Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 194.84 KB)
Freckle for Math Spanish, 6
Supplemental Math (Spanish) Grade 6
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: Renaissance Learning, Inc.
Copyright: 2025
Rubric: Supplemental Mathematics 6–12 (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 6 | 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 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 "MathUsageRecommendation"flyer that outlines suggested time allocations, helping educators plan effective implementation.The materials provide implementation ideas to support intervention, enrichment, and differentiated practice, making the program adaptable to a range of instructional needs.The "Content Area Characteristics" resource offers guidance on when and how to use various practice types, helping teachers align instructional decisions with student needs and content demands.
Evaluation for 1.1c
The materials integrate diagnostic assessments into the platform, whichadapt in real time based on student responses, enabling personalized instructional planning.Assessment dataaligns withthe grade 6 TEKS. This datagenerates individualized instructional recommendations that address specific learning needs.Results from these adaptive diagnostics support educators in identifying learning gaps and making informed pacing and grouping decisions.
Evaluation for 1.1d
The program does not include resources or tools that support teachers in internalizing lesson content or engaging deeply with instructional goals.Thematerials do not provideinstructional planning guides or protocols to assist educators in previewing lessons or preparing for instruction.Support for educators is limited to platform navigation and usage. Such support does not focus oncontent unpacking or instructional decision-making.
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 program outlines itsstructure, details instructional strategies, and provides pacing recommendations.In the"Smart Start" course (60 minutes), educatorscanaccessthe "Getting Started," "Basic Navigation," "WhatIs Freckle?" (video), and "Teacher Platform Tour" modules. These modules serve as introductory resources designed to build foundational knowledge, focusing on platform navigation and essential best practices for effectively usingFreckle for Math (Spanish).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
Lessons include clearly stated objectives aligned to the grade 6 TEKS, ensuring focused instruction on required standards.The materials offer a structured layout of daily and weekly instructional segments. This layout includessuggested time frames to support lesson pacing.Embedded assessments alignwith instructional components, providing teachers with actionable data to support informed lesson planning and adjustment.
Evaluation for 1.2c
The materials include onlyoneEnglish-language family letter. The materials do not provideSpanish translations or multilingual resources.The materialslack family-facing guidance to helpfamilies reinforce content at home, such as unit overviews, tip sheets, or learning supports.Although tasksalign withthe TEKS, the materials do not consistently provide tailored guidance for families to support individual student learning needs outside the classroom.
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, 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, 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, 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 detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with 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 detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 3 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
74% (17 out of 23 points)
Evaluation for 2.1a
The materials organize assessments by instructional intent, includingassessmentsdesigned to target specific skills or track mastery over time.Summative tools, such as benchmarks, align withthe grade 6 TEKS. These toolsmeasure student proficiency.However, the materials do not provide explicit definitions or clear distinctions between diagnostic, formative, and summative assessments, which may limit clarity for instructional planning and assessment literacy.
Evaluation for 2.1b
Help Center articles provide guidance for educators on how to assign and use assessments, supporting basic platform navigation and functionality.The materials promote the accurate use of assessment tools. However, the materialslack instructional guidance on how to analyze results and apply them to planning or instructional adjustments.Teachers can access dashboards and performance reports that support the administration and interpretation of assessment data, enabling progress monitoring at the classroom level.
Evaluation for 2.1c
The materials offer printable versions of digital assessments, providing flexibility to accommodate individual student needs and varied testing environments.The materials provide text-to-speech functionality. Educators can enableor disablethis feature,supporting accessibility for students requiring audio support.However, the platform does not include teacher-enabled scaffolds for content or language. The platform alsodoesnotprovide calculator accommodations, limiting formal support options for diverse learners.
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-making and aligning fully with this indicator'sexpectations.
Evaluation for 2.1e
Freckle Math Practice provides students with two or more unique question types, whichincludetext entry, drag-and-drop,multiple-choice, and multiple-answer questionswithin the "Targeted Math Practice" materials (formative assessments).The materialsoffer 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." Grade 6 students andeducators also have the opportunity to practice math standards using "Constructed Response" questions,which "explore math standards through open-ended conceptual, situational, and visual questions."The grade 6 materials include a variety of formative assessmentsthat featureTEKS-aligned questions with more than two levels of complexity.For example, inthe"AdaptivePractice" and"TargetedAssessment" materials, each studentbegins with a pretest that determines their proficiency level. The difficulty ofthese testsadapts based on students' responses. The grade 6 materials include key features such as TEKS-aligned formative assessments, interactive question types, and tasks at different levels of difficulty. The"AdaptivePractice" component helps students and makesit easy for teachers to track progress and adjust instruction.The "Targeted Math Practice" componentallows teachers to assign TEKS-aligned tasks with exit tickets, including interactive types. "Focus Skills Practice" is available for all students, which allows themto practice the most critical skills across math domains.
Evaluation for 2.2a
The platform allows students to select from multiple solution strategies within adaptive tasks, promoting flexible thinking and individual problem-solving approaches.Some tasks include feedback and reflection promptsthatencouragestudents to self-monitor their progress and build metacognitive skills.However, the materials lack structured opportunities for teacher-facilitated math discourse and open-ended problem-solving, limiting student engagement in mathematical communication and reasoning beyond the adaptive platform.
Evaluation for 2.2b
Teacherscanassign, reassign, and schedule assessments based on individual or group learning needs, supporting instructional flexibility.Platform settings allow educators to control content access and adjust pacing, enablingcustomimplementation across a variety of classroom models.A clear and user-friendly interface ensures that assessments can be administered consistently and efficiently across different classrooms and instructional settings.
Evaluation for 2.2c
Tasks provide students with multiple strategy options, supporting diverse problem-solving approaches and encouraging flexible mathematical thinking.The platform includes progress-tracking tools, such as skill trees and performance dashboards. Such inclusionsallow students to monitor their own learning and growth.Task completion feedback offers opportunities for students to reflect on their performance, promoting self-awareness and fostering 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 a list of completed skills and identify areas that require further practice,promotinggoal-setting and encouragingstudentsto take ownership of their learning.The platform's dashboard enables students to revisit and retry questions, promoting continuous improvement and progress monitoring.The materials enable the visible tracking of progress across domains and standards. This feature supportsstudent reflection and helps them understand their learning trajectory over time.
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 program's"Adaptive Math Pathway" feature,educators can assign unit-specific pretests tograde 6 students.The platform uses AI to assign tasks tailored to each student's math level based on their performance.Lessons include structured supports, such as intervention strategies and step-by-step instructional guidance, to address unfinished learning.
Evaluation for 3.1b
The materials do not include explicit pre-teaching guidance to support the development of academic vocabulary or to address unfamiliar references in the content.The materials do not includeembedded supports specifically designed to clarify unfamiliar cultural or contextual references.However,the materials include underlinedacademic vocabulary terms within student-facing content. Students can click on these terms to hear or viewdefinitions during both adaptive and teacher-assigned practice, supporting in-the-moment vocabulary development.
Evaluation for 3.1c
The materials include explicit educator guidance for enrichment activities designed for students who have mastered grade-level content.The materials offer inquiry-based lessonsas cross-curricular activities that build conceptual understanding through real-world mathematical scenarios.Freckle for Math (Spanish)provides sixhelparticles that explain howinquiry-based lessonsfunction, offering educators guidance on assignments, pacing, and options for completion outside the platform.The materials integrate inquiry-based lessonsinto the "Extend Thinking"math practice, allowing students to explore TEKS-aligned standards more deeply and develop critical-thinking skills beyond procedural fluency.
Evaluation for 3.1d
The materials include text-to-speech functionality that educators can enable or disable, providing accessibility support for students with diverse needs.Students can toggle between English and Spanish, and they canaccess Spanish audio and navigation.However,these features are general accessibility tools, not formal accommodations.The platform does not offer calculator functionality as aselectableaccommodation.
Evaluation for 3.1e
The materials provide guidance for students to demonstrate their understanding of mathematical concepts through multiple modes, including verbal explanation, written expression, and visual representation.For example, teachers can assign Standard 6.5A in variousformats to promote student choice andpersonalize theirexpression of learning.Inquiry-basedlearning slides and projectsenable studentsto performhands-on problem-solving, expresstheir understanding through questioning and discussion, and representtheir thinking with visual tools such as graphs and diagrams.
Evaluation for 3.2a
TheFreckle for Math (Spanish)materials includeinquiry-basedlessons, such as "Tour de France." This lesson asks students to calculate distances based on time traveled, anchoring the lesson in a real-world context. The lessonprompts students with questionssuch as,"What questions are we trying to answer?"OnDays 1–2of theinquiry-based lesson, students use a table and graph to monitor their hourly progress during the race, applying mathematical reasoning to track and interpret data.As the lesson progresses, students compare their speed totwo other cyclists. After"winning" the race,studentsdesign and pricea new bike. Thisscenario blends real-life problem-solving with mathematical application, reinforcing key concepts and engaging learners in meaningful ways.
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, allowing for differentiated pathways based on student proficiency.Additionally, the platform enables independent practicethroughadaptive math and includes embedded scaffolds for smallgroup or individual instruction, aligning with multiple instructional structures.The platform's"Adaptive Math Pathway" component enables teachers to group students strategically and deliver individualized support,indicatingthat 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" 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 offer a "Methods of Practice" section,which provides structured enrichment opportunities. These 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 product'sadaptive structure.TheFreckle for Math (Spanish)materialsincorporateenrichment prompts that align with the"AdaptiveMathPathway" component, guidingstudents to explore concepts more deeply through differentiated tasks.The"Using Freckle for Enrichment" help article states that the materials offer a range of practice types that function as enrichment. Educator-facing prompts accompany such practice, helping educatorsimplementtheseopportunities purposefully and effectively.The product thus includes meaningful enrichment pathways and instructional supports thatsatisfythe evidence guide's criteria.
Evaluation for 3.2e
The materials includemathpractice, which provides 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 tracking,guiding future instructional steps.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.TheFreckle for Math (Spanish)materialsalign with the evidence guide's expectations by offering clear tools and supports for formative feedback(both for 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 provide targeted guidance to support implementation in state-approved bilingual or ESL instructional settings.The materials do not includereferences to the English Language Proficiency Standards (ELPS), dual language strategies, or differentiated language accommodations in teacher resources or instructional materials.While students engage with tasks at varied proficiency levels, the platform lacks explicit instructional recommendations to support language acquisition or alignment with bilingualorESL frameworks, limiting its utility for emergent bilingual learners.
Evaluation for 3.3d
The materials do not include embedded guidance to support emergent bilingual students in developing academic vocabulary or making cross-linguistic connections through oral or written discourse opportunities, nor in building background knowledge through written discourse. However, the materialsincrease comprehension through oral discourse, build background knowledge through oral discourse, and increase comprehension through written discourse.The materialsonthe Student Home Pageallowstudents touseaPistas(Hints)orEnséñame(ShowMe) button. ThePistasbutton provides the student with real-time hints, which include definitions. TheEnséñamebuttondirects 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
Tasks engage students in applying mathematical knowledge and demonstrating conceptual understanding rather than focusing solely on procedural skills.The materials require students to justify their reasoning and solve multistep problems, supporting students' deeper thinking and problem-solving fluency.The content encourages students to explore mathematical concepts beyond surface-level procedures, promoting a richer understanding of the grade-level TEKS.
Evaluation for 4.1b
Lessons are designed to increase in complexity and depth across instructional units, graduallyincreasing incognitive demand.The materials include enrichment opportunities that allow students to extend their learning beyond the grade-level TEKS, supportingstudents'advanced exploration of concepts.Adaptive features dynamically adjust the rigor of tasks based on student performance, enabling differentiation for students working at or above grade level.
Evaluation for 4.2a
Practice begins with guided examples that introduce new concepts. Practice thentransitions into independent tasks, aligning with a gradual release of responsibility model.The materials embed hints and explanationsearly in practice. These hints and explanationssystematicallydiminishas students demonstrate increased mastery.Lesson pathways are designed to build toward student independence, supportingstudents'development of self-directed learning and problem-solving skills.
Evaluation for 4.2b
Students engage in scaffolded practice that progressively becomes more independent, aligning with instructional best practices for gradual release.The materials include embedded supports, such as hints and prompts. These supports automatically diminish asstudents demonstrate proficiency, promoting autonomous learning.Educators deliver instruction through tiered adaptive pathways that adjust based on student performance, allowing for personalized progression and targeted intervention.
Evaluation for 4.2c
Tasks are intentionally designed to increase in complexity and depth across lessons, promotingstudents'development of higher-order thinking skills.The materials include embedded supports, such as digital manipulatives, hints, and visual models, which help scaffold learning and reinforce conceptual understanding.Lessons align with student progression through the adaptive platform. Each lesson's structureallows for a gradual increase in cognitive demand, supporting both accessibility and academic growth.
Evaluation for 4.3a
The materials include educator-facing resources that guide teachers through account setup, platform navigation, and task assignment processes, ensuring a smooth onboardingexperience.Support articles provide practical examples of how to use various platform features effectively, reinforcing confident and consistent usage.A centralized Help Center provides initial implementation support. The Help Centerofferstraining contentand step-by-step instructions to assist educators with foundational setup and instructional planning.
Evaluation for 4.3b
Teacherscanaccess basic professional learning opportunities through support articles and instructional videos, which offer guidance on using the platform effectively.The professional learning content addresses how to interpret reports and apply adaptive practices to guide instruction and support differentiated learning.Resources model teacher actions during the planning and implementation phases, helping educators translate platform tools 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 grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, 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 grades 3–12, 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-dimensional geometric representations.The product'score features—mathpractice, "Depth of Knowledge"challenges,inquiry-basedlessons, and benchmark assessments—consistently include tasks that prompt students to interpret, analyze, and evaluate mathematical visuals.Forexample,in 6.6C, students represent a situation involving two variables. The "WhatIs Freckle Math Practice?" article explains this information and detailsthe 6.6C practice.These features fully align withGuidance 5.1aby promoting deep conceptual understanding through visual analysis.
Evaluation for 5.1b
The materials includemathpractice promptsthat 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.Inquiry-basedlessons provide opportunities for students to create pictorial representations and represent various mathematical situations.Grade 6 includes aninquiry-basedlessontitled"Tour de France."This lesson provides questions and task opportunities for students to create models andrepresentratios.The lesson'sDay 2InquirySheetgives students a ratio scenario that describes traveling at 40 kilometersper hour.The sheet asks studentsto model and represent this situation by creating a graphical representation on a coordinate grid. TheDay 3 Inquiry Sheetgives studentsa ratio scenario describingthreedifferent bike riders traveling at different speeds.The sheet asks students to model and represent this situation by creating a table representation.
Evaluation for 5.1c
The materials provide frequent and varied practice opportunities through features such as"Depth of Knowledge" challenges,"Math Practice," "Benchmarks," and "Targeted Practice" sessions.These tasks span multiple math domains and offer students consistent opportunities to engage with the grade-level TEKS in formats that reinforce and applystudents'learning.For example,in"Targeted Math Practice" tasks,studentscanpractice multistep problems that require conceptual thinking and make connections across mathematical concepts. Ingrade 6, 6.21D, students use information from a relative frequency table using real-life data.Sincethe product includes frequent, TEKS-aligned opportunities for practice, itsatisfiestherequirementsof Guidance 5.1c.
Evaluation for 5.2a
The"Fact Practice" featureprovides frequent and targeted opportunities for students to develop automaticity with core mathematical operations.Thisfeature is adaptive, time-based, and focuses on developing the quick recall of basic facts, supporting thefluency and accuracy needed to access more complex tasks.The "WhatIs Fact Practice?" help article explains that the"Targeted Math Practice"activitiesinclude repeated opportunities to strengthen procedural fluency, allowing students topracticegrade-level foundational skills such as multiplication, division, and number relationships. These activities are intentionally designed to promote fluency, thussupportingautomaticity.Additionally, the"Freckle Math Usage Recommendations" resourceprovides structured "Fact Practice" opportunities that allow students to refine their skills through consistent use and teacher-facilitated integration. Thematerials embedfluency routines across the platform, which arescaffolded for progression.The product thus meets all of the evidence guide's criteria for fluency development, particularly regarding the importance of automaticity for grade-level success.
Evaluation for 5.2b
The materials include "Fact Practice" opportunities,which providestudents 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 "WhatIs Freckle Math Practice?" help article explains thatthe "Adaptive Math Practice" component allows students to engage with problems that encourage flexible thinking by promoting multiple pathways to solutions. Students receive real-time feedback,andthey are guidedtoward more efficient strategies based on their performance.The materials expose students to both adaptive and targeted math tasks, which requirestudentsto apply accurate procedures while encouraging themto refine and improve their efficiency over time.Thisstrong, consistent documentation confirms that the product supports 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 6 students engage in "Depth of Knowledge" challenges,such as those aligned toStandard 5.2B. Students mustnot only solve problems but also justify and compare various problem-solving methods.The"Adaptive Math Practice" platform is designed to present students with diverse strategies and model types, encouragingstudentsto reflect onthemost effective or appropriatestrategiesin context. These prompts cultivate strategic thinking and self-evaluation.Additionally, students analyze the location of coordinates on a coordinate plane 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, strengtheningtheirability to assess the efficiency, flexibility, and accuracy of various approaches.The productthussatisfiesthe criteria for Guidance 5.2c.
Evaluation for 5.2d
Freckle for Math (Spanish)supports students in selecting increasingly efficient approaches through "Depth of Knowledge"tasks, whichpresent problems in progressively complex ways. These tasks help students explore and compare multiple strategies to determine the most effective solution.Grade 6inquiry-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 strategiesare themost 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. Aninquiry-basedlesson for 6.5A ("RatiosandRates") is an example of a point where procedural understanding may be developed. However, the materials do not address or develop conceptual understanding.A general help article notes that the materials identify conceptual and procedural goals, but does not point to a specific instructional example. Given the lack of consistent, explicit evidence of howcore instructiondevelopsconceptual and procedural understanding across the TEKS, the materials received no points for 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 materialsinclude"Adaptive Practice" and "Targeted Practice" features that scaffold learning from visual to symbolic representations.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 students' understanding of abstract concepts. The "WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" article detailsthe instructional supports thatthe program offers.
Evaluation for 5.3c
Lesson sequences first guide students through building pictorial models. Students then answerdiscussion prompts that ask them to explain their numeric strategies. 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
The materials provide students with "Guided Practice" examples that support understanding when they encounter difficulties with a question. These examples walk students through a step-by-step process to solve a similar problem, helping them grasp the concept more effectively.These examples also incorporate visuals,which enablestudents to develop their academic mathematical language and enhance their comprehension. For example,whenstudents learn about diagrams,Freckle for Math (Spanish)offersvisuals and underlines interactive vocabulary. This vocabulary includesaudio supportand definitions.Whenworking on the "Targeted Math Practice" or "Adaptive Pathway" components,studentscanselect underlined academic vocabulary to view or hear a definition, which includesguided questions and prompts.The "¿Qué quieres practicar hoy?" section of the"Proporcionalidad"unit guides students through proportional reasoning using visual representations, such as tables, double number lines, and ratio models. Ingrade 6, students solve problems involving equivalent ratios by interpreting visuals and applying academic vocabulary such asratio, unit rate,andproportional relationship.Guided prompts ask students to explain why a relationship is or is not proportional using terms from the visual.The "Adaptive Practice, Proportionality:6.4B" activity aligns withTEKS 6.4B. Students complete a ratio table and use the values to plot coordinate pairs on a graph. Students alsorespond to promptssuch as"What does each point represent in the context of the ratio?" and "How does the graph show a constant rate?" These promptsencourage studentsto use academic terms such asratio, equivalent, coordinate pair,andconstant of proportionality.This activity supports students' conceptual understanding and their use of precise mathematical language in context.In the"Targeted Math Practice, 6.12A:RepresentData inStem andLeafPlots" activity,the materials provide studentswith math practice that incorporates academic mathematical language using visuals and manipulatives, whichserve as language development strategies.
Evaluation for 5.4b
Asthe"WhatAreInquiry-BasedLessons?" article explains,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 and engage in class discussions, which areguided by specific questions that encouragestudents to usemathematical language. Inquiry-based lessonsoffer scaffolding and support by integrating academic mathematical vocabulary into real-world contexts, enabling students to effectively communicate with educators and their peers. 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 programopens clickable definitions and audio pronunciations, enabling students to understand and use the vocabulary correctly with peers and educators."Guided Practice" materialsprovidestudents with step-by-step help using clear academic language. Asstudentswork through problems, theprogram shows themexamples that 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.Inquiry-basedlessons are cross-curricular activities that build students' conceptual understanding of mathematical topics whilestudentsexplore real-world scenarios. Throughinquiry-basedlessons, students develop questions to answer, collaborateto find solutions,and think critically.
Evaluation for 5.4c
The "WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" article states that if students answer a question incorrectly, they will automatically receive a combination of guided practice examples (when accessible), hints, and/or videos (which are only available 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. 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" materials,when a student needs 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.Teacher guidance forinquiry-based lessons incorporates sentence starters for accountable student talk. This featureallows studentsto communicate their own ideas as well as validate and question what their classmates have to say.
Evaluation for 5.4d
Educators can use inquiry-basedlessons in a whole class or small group setting. In a whole class setting, students can hear math language with peers through videossetting up 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" 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,allowing students tohearand engagewith academic math language directly from peers.Inquiry-basedlessons for grades K–5 begin with structured "Number Talk" activities, whichinclude scripted teacher promptssuch as"Who can explain how they solved it?" or "Can someone restate ___'s method?" These prompts help students explain their thinking and listen to how classmates use math vocabulary, creating regular opportunities to hear and practice academic language during discussions.Teacher guidance forinquiry-based lessons incorporates sentence starters for accountable student talk. This inclusiongives 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 directsthe studenttoward a different approachinstead ofmarking the answer wrong. For example, when studentscompare precipitation measures between two cities, the programprovides guidance steps for studentswho demonstrate misunderstanding.The materials' adaptive systemimmediatelypresents guided practice examples when students answer a question incorrectly. These examples anticipate common misconceptions and model exemplary responses,enablingstudentstocompare their thinking to a correct process.Support articles indicate that the program includes features for anticipating common student responses, such as misconceptions or varied solution strategies. These articlesmention providing exemplaryanswers or model responses for teachers to reference.The materials weave instructional supports throughout"Adaptive Practice" and"TargetedMath Practice."When studentsanswera questionincorrectly, thematerialsautomatically presentthemwith 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 towatchavideo.
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 representationthroughinteractive tasks, and allowing students to select appropriate tools and techniques as they progress through scaffolded practice.Freckle for Math (Spanish)offers a Standards page, which is located in the "Assessments and Assignments" section. Teachers can use this page to track student progress on specific state standards (such astheTEKS). This feature demonstrates that theproductweaves process standardsinto its materials and personalized practice paths. These standards guidethe 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. Theprogram embeds theseskills throughoutits "Guided Practice,""Number Talk," and "Focus Skills" features, as well asinreal-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 by embedding these standardsinto 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 their answers, and apply strategies. Such workaligns with 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 program incorporatesprocess standardsthroughout the learning pathways or how these standardsconnect across lessons. Thematerials offerno 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 mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world 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 mathematical concepts and complex, real-world situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of 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 representations of 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 the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving 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
90% (19 out of 21 points)
Evaluation for 6.1a
The materials engage students in rigorous tasks that promote productive struggle and repeated attempts.For example, the"Depth of Knowledge" challengefor 6.4Hpromptsstudents to revise their solutions and apply reasoning through multistep tasks."Depth of Knowledge" challenges provide extended response opportunities that require studentperseverance.Inquiry-basedlessons guide students to persist through tasksthat requireevaluation and strategy sharing.
Evaluation for 6.1b
The materials help students tracktheir progress and build confidence through embedded feedback mechanismsand instructional scaffolds. For example, "Guided Practice" routines encourage and reinforce self-efficacy byproviding just-in-time feedback. Such practiceallowsstudents to receive feedback,adjust their problem-solving approaches, and try alternative strategies.An article describes the program's use of adaptive feedback and tiered supports tailored to each student's skill level. Such feedback and supports help students engage with content in ways that promote strategic flexibility.Inquiry-basedlessons encourage studentsto articulate their learning,persist in solving real-world scenarios, and explorereal-world problems using multiple strategies. For example, students might compare data using tables, graphs, or proportional reasoning and then choose which method best supports their solution."Number Talk"and "Dot Talk" activitiesfurther support flexible mathematical thinking by prompting students to share and justify different strategies aloud, such asdecomposing numbers, using compensation, or estimating. These routines create space for learners torecognizemultiple valid approaches to a single problem,improving students'understanding and confidence.
Evaluation for 6.1c
The product includes tasks and tools that encourage students to reflect on and revise their work using strategic supports.For example, in the6.5B Inquiry Sheet for grade 6,students engage in discussions that requirethem torevisitand adjusttheir thinking.Stations enable students to return to prior tasks and practice different strategies for deeper understanding.The materials structure inquiry-based settings to promote multiple attempts and collaborative revision.
Evaluation for 6.2a
The materials promote student explanation through structured group activities, prompts, and teacher guidance. Inquiry-basedlessons include built-in discussion routines and sentence stems for students to articulate their reasoning during collaborative tasks.Theinquiry-basedlesson for6.5Aprovides opportunities for students to explain and defend their mathematical reasoning.Even in open-ended tasks,Freckle for Math (Spanish)includessupports for students to justify their strategies using academic language.Grade 6 materials do not support educators in guiding students to share and reflect on their problem-solving approaches(including multiple points of entry).
Evaluation for 6.2b
The materials support students in revising their work through feedback loops, exemplary models, and embedded instructional prompts.The Math Practice Program includesadaptive supports, whichprovide just-in-time hints and guided steps when students respond incorrectly.The "Adaptive Math Pathway" componentincorporatesresponsive scaffolds to help students understand errors and reattempt problemswith support.Teacher guidance and exemplary student answers accompany "ConstructedResponse" problems, helpingstudents evaluate and revise their thinking.
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
6 out of 8 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, justifications, and multiple points of entry.
6 out of 8 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