Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 194.84 KB)
Freckle for Math Spanish, 5
Supplemental Math (Spanish) Grade 5
SBOE Approved | IMRA 2025
Commissioner Recommended
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 5 | 100% | 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 Standards Tab, which lists theTEKS by strand and grade level. This feature allowsteachers 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 an implementation guide that provides recommendations for use in various instructional models, including intervention, enrichment, and fullcourse delivery.Educators can assign content based on student needs and use performance data from the platform to guide instructional decisions.The platform supports flexible pacing and allows for differentiated instruction, making it adaptable for small-group, whole-class, or independent learning settings.
Evaluation for 1.1c
Diagnostic assessments adapt to individual student responses, providing personalized data that informs instructional planning.Assessment results are aligned to the grade 5 TEKS. Educators can use these resultsto effectively target instruction based on student strengths and areas of need.These tools offer entry points into personalized learning pathways that remain aligned with grade-level expectations, ensuring instructional relevance while meeting students where they are.
Evaluation for 1.1d
The materials do not include lesson internalization tools or protocols to support teacher preparation or deep engagement with lesson content.Educator resources primarilyincludeoperational guidance, such as navigation and assignment features, rather than instructional planning support.There is no guidance for previewing lesson goals or instructional sequences, limiting teachers' ability to internalize and deliver content with intentionality.
Evaluation for 1.1e
Freckle for Math (Spanish)offers resources for instructional leaders to assist educators with implementing the program as intended, which are available through the Help Center. For instance,Freckle for Math (Spanish)outlines the program's structure, details instructional strategies, and provides pacing recommendations.Inthe "Smart Start" course (60 minutes), educators can access the "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 materials.The materialsprovide 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.For example,the Growth Datapage includes 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 daily and weekly lesson structures that are clearly aligned to the grade 5 TEKS, supporting instructional coherence.Each instructional segment includes time suggestions and pacing checkpoints, helping educators manage lesson flow effectively.The alignment between content and assessment enables teachers to manage both short-term lesson planning and long-term instructional goals.
Evaluation for 1.2c
The materials do not provide unit-level family supports or communication tools to helpfamiliesengage with student learning.There is no guidance available to assist families in reinforcing concepts at home or supporting students' academic progress.The product does not include Spanish or English handouts, tip sheets, or unit overviews for family use, limiting home-school connections.
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
Teachers have access to assessment tools and performance reports that support instructional planning and intervention decisions.The materials include categorized formative and summative assessments. The materials label these assessmentsby instructional function to help educators identify their intended use.While the materials address the purposes of assessments contextually, the materials do not provide explicit definitions of assessment types (e.g., formative versussummative), limiting clarity for instructional planning.
Evaluation for 2.1b
Help Center articles guide educators in assigning and administering assessments effectively within the platform.The materials support accurate assessment use, but they lack instructional guidance on how to use assessment results to inform teaching or differentiate instruction.The materials include dashboards and performance reports to assist teachers with the administration, interpretation, and monitoring of student assessment data.
Evaluation for 2.1c
The materials provide printable versions of digital assessments, offering flexibility to meet individual student needs and accommodatevarioustesting environments.The materials include text-to-speech functionality. Educators canenableor disablethis feature,supporting accessibility for diverse learners.However, the materials do not include teacher-enabled content or language scaffolds. The materials also do not includecalculator 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 with formats such as text entry, multiselect,multiple-choice, drag-and-drop,and open-ended responses, 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 aligning with the indicator's expectations.
Evaluation for 2.1e
TheFreckle Math Practice Program provides students with two or more unique question types,which includetext entry,multiple-choice, multiple-answer,and drag-and-drop responses within the "Targeted Math Practice" (formative assessments) section. The materialsoffer formative assessments in different forms and for different purposes. For enrichment, students can work on "Depth of Knowledge"questionsthat are "a set of higher-level thinking questions for a specific standard to help students master concepts."The grade 5 materials include a variety of formative assessmentsthat featureTEKS-aligned questionswithmore than two levels of complexity.For example, the"AdaptivePractice" and"Targeted Practice" assessmentsbegin with a pretest that determineseach student'sproficiency level. Thedifficulty of these testsadapts based on students' responses. The grade 5 materials include key features such as TEKS-aligned formative assessments, interactive question types, and tasks at different levels of difficulty. The"AdaptivePractice"materialshelp students and makeit 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 types.In the "Focus Skills Practice" materials, students can practice critical skills across math domains. This practice is available for all students.
Evaluation for 2.2a
The platform allows students to select from multiple solution strategies within adaptive tasks, encouraging individual problem-solving approaches.Some tasks include feedback and reflection prompts, supporting self-monitoring and metacognitive development.However, the materials lack structured opportunities for teacher-facilitated math discourse and open-ended problem-solving, limiting deeper engagement in mathematical reasoning and communication.
Evaluation for 2.2b
Teachers can assign, reassign, and set time limits for assessments based on individual or group needs, supporting differentiated instruction.Platform settings allow educators to control content access and pacing, offering flexibility in implementation across diverse instructional models.The platform includes aclear and intuitive interface,ensuringthe consistentand efficient administration of assessmentsacross classrooms.
Evaluation for 2.2c
The materials provide students with multiple strategy options within tasks, allowingstudentsto engage with different problem-solving approaches that align with their thinking.The platform includes progress-tracking tools, such as skill trees and performance dashboards, to help students and educators monitor growth and proficiency.Taskcompletion feedback encourages students to reflect on their performance, promoting self-awareness and independent learning habits.
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 areas that require further practice,encouraging them to takeownership of their learning.The platform's dashboard allows students to revisit and retry questions, enabling them to monitor their growth over time.The materials make progress tracking visuallyaccessibleby domain and standard. This quality promotesstudent reflectionand reinforcesgoal-setting behaviors.
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 include explicit educator guidance to scaffold instruction for students who are not yet proficient in prerequisite or grade-level concepts.Educators can use the "Adaptive Math Pathway" component toassign unit-specific pretests, which allow the program to assign personalized tasks based on student performance.Lessons provide structured supports, including intervention strategies and step-by-step instructional guidance, to address unfinished learning.The product thusmeets the criteria for supporting students performing below their grade level.
Evaluation for 3.1b
The materials do not provide explicit pre-teaching guidance to support the development of academic vocabulary or unfamiliar references.Additionally, the materials do not include embedded supports specifically designed to clarify unfamiliar references within instructional content.However, the materials include embedded supports for academic vocabulary development.For example, the materials underline key terms in student-facing content. Students can click these terms to hear or view their definitions during adaptive and teacher-assigned tasks.
Evaluation for 3.1c
The materials include explicit educator guidance for enrichment activities that are tailored to students who have mastered grade-level content.The materials offerinquiry-based lessons, whichare cross-curricular activitiesthataim to build conceptual understanding through real-world mathematical scenarios.Freckle for Math (Spanish)includes sixhelparticles that explain the functions of theseinquiry-based lessonsand guide educators on how to assign them. The articles describe how educators can pace delivery andenablestudents to complete tasks outside the platform.The materials offerinquiry-based lessonsas part of their "Extend Thinking"math practice, which allows students to explore math standards and build critical-thinking skills.However,the materials do not includeexplicit educator guidance. According to the "WhatAre Inquiry-Based Lessons?" article, only selectinquiry-based lessonsare available at the moment, butthese are not visible.Therefore, the materials do not fully meet any of thefour rubricrequirements(including explicit guidance for educators and multilingual access).
Evaluation for 3.1d
The materials include text-to-speech functionality. Educators can enable or disable this feature, supporting accessibility for students with diverse learning needs.Students can toggle between English and Spanish as well asaccess Spanish audio and navigation. However,these featuresaregeneral accessibility tools rather than formal accommodations.The platform does not offer calculator tools as aselectableaccommodation, limiting support for students who may require this feature for equitable access.
Evaluation for 3.1e
The materials include guidance that supports multiple modes of student expression, allowing learners to demonstrate understanding of mathematical concepts through verbal explanation, written expression, and visual representation.For example,educators can assign Standard 5.3C in multiple formats to support student choice in how they show their reasoning.Inquiry-basedlearning slides and projects allow students toperform through hands-on problem-solving, express themselves by generating and responding to questions,andrepresent their thinking using graphs, diagrams, and other visual tools.
Evaluation for 3.2a
The materials includeinquiry-basedlessons such as "Scuba Diving in Lakes and Oceans." Day 1 prompts for this lesson include"What questions are we trying to answer in today's inquiry?" and "Which lake is the deepest?" These prompts help students focus on the lesson's purpose and apply mathematical reasoning to real-world contexts.Lessons include reflection questions designed to activate prior knowledge and encourage students to connect new learning to familiar experiences.These questions include the following:"How can you help your friend plan her trip?" Such questionsprompt students to draw on their personal knowledge and use mathematics to solve practical problems.Structured questioning routines support students' conceptual understanding and promote self-awareness. Promptssuch as"What did you or your group do best during today's inquiry?" guide students to reflect on their strategies and reinforce key mathematical ideas, preparingstudentsfor upcoming content.
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 designed to support student learning across different types of practice and instructional structures.Freckle for Math (Spanish)offers a variety of intervention methods that support both guided and independent practice through its adaptive platform,enablingdifferentiated pathways based on student proficiency.Additionally, the platform enables independent practicethroughadaptive math and includes embedded scaffolds for smallgroup or individual instruction. The platform thus alignswith multiple instructional structures.The "Math Adaptive Pathway" component enables teachers tostrategicallygroup students and deliver individualized support,reinforcingthat the product supports more than one instructional model.Freckle for Math (Spanish)includes multi-tiered intervention methods for various types of practice, including guided, independent, and collaborative practice. Students independently engage in"Adaptive Practice" and "Focus Skills Practice,"receive step-by-step support through "Guided Practice," and collaborate through "Peer-to-Peer Math Supports" andinquiry-basedlessons.
Evaluation for 3.2d
The materials include a "Methods of Practice" section,which offers structured enrichment opportunities. Such opportunitiesallow students who have mastered content to deepen their understanding and engage in more complex mathematical thinking. The materials provide clear teacher guidance for addressing the needs of advanced learners through built-in enrichment strategies, particularly withinthe program'sadaptive structure.TheFreckle for Math (Spanish)materialsincorporateenrichment prompts that align with the"AdaptiveMathPathway" component, guidingstudents to explore concepts more deeply through differentiated tasks. As the"Using Freckle for Enrichment" article states,Freckle for Math (Spanish)offers a range of practice types that function as enrichment. Educator-facing prompts accompany this practice,which help implementthese opportunities purposefully and effectively.The product includes meaningful enrichment pathways and instructional supports thatsatisfythe evidence guide's criteria.
Evaluation for 3.2e
TheMath Practice Programprovides comprehensive and actionable feedback mechanisms that support student growth by helping learners understand and reflect on their mathematical thinking. TheMath Practice Programprovides teachers with data through constructed response tools and progress trackingthat guide next instructionalsteps.TheFreckle for Math (Spanish)materials include prompts and guidance for students to reflect on their strategies and responses.As the "What Math Reporting and Data Is Available?" help article explains, the platform provides educators with live or formative reports that support monitoring and real-time feedback.Additionally, the platform offers detailed reporting tools that assist teachers in making informed instructional decisions and supporting student self-awareness in learning.Freckle for Math (Spanish)thusaligns with the evidence guide's expectations,offering clear tools and supports for formative feedbackfor 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 product does not provide explicit guidance or resources to support educators in delivering instruction aligned with state-approved bilingual or ESL instructional models.The materials do not provide planning guidance orinstructional support tools thatinclude scaffolded language supports, offer teacher-facing strategies specifically for emergent bilingual students, orreference the English Language Proficiency Standards (ELPS).While the platform includes adaptive features for content delivery, these tools are not connected to language development goals, resulting in a significant gap in support for English learners and their teachers.
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, thematerialsincrease comprehension through oral discourse, build background knowledge through oral discourse, and increase comprehension through written discourse.The materials locatedonthe Student HomePageallowstudents touseaPistas(Hints)orEnséñame(ShowMe) button. ThePistasbutton provides the student with real-time hints,includingdefinitions. TheEnséñamebuttondirects the student to a guided practice thathelpsthem answer 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
Tasks in the materials prompt students to explain their reasoning and apply mathematical concepts, promoting depth of understanding.Lessons are designed to go beyond procedural execution, aligning with thegrade 5 TEKS and its emphasis ondeveloping conceptual understanding.The materials include multistep problem-solving opportunities that challenge students to synthesize knowledge and apply it in meaningful ways.
Evaluation for 4.1b
The rigor of tasks progressively increasesacross lessons and domains,deepening students' mathematical understanding over time.The materials offer enrichment opportunities that extend beyond grade-level expectations, allowing students to explore advanced concepts and skills.Educators can adapt content to support above-grade-level learners, providing pathways for acceleration and advanced problem-solving through differentiated practice.
Evaluation for 4.2a
Practice begins with guided examplesandgradually transitions into independent tasks. This transition alignswith a gradual release of responsibility model.The program embeds hints and explanatory supports early in the learning process. As students demonstrate increasing mastery and confidence, these supports gradually diminish.The program intentionally structures lesson pathways to foster student independence over time, enabling learners to internalize strategies andautonomouslyapply skills.For example, inthe"Adaptive Math Practice" component ofFreckle for Math (Spanish), the program initiallyprovidesstudents withvisual supports and step-by-step prompts. As studentssucceed,the program removesthese supports, allowing for fully independent practice.
Evaluation for 4.2b
Students engage in scaffolded practice that progressively shifts toward independent problem-solving, supporting students' long-term skill development.The platform automatically reduces instructional supports as students demonstrate mastery, encouraging self-directed learning.The program's tiered adaptive pathways adjust instruction based on ongoing performance, ensuring that students receive targeted support that is aligned to their individual proficiency levels.For example, students working through the "Focus Skills"materialsbegin with visual aids or step-by-step assistance. Once students demonstrateproficiency, the systemmovesthem to more complex, unsupported tasks to promote independence.
Evaluation for 4.2c
Tasks are designed to increase in complexity and cognitive depth across lessons, ensuring that students build on prior knowledge and deepen their understanding over time.The materials include embedded supports, such as manipulatives, visual models, and hints, which scaffold learning and help students access content at appropriate levels of challenge.Lessons are aligned to student progression within the adaptive platform and are structured to gradually increase cognitive demand, allowing learners to develop confidence before engaginginmore rigorous tasks.For example, when students solvedecimal operations, theymay first work with place value blocks and number lines. As they show mastery, studentsprogress to abstract problem-solving without visual aids.
Evaluation for 4.3a
The materials include resources that guide teachers through essential platform functions such as account setup, navigation, and task assignment processes, ensuring a smooth onboardingexperience.Support articles provide practical examples of how to effectively use platform features, helping educators understand best practices for implementation.A centralized Help Center offers training content and guidance, supporting initial implementation andenablingteachers to use the program confidentlyfrom the start.
Evaluation for 4.3b
Teachers have access to basic professional learning resources, including support articles and instructional videos, which provide guidance on how to use the platform effectively.The content specifically addresses how tousereports and adaptive practice tools to inform instruction and support differentiated learning.These resources also model teacher actions during the planning and implementation phases, helping educators translate platform features into classroom practice.
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.Thecore features ofFreckle for Math (Spanish)—mathpractice, "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, students identify 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 Freckle Math?" article explains this information.These features fully align with guidance requirements by promoting students' deep conceptual understanding through visual analysis.
Evaluation for 5.1b
The materials include"Math Practice" prompts that encourage students to use models to solve mathematical problems, reinforcing students' conceptual understanding.Students have access to digital manipulatives, such as base-ten blocks and number lines. Practice activities require students tousethese tools to represent mathematical ideas.Inquiry-based lessons provide additional opportunities for students to create pictorial representations(including diagrams and visuals)to illustrate and solve real-world mathematical situations.
Evaluation for 5.1c
The materials provide frequent and varied practice opportunities through components such as "Depth of Knowledge" challenges, "Benchmarks," "Math Practice," and "Targeted Math Practice" sessions.These tasks span multiple math domains and offer students consistent opportunities to engage with the grade-level TEKS,reinforcing and applying their learning in meaningful contexts.For example, in "Targeted Math Practice" tasks,students encounter multistep problems that promote conceptual thinking and require connections across concepts. Ingrade 5, the materials address TEKS 5.10A through an activityin whichstudents analyze paychecks to evaluatevarioustypes of taxes.Sincethe product includes frequent, TEKS-aligned practice across formats and domains, it fullysatisfiestherequirements ofGuidance 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" feature is adaptiveandtime-based. This featurefocuses on developingstudents'quick recall of basic facts, which supports the fluency and accuracyneededto access more complex tasks.As the"WhatIs Fact Practice?" help article explains, the product's "Targeted Math Practice" component includes repeated opportunitiesfor students tostrengthen their procedural fluency by practicing grade-level foundational skills such as multiplication, division, and number relationships. These activities are intentionally designed to promote fluency, thus supportingautomaticity.Additionally, the "Math Usage Recommendations" resourceprovides structured "Fact Practice" opportunities that allow students to refine their skills throughteacher-facilitated integration andconsistent use.Theproduct embeds thesefluency routines across the platform. The routines are alsoscaffolded for progression.The product thussatisfiesGuidance 5.2a'scriteria for fluency development,especially concerningthe importance of automaticity for grade-level success.
Evaluation for 5.2b
The materials include "Fact Practice" opportunities,which provide students with ongoingchancesto apply efficient, flexible, and accurate mathematical procedures throughout the learning pathway. Thisrepeated, targeted practice emphasizes accurate solution strategies and encourages students to approach tasks using a variety of methods.The "WhatIs Freckle Math Practice?" helparticleexplains thatthe "Adaptive Math Practice" component allows students to engage with problems that encourage flexible thinking by promoting multiple pathways to solutions.The materials provide studentswithreal-time feedback and guidethemtoward more efficient strategies based on their performance.The materials expose students to both adaptive and targeted math tasks. These tasksrequirestudentsto apply accurate procedures whileencouraging themto 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 5 students engage in "Depth of Knowledge"challenges. For example, in the challengesaligned toStandard 5.2B,students mustnot only solve a problem but also justify and compare various problem-solving methods.The "Adaptive Math Practice" component is designed to present students with diverse strategies and model types, encouraging them to reflect on which are most effective or appropriate in context. These prompts cultivate strategic thinking and self-evaluation.Additionally, students analyze the volume of a rectangular prism and explore different models and solution paths through teacher-facilitated discussion and"Depth of Knowledge"tasks. 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)supports students in selecting increasingly efficient approaches through "Depth of Knowledge"tasks that present problems in progressively complex ways. These tasks help students explore and compare multiple strategies to determine the most effective solution.Grade 5inquiry-basedlessons provide structured opportunities for students to reflect on their problem-solving methods. Group work, class discussions, and daily reflections prompt students to explain their thinking and evaluate which strategiesaremost efficient.Instructional videos and embedded guided practice support students in identifying and applying more efficient approaches. Hints and walkthroughs help students adjust their strategies in real time during independent practice.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.Theinquiry-basedlesson for 6.5A ("RatiosandRates")is an example ofapointwhere procedural understanding may be developed. However, the materials do not develop or address conceptual understanding.A general help article notes that the materials identify conceptual and procedural goals, but does not point to a specific instructional example.The materialsthus lack consistent, explicit evidence of howcore instructiondevelops conceptual and procedural understanding across the TEKS.
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 materialsinclude"Adaptive Practice" and "Targeted Practice" features that scaffold learning from visual to symbolic representations. For example, in the student-facing content for the "Adaptive Practice" feature, studentsuse 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 students' understanding of abstract concepts. The materials include a"WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" article, whichdetailsthe instructional supports thatthe program offers.
Evaluation for 5.3c
Lesson sequences first guide students through building pictorial models. Students then explain 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 a question incorrectly, they receive a combination of guided practice examples, hints, and instructional videos, further reinforcing their mathematical understanding and vocabulary. For example, during geometry practice, the materialsprovide students with the definition ofquadrilateralsas well as visual examples tohelp them categorize geometric figures.The "Práctica dirigida:Números yoperaciones" section includesmaterials that embed visual place-value models (such asplace-value charts and disks) intograde 5 decimal instruction. This inclusion helpsstudents internalize vocabulary such astenths, hundredths,andthousandths.Students interact with visual tools and respond to prompts thatrequireacademic language, such as "What does the digit in the tenths place represent?"Clickable audio and vocabulary supports scaffold students' language development, especially for multilingual learners.In a lesson for 5.2A, the materials provide students with math practice that incorporates academic mathematical languagealongsidevisuals and manipulatives, whichserve as language development strategies.
Evaluation for 5.4b
Inquiry-basedlessons foster deeper discussions among students due to their open-ended structure. These lessons provide a framework for collaboration as students tackle word problems using sentence stems. Students alsoengage in class discussions(guided by specific questions that encourage the use of mathematical 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 vocabulary in meaningful ways, extending their understanding and application of mathematical concepts.The materials support students byincludingunderlined academic terms during practice problems, such asperimeter, vertex,andratio.When students selectthese terms, the program providesclickable definitions and audio pronunciations,which enablestudents to understand and use the vocabulary correctly with peers and educators.Guidedpracticeemploysclear academic language and offersstudents step-by-step help.Asstudentswork through problems, the materials show them examples that use terms such aspartition, numerator,andproduct.Students must respond at each step, which helps them practice and understand the vocabulary in contextrather than simply seeing it.Inquiry-basedlessons are cross-curricular activities that build students' conceptual understanding of mathematical topicsastheyexplore real-world scenarios. Throughinquiry-basedlessons, students develop questions to answer, collaborate tofind solutions,andthink critically.
Evaluation for 5.4c
As the"WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" help article explains, if students answer a question incorrectly, they will automatically receive a combination of guided practice examples (whenavailable), hints, and/or videos (which are available in English only).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. This embedded feature supports 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. In the "Guided Practice" component,when students need help, the programguidesthem through each step using precise termssuch asnumeratorandpartition.Studentsmustrespond at each step, which helps them apply the language in real time and prepares them to usethis languagewhen talking with teachers or classmates.In inquiry-based lessons, teacher guidance incorporatessentence starters for accountable student talk. This inclusion gives students an opportunity to 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 wholeclass or smallgroup setting. In a wholeclass setting, students can hear math language with peersby watching the videos that introduce the week's inquiry.Students can refine and use math language with peers when they work through the inquiry and present their solutions to the class. In a small group setting, students can hear, refine, and use math language with peers when they rewatch the inquiry video to review a concept or advance to a new concept.Freckle for Math (Spanish)includes a "Peer-to-Peer Math Supports" feature. This feature allowsstudents to see the names of up to three classmates who have already mastered the current skillthey are working on.Such an inclusionencourages students to ask questions and listen to explanations from classmates,allowing them tohear and engagewith academic math language directly from peers."Number Talk" activitiesinclude scripted teacher prompts, which include"Who can explain how they solved it?"and"Can someone restate ___'s method?"Suchprompts help students explain their thinking orlisten to how classmates use math vocabulary. The promptsfosterregular opportunities to hear and practice academic language during discussions.In inquiry-based lessons, teacher guidance incorporatessentence starters for accountable student talk. This inclusion gives students an opportunity to 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 directs them toward a different approachrather than marking the answer wrong. For example, during geometry practice,the materials provide students with the definition ofquadrilateralsandvisual examples to help them categorize geometric figures.The materials' adaptive systemimmediatelypresents guided practice examples when students answer aquestionincorrectly. These examples anticipate common misconceptions and model exemplary responses,allowingstudentstocompare their thinking to a correct process.The "Introducing Freckle Guided Practice for Math" support article explainsthat the program includes features for anticipating common student responses, such as misconceptions or varied solution strategies. The articlementions providing exemplary answers or model responses for teachers to reference.The program weaves instructional supports throughoutthe "Adaptive Practice"and"TargetedMathPractice" components.When studentsanswera questionincorrectly, theprogram automatically presents themwith a mix of guided practice examples (when available), hints, and/or videos. Students can select the on-screen question mark icon to access a guided practice example, the light bulb icon to seeahint, 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 students can work independently through adaptive pathways. The productsupports 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 product's content is organized using state-customized learning progressions, which reflect each state's standards, including the TEKS. These progressions serve as the backbone of instruction and practice, ensuring process standards (such as selecting tools, modeling multistep solutions, and communicating reasoning) are embedded throughout students' learning pathways.The program aligns with the TEKS and emphasizes essential process skills such as problem-solving, precise mathematical communication, reasoning and justification, effective use of tools and models, and making connections among mathematical concepts. The product consistently embeds these skills across various features of the program, including the "Guided Practice," "Targeted Math Practice," and "Focus Skills" components, as well as in real-world application tasks—all of which align closely with 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 "Adaptive Math Pathway" component, ensuring students engage in problem-solving, reasoning, and communication as they progress.Working through this learning pathway encourages studentsto analyze problems, justify answers, and apply strategies, aligningwith the TEKS process standards(such asusing 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 promote productive struggle by engaging students in challenging problems that require multiple attempts and reflection.For example, the"Depth of Knowledge"challenge for 5.2B encourageseach studentto explain their reasoning and revise their approach.Guidedpracticeincludes step-by-step support and embedded justifications, helping students persist through difficulty.Similarly, in "Depth of Knowledge"practice, students work through multistep problems independently.
Evaluation for 6.1b
The materials support flexible thinking and strategic problem-solving by allowing students to select from multiple approaches to complete math tasks, especially within the adaptive practice environment where responses are not limited to a single method.Tasks within"Constructed Response" items orinquiry-basedlessonsencouragestudentstoexplain their reasoning, compare methods, and engage in higher-order thinking. For example, students might solve a multi-digit addition problem using place value decomposition, the standard algorithm, or a visual model, depending on their preferred strategy."GuidedPractice"exercises include embedded supports and feedback tools that prompt students to reflect on their problem-solving approaches, reinforcing students' metacognitive habits and confidence."Number Talk" exercisesoffer structured, teacher-led opportunities for students to verbalize their thinking, listen to others' strategies, and compare approaches in real time, strengthening their conceptual flexibility.Just-in-time teacher scaffolds within "Number Talk"and "Dot Talk" activitieshelp students identify and correct misconceptions. These activitiesreinforce students'strategic reasoning and encouragerisk-taking in a low-stakes setting.
Evaluation for 6.1c
The materials encourage students to share, reflect on, and revise their thinking using structured strategies. Ininquiry-basedlessons, students collaborate and revise their strategies in smallgroup settings.Stations allow students to repeatedly engage with tasks,enablingthemto revisit and refine their thinking.The5.4F Inquiry Sheet includes prompts for meaningful discussion and revision.
Evaluation for 6.2a
The materials guide students to articulate and justify their reasoning using prompts, sentence stems, and structured group discussions. Inquiry-basedlessons provide explicit student-facing prompts and teacher supports to facilitate explanation.In "Number Talk" activities,students compare solution strategies and explain their thinking aloud.The materialsembed sentence stems and justification routines in open-ended lessons to support explanation.Inquiry-basedlessons include group work structures thatprompt students to describe their processes and evaluate their peers' reasoning.
Evaluation for 6.2b
The materials include scaffolds that prompt students to revisit and revise their work based on just-in-time feedback and reflection. The "Adaptive Math Pathway" componentprovides immediate hints and explanations after incorrect answers, allowing students to adjust their thinking.The platform includesexemplary responsesand feedback that help students revise their written responses.Students are given opportunities to revise using embedded feedback, which supports their understanding.The materials include integrated instructional tipsthat support students'revisionsduring adaptive practice and inquiry-basedlessons.
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