyimplied through context rather than formally stated.
Evaluation for 2.1b
The materials include Help Center articles that guide educators in assigning and using assessments appropriately within the platform.The materials support the accurate administration of assessments. However, thematerialslack detailed instructional guidance on how to implement assessment results into lesson delivery or instructional planning.The materials provide dashboards and data reports to assist educators in administering assessments and interpreting student performance data.
Evaluation for 2.1c
The materials provide printable versions of digital assessments, offering flexibility to accommodate individual student needs.The materials provide text-to-speech functionality. Educators can enable or disable this feature,supporting accessibility for diverse learners.However,the assessments do not provideteacher-enabled content or language scaffolds. They also do not providecalculator accommodations.
Evaluation for 2.1d
The Freckle Math Practice Program includes diagnostic assessments with TEKS-aligned tasks and questions that incorporate multiple interactive item types and span varying levels of cognitive demand. Students engage withtext entry, multiselect,drag-and-drop, multiple-choice, andopen-ended responsetypes, which appear throughout the "Targeted Practice" section and "Depth of Knowledge" 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. The materials clearly describe how students interact with content and how teachers manage assessments,supporting instructional decision-makingand fully aligning with the indicator's expectations.
Evaluation for 2.1e
TheFreckle Math Practice Program provides students with two or more unique question types. The "Targeted Math Practice" materials (formative assessments) includetext entry, drag-and-drop,multiple-choice, and multiple-answer question types. The programoffers formative assessments in different forms and for different purposes. For enrichment, students can work on"Depth of Knowledge" questions,"a set of higher-level thinking questions for a specific standard to help students master concepts."The grade 4 materials include a variety of formative assessments with TEKS-aligned questionsthatfeaturemore than two levels of complexity. The "AdaptivePractice" and "Targeted Practice" assessments begin with a pretest that determineseach student'sproficiency level. Thedifficultyof these testsadapts based on student responses. The grade 4 materials include key features such as TEKS-aligned formative assessments, interactive question types, and tasks at different levels of difficulty. The"AdaptivePractice" materials help students and make it easy for teachers to track progress and adjust instruction.The "Targeted Math Practice" materials allow teachers to assign TEKS-aligned tasks with exit tickets, including interactive task types.In the "Focus Skills Practice" materials,studentscanpractice critical skills across math domains.This practice is available for all students.
Evaluation for 2.2a
The platform allows students to choose from multiple solution strategies during adaptive tasks, promoting individual problem-solving approaches.Some tasks include feedback and reflection opportunities,helpingstudents self-monitor their understanding.However, the materials lack structured opportunities for teacher-guided math discourse or open-ended problem-solving tasks, limiting deeper engagement with mathematical reasoning.
Evaluation for 2.2b
Teacherscanassign, reassign, and set timing for assessments based on individual student or group needs, supporting responsive implementation.Platform settings allow educators to control content access and pacing, offering flexibility in lesson delivery and assessment scheduling.A clear and user-friendly interface supports consistent and accurate assessment administration across different classrooms.
Evaluation for 2.2c
The materials provide students with multiple strategy options within tasks, supporting diverse problem-solving approaches and learner preferences.Progress-tracking tools, such as skill trees and performance dashboards, allow students and teachers to monitor growth over time.Task completion feedback offers students opportunities to reflect on their performance, reinforcing students' metacognitive skills and supporting ownership of their learning.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
Students can view completed skills and identify areasrequiringfurther practice, supporting self-directed learning.The platform's dashboard allows students to revisit and retry questions, enablingstudentsto monitor their growth over time.Progress tracking by domain and standard promotes reflection and encourages students to take ownership of their learning journey.
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 materials provide explicit educator guidance to scaffold instruction for students who are not yet proficient in prerequisite or grade-level concepts.Usingthe "Adaptive Math Pathway" component, educators canassign unit-specific pretests to grade 4 students. Based on the results, the AI assigns appropriately leveled questions and tasks.Lessons include structured supports to address unfinishedlearning, such as intervention strategies and step-by-step instructional guidance.The productthusmeets the criteria for supporting below-grade-level learners.
Evaluation for 3.1b
The materials do not provide explicit pre-teaching guidance to support the development of academic vocabulary or unfamiliar references.The materials also lack embedded supports for unfamiliar references, which may limit students'comprehension of certain content.However, the materials include embedded supports for academic vocabulary development.The materials underline key terms in student-facing content. Students can click on the terms to hear or view definitions during adaptive and teacher-assigned tasks.
Evaluation for 3.1c
The materials provide explicit educator guidance for enrichment activities tailored to students who have mastered grade-level content.The materials include inquiry-based lessonsas cross-curricular activities. These activities aredesigned to build conceptual understanding through real-world mathematical scenarios.The materialsinclude six Help Center articles that explain the purpose and use of inquiry-based lessons, guiding educators on assignment options, pacing recommendations, and implementation outside of the platform.The materials feature inquiry-based lessonsin the program's "Extend Thinking"math practice, allowing students to explore math standards more deeply and build criticalthinking skills beyond routine practice.
Evaluation for 3.1d
The materials include text-to-speech functionality, which educators can enable or disable to support individual students' accessibility needs.Studentscantoggle between English and Spanish. They canalso access Spanish audio and navigation features. However, these are general accessibility supports and are not considered formal accommodations.The materials do not include calculators as anaccommodation thatuserscanselectwithin the digital platform.
Evaluation for 3.1e
The materials include guidance for students to demonstrate understanding of mathematical concepts through multiple modes, including verbal explanationand written expression. For example,educators can assign Standard 4.5D in various formats to support student choice.Inquiry-basedlearning slides and projects allow students to perform through hands-on problem-solving, express themselves through questioning and responding, and represent their thinking using visual tools such as graphs and diagrams.However, the materials do not include educator-facing prompts, scaffolds, or tools to support or guide the facilitation of these varied forms of student expression.
Evaluation for 3.2a
The materials includeinquiry-basedlessons such as "The Gold Rush." In this lesson,students solve numerical representations in multiple ways and discuss their reasoning with peers, promoting the collaborative exploration of mathematical ideas.Lessonssuch as"An Archaeological Dig" and "Cleaning Water" include reflection questions that activate students' prior knowledge and helpthemconnect new learning to familiar concepts. For example, students compare insect lengths using measurement knowledge and convert a batting average from decimal to fraction form,reinforcingthe relationship between the two representations.The program embeds prerequisite videosinto the materials tosupport conceptual understanding. For instance, before a lesson on rounding whole numbers within one million, a video reviews rounding to the nearest 10, helping students recall and apply prior knowledge from earlier grades.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
The materials include multi-tiered intervention methods that support student learning across varied instructional structures(including guided, independent, and collaborative practice).Freckle for Math (Spanish)has anadaptive platform that differentiates learning pathways based on student proficiency,supporting both guided and independent practice.The platform enables independent practice through adaptive math tasks and provides embedded scaffolds that can be used for smallgroup or one-on-one instruction.The "AdaptiveMathPathway" component allows teachers to strategically group students and deliver individualized support, affirming support for multiple instructional models.Students engage in a range of practices. These include "Adaptive Practice" and "Focus Skills Practice"for independent work, "Guided Practice" forstep-by-step instructional support, and collaborative learning through "Peer-to-Peer Math Supports" andinquiry-basedlessons.
Evaluation for 3.2d
The materials provide structured enrichment opportunities that allow students who have mastered grade-level content to deepen their understanding and engage in more complex mathematical thinking.The materials provide clear teacher guidanceto support advanced learners through built-in enrichment strategies, particularly withinthe product'sadaptive learning structure.The materials embed enrichment prompts in the "AdaptiveMathPathway" component,guiding students to explore concepts more deeply through differentiated tasks.Thematerials note thatFreckle for Math (Spanish)offers a range of enrichment-aligned practice types with educator-facing prompts to support intentional implementation.The product includes meaningful enrichment pathways and corresponding instructional supports thatsatisfythe criteria outlined in the evidence guide for this indicator.
Evaluation for 3.2e
The Math Practice Program provides comprehensive and actionable feedback mechanisms that help students understand and reflect on their mathematical thinking.Theprogram alsoprovides teacherswithconstructed response data and progress-tracking tools to guidefutureinstructional steps.The materials include student-facing prompts and guidance that support reflection on strategies and responses.Live and formative reports allow educators to monitor student progress and deliver real-time feedback.The platform includes detailed reporting tools that help teachers make informed instructional decisions and support student self-awareness in the learning process.Overall,Freckle for Math (Spanish)satisfiesthe evidence guide expectations by offering clear and effective tools for formative feedbacktoboth students and educators.
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 effectively using the programinstate-approved bilingual or ESL instructional settings.The materials do not includeteacher-facing guidance documents, training supports, or implementation recommendations that aretailored to the needs of bilingual or ESL program models.There is no evidence of alignmentwiththe English Language Proficiency Standards (ELPS) orwithprogram models, such as transitional bilingual education or dual language immersion models.
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, nor in building background knowledge through written discourse.However, thematerialsincrease comprehension through oral discourse, build background knowledge through oral discourse, and increase comprehension through written discourse.The materials locatedonthe Student Home Pageallowstudents touseaPistas(Hints) orEnséñame(ShowMe) button. ThePistasbuttonprovides the student with real-time hints, which include definitions. TheEnséñamebutton directs the student to a guided practice that supports theminanswering the original problem.The Help Center materials 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 include tasks that require students to apply mathematical conceptsrather than solely recalling procedures or performing rote calculations.Some practice items include prompts for student explanation and multistep reasoning, encouraging students' deeper engagement with the content.Lessons are designedto target conceptual understanding andalign with thegrade-level TEKS, supporting the development of mathematical meaning and connections.
Evaluation for 4.1b
Contentin the materials increases in rigor through adaptive practice pathways and embedded enrichment layers, supporting a gradual progression in complexity.The materials include advanced tasks to challenge students and promote above-grade-level thinking, encouraging deeper mathematical exploration.Educatorscanadjust the difficulty of content, allowing for differentiated progression based on individual student readiness and performance.
Evaluation for 4.2a
Practice begins with guided examples and transitions into independent tasks, following a gradual release model thatstrengthensstudent autonomy.In the early stages of practice, the materials provide hints and explanations. The materials gradually remove these hints and explanationsas students demonstrate mastery.Lesson pathways are structured to build student independence in a developmentally appropriate manner.For example, in the "Adaptive Math Practice" component, students first encounter problems with step-by-step hints and visual models. As students progress, the platform reduces the level of support, allowing students to complete similar tasks independently, reinforcing mastery.
Evaluation for 4.2b
Students engage in scaffolded practice that gradually transitions to independent problem-solving.The materialsautomatically reducesupportsas students demonstrate understanding, reinforcing self-directed learning and ownership.Instruction within the tiered adaptive pathways adapts based on student proficiency, adjustingthe levels and types of practice.For example, after demonstrating successinlower-difficulty multiplication tasks, students may bedirectedto multistep problems orfocusskills. At the same time, the materials removescaffolds toencourage independent reasoning, such asvisual models and prompts.
Evaluation for 4.2c
Tasks are intentionally designed to increase in complexity and depth across lessons, helping students build on their prior knowledge.The materials include embedded supports such as manipulatives, hints, and visual models that scaffold student understanding.The materials align lessonswithstudent progression,structuringlessons to promotea gradual increase in cognitive demand. This structurefostersdeeperconceptual understanding.Forexample, when students first learn about place value, theymayuseconcrete representations and visual aids. Later, studentsprogress to engaging with abstract multi-digit comparison problems. The materialsinitially provide hints(such asnumber lines or base-ten blocks), but these fade awayas student understanding grows.
Evaluation for 4.3a
The materials include resources that guide teachers through the account setup, platform navigation, and task assignment processes, supporting ease of use.Help Center articles provide examples and tips for using platform features effectively, enhancing implementation quality.The Help Center also includes training content that supports initial implementation, offering onboarding support for educators who are new to the program.
Evaluation for 4.3b
Teachers have access to basic professional learning resources through support articles and instructional videos.Thematerialsprovide guidance on using reports and adaptive practices to inform instructional decisions and differentiate learning.Resources model teacher actions during the planning and implementation phases, supporting the effective and informed use of the program.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
84% (32 out of 38 points)
Evaluation for 5.1a
Students interact with various visual models, including number lines, area and perimeter diagrams,as well astwo- and three-dimensionalgeometric representations.The core features ofFreckle for Math (Spanish)—math practice,"Depth of Knowledge" challenges,inquiry-basedlessons, and benchmark assessments—consistently include tasks that prompt students to interpret, analyze, and evaluate mathematical visuals. For example, in grades 4–5,studentsidentify fractions on a number line as well as evaluatevisual representations of area, perimeter, and volume using two- and three-dimensional figures. The"WhatTypes ofProblemsWillStudentsSee in FreckleMath?" articleexplains this information.These features fully align withGuidance 5.1aby promoting deep conceptual understanding through visual analysis.
Evaluation for 5.1b
The materials include "Math Practice" prompts, which askstudents to use models to solve mathematical problems.The materials include access to digital manipulatives, such as base-ten blocks and number lines. Students are tasked with representing mathematical ideas.Theinquiry-based lessons provide opportunities for students to create pictorial representations and represent various mathematical situations.For example, ingrade 4,Standard 4.5D, students solve problems through area models.
Evaluation for 5.1c
The materials provide frequent and varied practice opportunities throughcomponents such as "Depth of Knowledge" challenges,"Benchmarks," "Math Practice,"and "Targeted Math Practice"tasks.These tasks span multiple math domains and offer students consistent opportunities to engage with the grade-level TEKS in formats that reinforce and apply their learning.For example,in"Targeted Math Practice" tasks,students practice multistep problems that require conceptual thinkingandmake connections across mathematical concepts. Ingrade 4, TEKS 4.10B,studentsengage withreal-life scenarios to analyze and evaluate profit.Sincethe product includes frequent, TEKS-aligned opportunities for practice, itsatisfiestherequirementsof Guidance 5.1c.
Evaluation for 5.2a
The materials provide frequent and targeted opportunities for students to develop automaticity with core mathematical operations. The product's "Fact Practice"featureis adaptiveandtime-based. This featurefocuses on developingstudents'quick recall of basic facts, which supports the fluency and accuracyneededto access more complex tasks.The materials include a "Targeted Math Practice" component,which provides repeated opportunities to strengthen procedural fluency by allowing students to practicegrade-level foundational skills such as multiplication, division, and number relationships. Asthe help article"WhatIs Fact Practice?" explains,these activities are intentionally designed to promote fluencyandsupport automaticity.Additionally,Freckle for Math (Spanish)provides structured "Fact Practice" opportunities that allow students to refine their skills throughteacher-facilitated integrationand consistent use.As the "Math Usage Recommendations" resource explains,theproductembeds these fluency routines across the platform. The routines are alsoscaffolded for progression.The product meets all of the evidence guide criteria for fluency development, particularlyregarding the promotion ofautomaticity for grade-level success.
Evaluation for 5.2b
The materials provide students with ongoing opportunities to apply efficient, flexible, and accurate mathematical procedures throughout the learning pathway. The materialsofferrepeated, targeted practice that emphasizes accurate solution strategies and encourages students to approach tasks using a variety of methods.The materials include a "WhatIs Freckle Math Practice?"help article. This articleexplains thatthe product's"Adaptive Math Practice" component allows students to engage with problems that encourage flexible thinking by promoting multiple pathways to solutions. The materials give students real-time feedback andguide themtoward more efficient strategies based on their performance.The materials expose students to both adaptive and targeted math tasks, which require them to apply accurate procedures. The materials also encourage studentsto refine and improve their efficiency over time.Theproduct thussupports all three aspects of mathematical procedural fluency:efficiency, flexibility, and accuracy.
Evaluation for 5.2c
The materials provide consistent and explicit opportunities for students to evaluate mathematical representations, models, strategies, and solutions with a focus on efficiency, flexibility, and accuracy throughout the learning pathway. Grade 4 students engage in "Depth of Knowledge" challengessuch as those aligned toStandard 4.5D. In these challenges, students must not only solve a problem but alsojustify and compare various problem-solving methods.The"Adaptive Math Practice"componentis designed to present students with diverse strategies and model types, encouragingstudentsto reflect on which strategy is most effective or appropriate in context. This componentcultivates strategic thinking and self-evaluation.Additionally, students analyze perimeter and area problems and explore different models and solution paths through teacher-facilitated discussioninDepth of KnowledgeTask 4.5D("PerimeterandArea of a Rectangle").This structured reflection helps students develop a metacognitive approach to problem-solving, strengthening their ability to assess the efficiency, flexibility, and accuracy of various approaches.
Evaluation for 5.2d
Freckle for Math (Spanish)guides students in selecting increasingly efficient approaches through"Depth of Knowledge"activities. These tasks present problems in multiple formats, encouraging students to compare strategies and refine their problem-solving methods.Inquiry-basedlessonsin grade 4include structured opportunities for students to reflect on and discuss different strategies. Group work, class discussions, and daily reflections prompt students to explain their thinking and evaluate which strategiesare themost efficient.Instructional videos and guided practice examples offer step-by-step support,helpingstudents recognize and apply more efficienttechniques. Practice activitiesoffer embedded hints and walkthroughsthatreinforce this guidance during independent work.The materials support teachers with prompts and questions that guide students in evaluating their methods and refining their approaches. These tools help students become more strategic and confident problem-solvers.
Evaluation for 5.3a
The materials do not explicitly explain how conceptual understanding is developed across lessons.In grade 6, the product offers educators inquiry-based lessons. Aninquiry-basedlesson for 6.5A ("RatiosandRates")offers an example of a point whereprocedural understanding may be developed. However, the materials do not develop or address conceptual understanding in grade 4.A general help article notes that the materials identify conceptual and procedural goals. However, this articledoes not point to a specific instructional example. Given the lack of consistent, explicit evidence of how conceptual and procedural understanding is developed across the TEKSthroughoutcore instruction, the product does not satisfy the requirements of Guidance 5.3a.
Evaluation for 5.3b
The materials provide clear opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS. The materials show "Adaptive Practice" and "Targeted Practice" features that scaffold learning from visual to symbolic representations. For example, in the student view of Adaptive Practice 4.5D, students use visual modelssuch asnumber lines and bar models to solve problems involving rational numbers and proportional reasoning.The materials embed visual supportssuch asarea models, arrays, and base-ten blocks in instructional tasks to reinforce understanding of abstract concepts. The materials include an articletitled"WhatInstructional SupportsAreOfferedWithin the Math Practice Program?" This articledetails the instructional supports thatthe program offers.
Evaluation for 5.3c
Lesson sequences first guidestudents through building pictorial models. Students thenexplain their numeric strategies in response to discussion prompts. The materials contain multistep activitiesin whichstudents define operations through model-based examples, supporting metacognitive development.Tasks are designed to elicit students' justifications and explanations of abstract procedures using drawings or manipulatives.The materials do not support students in defining and explaining concrete models to abstract concepts, as required by the TEKS.
Evaluation for 5.4a
Asan adaptive learning platform,Freckle for Math (Spanish)enhances students' academic mathematical language by providing contextual hints during practice. These hints, which are available alongside questions, offer pictorial models and procedural guidance, helping students understand abstract concepts. When students answer incorrectly, they receive a combination of guided practice examples, hints, and instructional videos, reinforcing their understanding of mathematical concepts and vocabulary. For example, ina grade 4 geometry unit,the program offersadefinition and a visualthat help students understandwhat adegreeis and how it relates to measuring angles.The materials incorporate geometric visuals and vocabulary development strategies to support students' understanding of shape attributes.For example, when students explore polygons, they usediagrams and manipulatives to describe properties,suchas thenumber of sides, angles, and types of lines. The "Practica dirigida" section in "Geometria ymedicion: Clasifica una figura 2-D" includes questions that prompt students to use academic language, including terms such asvertices, parallel, perpendicular,andright angle.Freckle for Math (Spanish)supports English learners by offering math questions, instructions, and vocabulary in both English and Spanish. Students can switch between languages and access audio and visual supports, helping them connect academic vocabulary to visual models.Targeted Math Practice4.2F ("Comparing Decimals") providesstudents with math practice that incorporates academic mathematical language. Students usevisuals and manipulatives that serve as languagedevelopment strategies.
Evaluation for 5.4b
Asthe"WhatAre Inquiry-Based Lessons?" help articleexplains,inquiry-basedlessons foster deeper discussions among students due to their open-ended structure. These lessons provide a framework for collaboration. Students tackle word problems using sentence stems and engage in class discussions that are guided by specific questions, encouraging students to usemathematical language.Inquiry-based lessonsoffer scaffolding and support by integrating academic mathematical vocabulary into real-world contexts, enabling students to effectively communicate with their peers and educators. Through structured discussions and clarifying questions, the materials encourage students to use this vocabulary in meaningful ways,thusextending their understanding and application of mathematical concepts.The materials support students byincludingunderlined academic termssuch asperimeter, vertex,andratioduring practice problems.When students selectthese terms, the program providesclickable definitions and audio pronunciations, enabling students to understand and use the vocabulary correctly with peers and educators.Guided practice offersstudents step-by-stepassistance inusing clear academic language. Asstudentswork through problems,the materials show them examplesthat use termssuch aspartition, numerator,andproduct.Students must respond at each step, which helps them practice and understand the vocabulary in contextrather than simply seeing it.Ininquiry-basedlessons, students develop questions to answer, collaborateto find solutions,and think critically.
Evaluation for 5.4c
The"WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" help article states that if students answer a question incorrectly, they will automatically receive a combination of guided practice examples (whenavailable), hints, and/or videos (which are available only in English).The materials include underlined academic vocabulary within student-facing math questions across grades 4–6. These words are clickable and provide definitions and audio support, helping students understand and apply precise mathematical language in written and verbal responses. Theseembedded features support student discourse by reinforcing vocabulary in context.The materials include built-in guidance that helps students use correct math vocabulary during problem-solving and discussion.When a student needs help during guided practice, the programexplainseach step using precise termssuch asnumeratorandpartition.Students are required to respond at each step, which helps them apply thevocabularyin real time and prepares them to use it when talking with teachers or classmates.The"WhatShouldGroupWorkLookLikeDuring an Inquiry-Based Lesson?" help articleexplainsthat teacher guidance forinquiry-based lessonsincludessentence starters for accountable student talk. These sentence starters allow studentsto communicate their own ideas as well as validate and question what their classmates have to say.
Evaluation for 5.4d
Inquiry-basedlessons can be used in a whole class or small group setting. In a whole class setting, students can hear math language with peersby watchingvideosthat set uptheweek's inquiry.Students can refine and use math language with peers whileworking through the inquiry and presenting their solutions to the class. In a small group setting, students can hear, refine, and use math language with peers when they rewatchaninquiry videoto review a concept or advance to a new concept.Freckle for Math (Spanish)includes a "Peer-to-Peer Math Supports" featurein whichstudents can see the names of up to three classmates who have already mastered the current skill they are working on. This feature encourages students to ask questions and listen to their classmates' explanations. Students can thushear and engagewith academic math language directly from peers.The "HowDo ILead a Number Talk?" help article states thatthe inquiry-basedlessons for grades K–5 begin with structured "Number Talk" tasksthat include scripted teacher prompts. These prompts include"Who can explain how they solved it?"and"Can someone restate ___'s method?"Suchprompts help students explain their thinking, encourage them tolisten to how their classmates use math vocabulary,and fosterregular opportunities to hear and practice academic language during discussions.Teacher guidance forinquiry-based lessons incorporatessentence starters for accountable student talk.This inclusiongives students opportunitiesto communicate their own ideas as well as validate and question what their classmates have to say.
Evaluation for 5.4e
Freckle for Math (Spanish)includes automated feedback on student responses. If a student selects an incorrect answer, the system highlights common misconceptions, provides hints, and directsthe studenttoward a different approach, rather than marking the answer wrong.The materials' adaptive systemimmediatelypresents guided practice examples when students answer aproblemincorrectly. These examples anticipate common misconceptions and model exemplaryresponses,allowingstudentstocompare their thinking to a correct process.The"Introducing Freckle Guided Practice for Math" help articleindicates that the program includescomponentsfor anticipating common student responses, such as misconceptions or varied solution strategies. The article also mentions includingexemplary answers or model responses for teacher reference.The materials weave instructional supports throughoutthe "Adaptive Practice" and"TargetedMathPractice" components.When students get a question wrong, thematerials automatically present studentswith a mix of guided practice examples (when available), hints, and/or videos. Students can also selectthe on-screenquestion mark icon to access a guided practice example, the light bulb icon toviewahint, or the video camera icon to seeavideo.
Evaluation for 5.5a
Through its adaptive, differentiated instructional model and alignment with state content standards,Freckle for Math (Spanish)provides just-right, standards-aligned practice that adapts to each student's level. Teachers can assign specific TEKS-aligned math skills, or studentscan work independently through adaptive pathways.The product supports the TEKS process standards by encouraging problem-solving and reasoning through real-world math challenges, promoting mathematical communication and representation via interactive tasks, and allowing students to select appropriate tools and techniques as they progress through scaffolded practice.The programoffers a Standards pagethat islocated in the "Assessments and Assignments" section of the materials. Teachers can use this page to track student progress on specific state standards (such as theTEKS).As this page shows,the program weaves process standardsinto its materials and personalized practice paths. These standardsguide the selection of tools, problem-solving methods, and justification in context.Freckle for Math (Spanish)aligns its content to the TEKS and supports key process skills such as applying problem-solving strategies, communicating with precise mathematical language, justifying reasoning, using tools and models, and making connections between mathematical ideas. The program embedsthese skills throughout its"Guided Practice," "Number Talk," and "Focus Skills" components, as well asthroughoutreal-world application tasks—all of which reflect the intent of the TEKS process standards.
Evaluation for 5.5b
Freckle for Math (Spanish)incorporates the Math TEKS process standards throughout its learning pathways. The program embeds these standards into its"AdaptiveMathPathway" component,ensuring students engage in problem-solving, reasoning, and communication as they progress.Working through this learning pathway encourages students to analyze problems, justify answers, and apply strategies, aligning with the TEKS process standards (such as using a problem-solving model and selecting appropriate tools).While these tasks reflect the use of process standards within individual lessons, the materials do not include a description of how the process standards are incorporated throughout the learning pathways or how they connect across lessons. There is no clear guidance for educators on how these standards build over time or link between units, which limits the visibility of a cohesive progression.
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 multiple opportunities for students to engage in productive struggle through challenging problem-solving activities. For example, the "Depth of Knowledge"challenge for 4.4D is a task that prompts students to persevere through multistep problems and reflect on problem-solving strategies.Other "Depth of Knowledge"challenges help students address complex tasks and revise their approaches based on results.Guidedpracticeincludesstep-by-step support and embedded justifications, prompting students' revisions and reattempts.
Evaluation for 6.1b
The materials promote flexible thinking and strategic problem-solving by offering students multiple strategy options within tasks—particularly in adaptive practice, where learners can select methods that align with their understanding.Tasks include opportunities for students to explain and justify their reasoning(such as in "Constructed Response" items andinquiry-basedlessons), reinforcing metacognitive reflection and multiple solution paths. For example, in "The Gold Rush" lesson,students are prompted to solve problems in more than one way and engage in peer discussion.The materials embed adaptive hints and feedback mechanisms in tasks. These hints and mechanismsencourage students to reflect on their progress and consider alternative approachesrather than relyingon a single procedure.Guidedpracticeincludesembedded scaffolds that provide targeted assistance when students struggle, supporting self-efficacy."Number Talk" and "Dot Talk" activities offer warm-up questions and sentence-starter boards to support mathematical discourse and self-monitoring.Teacher-facilitated "Number Talk" activities serve as just-in-time supports that help students identify and explain errors in reasoning, reinforcing students' confidence and flexible mathematical thinking.
Evaluation for 6.1c
The materialsare intentionally designed toguide students in using strategies to reflect on and revise their work. Collaborativeinquiry-basedlessons encourage students to share strategies and revise their thinking as part of smallgroup tasks.Stationspromoterevision and reflection byallowingstudents to revisit tasks and apply alternativestrategies.The 4.4H Inquiry Sheet is an example of a lessonthat promotesmeaningful discourse and strategy revision.
Evaluation for 6.2a
The materials guide students to explain their reasoning through structured prompts, sentence stems, and teacher facilitation.Inquiry-basedlessonspromptstudents to justify their responses and discuss solution strategies using sentence starters."Number Talk" activitiesprompt students to orally explain their thinking and compare strategies.In addition toopen-endedinquiry-basedlessons, embedded teacher guidance ensures that students reflect on and articulate their reasoning.The materials include structured group activities that prompt students to describe mathematical approaches during collaboration.
Evaluation for 6.2b
The materialsincorporatetools that encourage students to revisit and revise their thinking using immediate feedback and targeted support. The "Adaptive Math Pathway" component provides hints and scaffolds after incorrect responses, guidingstudentstocorrect misconceptions.Freckle for Math (Spanish)automatically prompts student reflection after an incorrect answer by offering justifications and opportunitiesfor students toreattempt a problem.The platformincorporatesexemplary responses and real-time guidance to help students evaluate and revise their own responses.The materials include embedded scaffolds and educator tipsthat guide revisionduring tasks.
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