Program Information
HMH Math 180 Flex Texas, 5
Supplemental Math (English) Grade 5
IMRA 2025
Commissioner Recommended
Publisher: HMH Education Company
Copyright: 2026
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 5 | 100% | N/A | N/A | 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
91% (21 out of 23 points)
Evaluation for 1.1a
The materials include anAlignment Guidein the HMHMath 180 Flexprogram detailing theTexas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), and the concepts covered.The HMHMath 180 Flex Program Guideshows learning paths with vertical alignment, as well as horizontal alignment. Also, theProgram Guideincludes a "Learning Matrix," which details the scope and sequence of the program.
Evaluation for 1.1b
The materials include anImplementation Guidewith usage recommendations and strategies for effective educator use in the HMHMath 180 Flex Program Alignment Guide.The usage recommendations from HMHMath 180 Flexare stated, "best results are achieved when students engage inStudent Applicationlearning at least 20 minutes a day—in or out of class." The diagnostic assessment places individual students in the program based on those results.
Evaluation for 1.1c
The materials provide aTEKS Correlation Guidein theAlignment Guide. In grade 5, theAlignment Guidestates the TEKS that is associated with the "Learn Zone" student activities, as well as provides links to show the correlation:"Student Activity: ISBN 9798202136283,Math 180: 'Addition, Subtraction, and Place Value'; 'Learn Zone'; Block 1, Topic 2, 'Add Within 20 by Jumping to 10'; 'Master', Problem 4; Screen capture of 'Master', Problem 4 provided via link." To view inMath 180interactive software, navigate to 'Addition, Subtraction, and Place Value'; Block 1, Topic 2, 'Add Within 20 by Jumping to 10', Lesson Map; 'Master', Problem 4; link."ThisAlignment Guideincludes recommended skill entry points that are based on diagnostic assessment results through theBaseline Scanassessments. In grade 5, the materials state, "The beginning-of-year Baseline Scan is directly aligned to the content inMath 180and provides an accurate portrayal of whichMath 180concepts and skills a student knows or needs to learn." The twoBaseline Scansare implemented as follows:grade 3: Place students in "Addition, Subtraction, and Place Value"; grades 4–6: Use Baseline Scan I to assess placement in "Multiplication and Division," "Fractions," or "Decimals and Integers"; grades 7–8: Use Baseline Scan II to assess placement in "Rates and Ratios," "Proportional and Linear Relationships," or "Linear and Nonlinear Functions."
Evaluation for 1.1d
The HMHMath 180 Flexprogram includes protocols with educator guidance for unit and lesson internalization through the"Learning Matrix"in theProgram Guide. In grade 5, the materials state in the"Add and Subtract within 20" block, "Topic 1 'Add Using Ten Frames'; Conceptual Focus: Understand the meaning of addition; Procedural Focus: Add to make 10. Topic 2 'Use the Make 10 Strategy'; Conceptual Focus: Understand the relationship between addition and making a 10; Procedural Focus: Add within 20 on an open number line. Topic 3 'Subtract within 20'; Conceptual Focus: Model result unknown problems and part/whole part unknown problems with counters and on an open number line to solve; Procedural Focus: Subtract within 20 on an open number line."The materials provide "Strategies and Visual Models" in the "Teacher's Corner" that supports block, topic, and lesson internalization. In grade 5, the materials include Master Class videos to support educators in their internalization of each unit and lesson. For example, the materials state "Strategies and Visual Models: Hear about common challenges students face in the'Rates and Ratios Series.'See theMath 180tools and instructions that support understanding."The materials provide aProgram Activity Reportthat supports educators to analyze and use theStudent Applicationdata to monitor progress and differentiate instruction.
Evaluation for 1.1e
The materials include resources and guidance for instructional leaders to support educators with implementing the program through the administration login, "Leader's Corner." For example, "Visiting aMath 180Class: What to Look For" gives administrators ideas on what they can look for in a classroom that uses the materials.Administrators can log in and observe videosaboutthe materials and download a reflection guide to be able to support and collaborate with educators in implementing the materials as they are designed. When administrators download the "Math 180 FlexLook Fors and Reflection Guide," they obtain a list of indicators they can monitor in aMath 180 Flexclassroom.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The HMHMath 180 Flexprogram includes detailed lesson overviews with learning objectives aligned to the TEKS and ELPS in theProgram Guide, "Learning Matrix." In the "Fractions" block, the instructional focus is, "Students build a solid foundation in fraction operations by understanding fractions as parts of a whole and representing them visually and mathematically. They then apply this knowledge to solve real-life problems to reinforce their knowledge of concepts and procedures of fractions." Some topics covered include unit fraction multiplication, strategies for multiplying fractions, and strategies for dividing fractions.The materials include anAlignment Guidethat aligns to the TEKS and ELPS in theProgram Guide, which lists student narratives and student activities with the corresponding TEKS or ELPS. For example, in grade 5, one activity that corresponds to , TEKS 1.A.i (Apply Mathematics to Problems Arising in Everyday Life) is the student activity “Use Ratios to Compare Parts.” In the ELPS alignment, an example for 1.F.i (derive meaning from a variety of auditory multimedia sources to build concepts) asks students to scaffold language, differentiating by language proficiency. In this activity, students watch a video explaining how students can express whole numbers as fractions.The materials contain suggested timeframes in theProgram Guideto guarantee student progress toward the program's goals. The materials state, "Ensure students use the application for at least 20 minutes a day for maximum effectiveness."
Evaluation for 1.2c
The materials contain support for families in Spanish and English for each block, with suggestions for supporting the progress of their student through Family Letters. The Family Letters explain the pathway for students to strengthen their mathematical skills for the topic.The materials contain suggestions for family members to support their student by explaining what lessons the block consists of and tips for what their student can do to be successful. The Family Letters explain the cruciality of each block for the complete understanding of mathematics.
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.
5 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 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.
2 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.
2 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.
0 out of 7 points
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 7 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.
Not scored
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.
5 out of 0 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).
2 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).
2 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
95% (19 out of 20 points)
Evaluation for 2.1a
The HMHMath 180 FlexProgram Guideprovides the definition and intended purpose of the assessments listed. The materials contain a chart showing the types of assessments (i.e.,Baseline Scansand mSkillsassessments).Also located in this chart is the description and purpose of the assessment, what it assesses, and the results.The materials state, "TheMath 180instructional application assesses students' math skill acquisition, application, understanding, and overall progress toward algebra and beyond."
Evaluation for 2.1b
The HMHMath 180 FlexProgram Guideprovides a section that covers "Assessment," "Progress Monitoring," and "Data" that guides educators in ensuring consistent and accurate administration of the instructional assessments.There are explanatory pages for each assessment type.Also included are detailed pages on how educators can use best practices in administering the assessment and ensure the assessments are used in the most effective way.
Evaluation for 2.1c
The mSkills assessments inMath 180 Flexare accessible in both digital and printable formats.The "Success Zone" within theStudent Applicationincludes a standard calculator feature that can be enabled or disabled to accommodate individual student needs. Teachers have complete control over calculator access and may turn it on or off at the class level or for specific students. By default, the calculator is disabled.Math 180 Flexincludes text-to-speech functionality for assessments, but it does not provide built-in content or language supports for digital assessments. However, students have access to read-aloud buttons, which can be used to have questions and/or answer choices read aloud to them in English or Spanish.
Evaluation for 2.1d
The HMHMath 180 Flexprogram offers a diagnostic assessment with TEKS-aligned tasks, i.e.,Baseline Scan,that correctly places students in the correct series.TheBaseline Scancan also be given as a summative assessment to track overall HMHMath 180progress or exit students from the program.The materials include varying complexity levels based on the students' progress through theBaseline Scan.The materials include interactive item types on theBaseline Scan.
Evaluation for 2.1e
The HMHMath 180 Flexprogram provides a variety of formative assessments with TEKS-aligned tasks in the "Learn Zone." The "Learn Zone" includes formative assessments that gradually release students from guided to independent practice using interactive item types, varying complexity levels, corrective feedback, and support resources.The HMHMath 180 Flexprogram provides a "Brain Arcade" that comes with a series of interactive math games designed to help students with important skills within and extending beyond HMHMath 180 Flexlessons.All games are divided into chapters, which are grouped by number type, operation, or difficulty. Each chapter is then divided into levels, which progress in difficulty.
Evaluation for 2.2a
The HMHMath 180 Flex Program Guideprovides scoring information and guidance for interpreting student performance with a variety of performance reports, i.e., Program Activity Reports,Data Tables,Program Activity Report Data,Standards Report, and Growth Report. The program consists of performance measures (benchmarks) into four categories, i.e., "Masters," "On Track," "Developing," and "Not Yet," in theProgram Guide.TheProgram Guideprovides a percentage of correct answers in the Data Tablesand gives a rationale of correct and incorrect answers for the mSkillsassessment. The mSkillsassessments are given after eachblock in the program.The materials also supply students' average results for eachtopic.
Evaluation for 2.2b
The HMHMath 180 Flexprogram provides guidance for the use of included tasks and activities to respond to student trends in performance on assessments by constantly assessing students' advancement and achievement through each of theStudent Applicationzones ("Explore," "Learn," "Success," and "Brain Arcade"), according to theProgram Guide.TheStudent Applicationzones are broken into three categories: "What Students Do," "What It Assesses," and "Frequency." The materials respond to student trends by allowing students to proceed through each aspect of the zonesfollowingthe successful completion of each topic.
Evaluation for 2.2c
The HMHMath 180 Flexprogram supplies teachers with reports for each of the assessments provided in the program (i.e., Standards,Growth,andProgram Activity) in theProgram Guide. Teachers can access Class Levelreports, which show performance summaries in either a graph or table. Teachers can also see a more detailed table of information for individual student data. The materials also provide pages for each assessment that show teachers how to interpret the reports so they can track student progress in theProgram Guide.The program provides a printablestudentprogresstracker, which can assist tracking students' progress through the "Learn Zones" and "Success Zones." This tool allows students to check off the lessons they have completed and the assessment in the "Success Zone" at the end of the topic. Thestudentprogresstracker is available in English and Spanish.The materials give teachers and students the steps to follow in the conferring, reflection, and goal-setting stages, and the rationale for the importance of each.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
The HMHMath 180 Flexprogram includes frequent checks for understanding within the "Learn Zone" for each topic within each block. The four sections within the "Learn Zone" (i.e., "Think," "Try," "Practice," and "Master") have procedural strategies to build student understanding ("Think"), models ("Try"), and scaffolded practice problems based on performance ("Practice" and "Master").These frequent checks for understanding occur two–three times per topic, according to the HMHMath 180 Flex Program Guide.The "Fast Track" within the "Learn Zone" is a pathway that allows students to accelerate through the lesson by answering three complex problems to model their mastery of the topic.
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.
2 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.
2 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.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 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.
Not scored
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.
0 out of 0 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.
3 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.
3 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.
0 out of 2 points
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 2 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.
Not scored
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 0 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
100% (36 out of 36 points)
Evaluation for 3.1a
The HMHMath 180 Flex Program Guideprovides an overview of Resources for Differentiated Instruction (RDI) with explicit teacher guidance for students who have not reached proficiency in grade-level concepts and skills in the "Learn Zone" content. Students solve scaffolded problems that center on key concepts and are "explicitly taught how to use familiar strategies to solve contextualized problems." TheProgram Guidefor HMHMath 180 Flexgives educators explicit instructions (e.g., reviewing the data, creating student groups or individual students, and selecting lessons) on how to identify students in need of additional practice in foundational concepts.The materials include educator guidance on theBoostandBoost Focuslessons for students to "analyze and connect key concepts learned during group instruction to creative, real-world problem situations."The HMHMath 180 Flexprogram also provides an RDI Index that houses theBoostlessons, "Teacher Display"tools, and RDIstudent pages for each topic within theblock. TheseBoostlessons are designed to provide differentiated instruction to "target the needs of all students." In grade 5, if students are having difficulty with understanding what numbers make a ten when one addend is given, the use of ten frames inBoostLesson 1A uses the logical progression of"Set Up," Engage," Explore," and "Extend."Students have additional practice through theBooststudent pages with"Engage," "Explore,""Practice,""Challenge," and"Reflect."
Evaluation for 3.1b
The HMHMath 180 Flexprogram includes "Multilingual Learner Supports." Within the "Multilingual Learner Supports," each block has "Language Support at a Glance" documents that give educators explicit guidance for supporting English language learners. The "Language Support at a Glance" documents provide "Focus Language Expectations," "Scaffolding Language to Explain," "Leveraging Linguistic Assets," and "Differentiating by Language Proficiency." The materials include documents that provide explicit educator guidance on the pre-teaching of academic vocabulary.The materials contain embedded supports for developing academic vocabulary and unfamiliar references in text within the "Think" phase of the"Learn Zone." Students watch a short animated instructional video for the concept, and the video introduces key math vocabulary.The HMHMath 180 Flexprogram offers a virtual glossary embedded in the program for students to search math content. This support allows students to look up unfamiliar references in the text.
Evaluation for 3.1c
The HMHMath 180 Flex Program Guideprovides explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above-grade-level content and skills in the "Learn Zone."The materials provide educatorsStretchlessons for students who have masteredMath 180content but are still not connecting foundational skills to the core classroom.Stretchlessons provide atypical problems that develop students' ability to work across numbers and operations, apply skills flexibly, and use mathematical reasoning strategies.Stretchlessons are designed to extend students' skills.In the HMHMath 180 Flex Program Guide, educators can use step-up lessons for students who progress above grade-level proficiency by completing challenging problems that connect to Algebra 1 in the upper series. In grade 5, if students have mastered Block 1, Topic 3, involving "Identifying Patterns in Multiples of 10," they can move to the StretchLesson 2A,to apply their critical thinking skills to solve intricate number puzzles with multiples and factors.
Evaluation for 3.1d
The HMHMath 180 Flexincludes the accommodation of a calculator on digital materials that educators can enable and disable to support individual students within the mSkills assessments.The materials include accommodations for text-to-speech that educators can enable and disable.The materials do not include content and language supports for students that educators can enable and disable.
Evaluation for 3.1e
HMHMath 180 Flexoffers RDI to guide educators with options for students to demonstrate understanding of mathematical concepts in various ways.The "Set Up" portion of the RDI lesson provides a review of prerequisite objectives taught during group instruction. Educators can use the think alouds to guide thinking, lead a discussion, or elicit student thinking. The "Engage" portion of the RDI lesson encourages students to analyze key mathematical concepts using simpler numbers or a different problem structure to help them connect to the lessons in the"Student Application."The "Explore" portion of the RDI lesson allows students to solve a contextualized problem that uses the Concrete-Pictorial-Abstract (CPA) approach to reveal lesson content. The "Check Understanding" portion of the RDI lesson invites students to make sense of key lesson objectives in context. Educators can use the sample narration to discover student thinking and elicit proper student responses. The "Extend" portion of the RDI lesson includes educators asking intentional questions as students work the"Practice," "Challenge," and "Reflect" sections on the student sheet.
Evaluation for 3.2a
In HMHMath 180 Flex, the "Teacher's Corner" displays explicit prompts and guidance through videos for educators to use to anchor prior knowledge and big ideas. The materials provide highlights and connect key concepts through multiple means of representation.The materials include real-world scenarios that introduce concepts within real-world contexts, helping students connect new information to their existing understanding.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
HMHMath 180 Flexoffers multi-tiered intervention methods for various types of practice in conceptual, procedural, and abstract modeling for students. The materials have students move through different levels of scaffolds as they progress through the lessons. In grade 3,"Multiplication and Division,"Block 1,Topic 2, "Multiply 1-DigitFactors," the program gives a scenario for building a website of the school's sports teams. The program walks students through the concept procedurally, and then requires students to think about the problem differently by using an area model to show studentshow to usethe distributive property to break down a large multiplication fact.HMHMath 180 Flexis built to support students on all levels. The program lessons start with a video lesson, and then students can choose the "FastTrack" or "TryIt." The program allows students to choose their comfortability with the lesson and how they want to approach their work on the lesson concept. The HMHMath 180 Flexprogram includes materials for multi-tiered intervention methods for various types of practice and structures through the Lesson Map platform. Students move through different levels of scaffolds as they progress through each lesson within theblocks.The HMHMath 180 Flexprogram includes educator guidance to support effective implementation through theProgram Activity Report of the "Teacher's Corner."Math 180 Flexincludes reporting features and assessments to help teachers monitor student progress and inform instructional decisions for multi-tiered intervention. Adaptive technology empowers students by identifying their individual needs. TheProgram Guideexplains technology-aidedinstruction andintervention. The adaptive technology supports all learners by targeting and addressing the specific needs of groups and individual students. The program provides students with appropriate instruction and content based on their readiness.
Evaluation for 3.2d
HMHMath 180 Flexincludes the TEKS from below grade level to pre-algebra skills. Students can progress and work above grade level, which provides students a chance to practice enrichment and extension activities. The materials include enrichment and extension methods that support various forms of engagement through interactive and gamified elements. Engaging features like the "Brain Arcade" make math fun while building computational and strategic fluency. The program uses gamification to engage students and further motivation.The materials include guidance to support educators in effective communication. The program provides resources like the "Resources for Differentiated Instruction and Problem Solving" PDF, which offers additional lessons and mathematical and pedagogical support to help teachers differentiate instruction based on student needs.The "Success Zone," built as a board with choices, features multiple problem formats that challenge students to apply math skills to non-routine items. As students begin making math content gains, HMHMath 180 Flexoffers opportunities to accelerate learning and practice applying skills to more complex situations by moving up levels through the "Fast Track."
Evaluation for 3.2e
The HMHMath 180 Flexprogramincludes immediate corrective feedback for incorrect answers, including responses to common wrong answers.In the"Practice" portion of the "Learn Zone" of the materials, students are given targeted hints by the platform iftheyare having difficulty. These targeted hints offer guidance to students who are incorrect, without immediately revealing the correct answer. In grade 3, "Fractions,"Block 2,Topic 3, "Subtract Fractions on a Number Line," if the student subtracts 12/5−4/5 instead of 1 and2/5−4/5, a hint pops up to remind the student, "...a mixed number is a whole number and a fraction…."
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
The HMHMath 180 Flexprogramincludes embedded linguistic accommodations. Students can use the mToolstutorial videos to understand visual aids, including models, grids, and representations of mathematical concepts. The tutorial videos and visual aids appear in every lesson. These resources make the materials more accessible toemergentbilingual students.Students use the glossary during lessons to look up unfamiliar terms. The glossary gives definitions, pronunciations, examples, and visual representations. For example, in grade 5, "Multiplication and Division," Block 1, Topic 1, Lesson 1:"Identify Equal Groups," the lesson discusses arrays. If students need to check the definition or hear the term, they click the glossary.
Evaluation for 3.3c
The HMHMath 180 Flexprogramprovides guidance and support for educators in effectively using the materials foremergentbilingual students by providing "Language Support at a Glance" documents that include "Focus Language Expectations," sentence frames, visuals, and differentiation by language proficiency. In grade 5, "Fractions,"Block 1, the materials ask educators to consider suggestions to support students in describing and comparing fractions. One of the suggestions in the materials states, "In Hmong, Korean, Portuguese, Somali, and Spanish, comparative adjectives are formed with separate words. For example, students may use 'more short' instead of 'shorter.'"The materials provide resources and strategies for differentiating instruction, enabling teachers to tailor their approach to meet the varied needs of students, including English learners. Suggestions for supporting English learners are embedded within the program's materials. In grade 5, the materials give educators suggestions for each category of language proficiency (i.e., Pre-production/Beginning, Intermediate/High Intermediate, Advanced) to help students to answer problems, give solutions, or justify reasoning.
Evaluation for 3.3d
HMHMath 180 Flexdelivers embedded educator guidance to supportemergentbilingual students in developing academic vocabulary by giving explicit vocabulary instruction. The materials recognize the challengesemergentbilingual students face with mathematical academic vocabulary, and provide strategies to teach critical mathematical terms. In grade 5, "Addition, Subtraction, and Place Value,"Block 3, teachers are provided with scaffolding language to guide students to describe three-digit numbers using boxes (hundreds), rolls (tens), and singles (ones).The materials include embedded educator guidance to supportemergentbilingual students in increasing comprehension and build background knowledge through oral and written discourse tasks. Scaffolded oral and written tasks in theStudent Applicationreinforce math vocabulary and concepts. In grade 5, "Multiplication and Division,"Block 2,"The Distributive Property," students are asked to explain and model, using sentence frames, how students can use conditional conjunctions to state their reasoning for solving a problem using thedistributiveproperty.The materials provide "Language Support at a Glance" documents that give educators examples of Spanish cognates. The materials have suggestions of the ways that some languages use phrasing. In grade 5, the "Language Support at a Glance" document for "Fractions," Block 1, "Fraction Concepts," provides suggestions for oral discourse stating, "partner students that share a home language and encourage them to first compare fractions using their home language."
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.
4 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.
4 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.
Not scored
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.
2 out of 0 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.
0 out of 2 points
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 2 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.
0 out of 4 points
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 4 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.
4 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.
1 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.
1 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.
8 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.
8 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
In HMHMath 180 Flex, each block within the program consists of the "Learn Zone," which has two different pathways where students can use practice opportunities to demonstrate their depth of understanding of the topic.One of the pathways in the "Learn Zone" is broken into three segments: "Try," "Practice," and "Master." These practice opportunities allow students to work through a pathway to ensure their understanding of the aligned TEKS. In grade 5, students practice composing numbers with boxes, rolls, and singles using real-world applications (i.e., game shop, tokens) and using a hundreds chart to add two-digit numbers using the distributive property.Students may also enter the "Fast Track," the second pathway within the program, if students feel confident in the topic. Instructional assessments within the program are aligned to the TEKS, and students can demonstrate their depth of understanding within these pathways. In grade 5, students can answer questions for the "Fast Track," which is composed of three questions for the block/topic (i.e., using a hundreds chart to add two-digit numbers using the distributive property). If the student is successful in the "Fast Track," they can move directly to the "Success Zone."
Evaluation for 4.1b
In HMHMath 180 Flex, students can gain enrichment or extension in the "Success Zone." Students choose the question they want to answer. The program shows seven question types, including Complete It, Word Play, and Find or Fix.The program has a Wild Card question students can complete that is more challenging and complex. The Wild Card question is worth more points. The objective in the "Success Zone" is to have students "clear the board" and earn as many points as they can.The "Success Zone" leads to grade-level proficiency in the block and topic where the student is working.
Evaluation for 4.2a
In HMHMath 180 Flex, the materials organize the concepts in the"Learning Matrix"into three progressive blocks with instructionalfocus statements detailing the foundational skills for the three topics.The materials consist of the big ideas broken into three topics that follow a coherent, logical progression for student learning horizontally within the grade level.The materials contain the key mathematical concepts to lead students from a conceptual understanding of operations to operating with expressions. TheProgram Guidestates, "Each Topic helps students first build understanding of a mathematical idea, and then apply new concepts in rigorous, yet accessible, problem-solving contexts." In grade 5, students learn the conceptual understanding of "Dividing by Taking Out Equal Groups" in"Multiplication and Division," Block 3, Topic 1, Lesson 1, and then move into operating with expressions in the next topic.
Evaluation for 4.2b
TheHMHMath 180 Flexprogram shows coherence vertically across concepts and grade levels of theProgram Guide. The grade levels show the progression of the mathematical concepts from grades K–8.The chart shows the program's purposeful connections, which allow students to progress in their mathematical understanding.HMHMath 180 Flexdemonstrates coherence vertically across grade levels by offering big ideas needed in foundational mathematical skills for students. This includes addition, subtraction, multiplication, division, fractions, and decimals. These concepts all connect to algebra students will encounter in middle school. Within each math concept, the materials can be accessed at different entry points of grade levels and allows students to move within the materials from below grade level to at and above grade level.
Evaluation for 4.2c
The HMHMath 180 Flexmaterials 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 level. The materials are designed to accelerate students toward gradelevel by rebuilding the foundational skills to close skill gaps and successfully transition to algebra. In doing so, the program implements theblockseries that builds upon previously acquired knowledge and reinforces connections between different areas of math.The materials demonstrate coherence across lessons or activities by connecting students' prior knowledge of concepts and procedures to the mathematical concepts to be learned in future grade levels. The HMHMath 180 Flexprogram targets students who are below grade level and need to build a strong foundation in core math concepts. Theblockseries is used to progress students at their own pace toward essential skills in areas leading to algebra, like multiplication, division, fractions, decimals, rates, ratios, proportional relationships, and linear and nonlinear functions.In the HMHMath 180 Flex Program Guide, the activities and lessons put students on the progressive path toward algebra readiness, providing time to develop the conceptual understandings, as well as extending and applying the standards for middle school and algebraic reasoning.
Evaluation for 4.3a
In HMHMath 180 Flex, the "Brain Arcade" is designed to provide students with spaced retrieval opportunities in an intentional place to practice previously learned skills and concepts across the learning pathways.The "Brain Arcade" is intended to be used once the student completes the assigned topic for additional practice of the topic in a game format.The "Brain Arcade" provides a collection of engaging games designed to improve procedural fluency and strategic thinking in an engaging way. For example, in grade 3, the "Sea Level" game focuses on whole number addition with various levels of complexity.The HMHMath 180 Flexprogram includes an intentional design to support spaced retrieval by guiding students through a structured sequence in the "Learn Zone" ("Try," "Practice," "Master"). These components allow students to engage with key skills multiple times across varied contexts, helping students to reinforce and retain learning over time.
Evaluation for 4.3b
The HMHMath 180 Flexprogram provides interleaved practice opportunities with previously learned skills and concepts across learning pathways for studentsin the "Master" segment of the "Learn Zone."Within the"Student Application,"the "Learn Zone" offers adaptive practice and instruction so students can demonstrate proficiency while allowing for improvement of retention and understanding. For example, in "Multiplication and Divide," Block 3, Topic 1, Lesson 2:"Use Multiplication to Divide," students are asked the inverse number sentence to leverage their knowledge of multiplication to divide, such as, 18 divided by 9 is 9 times what number to equal 18.The "Success Zone" in the HMHMath 180 Flexprogram allows students to practice interleaved skills by applying learned skills and procedures to multiple problem formats and different problem-solving situations.In the "Brain Arcade" of HMHMath 180 Flex, students can engage in interleaved opportunities to previous skills and concepts. For example, in grade 5, the "DJ Why" game has students practice their fluency of expressions.
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
100% (38 out of 38 points)
Evaluation for 5.1a
HMHMath 180 Flexoffers questions and tasks for students to interpret models for mathematical concepts and situations. In grade 5, students are tasked with "Identify Equal Groups in Multiplication and Division" in Block 1, Topic 1, Lesson 1:by looking at a representation of an array and analyzing the model with words. For example, "There are ____ groups of tiles shown, and the number of tiles in each group is ____."In grade 5, "Addition, Subtraction, and Place Value," Block 1, Topic 1, Lesson 2:"Interpret Sums as Ten Plus More," students are given a mathematical expression and ten frames to place the addends (counters) on each ten frame, showing students how you can move counters to make ten.In grade 5, "Multiplication and Division," Block 1, Topic 1, Lesson 2:"Interpret Products," students are asked to build an array model for a specific multiplication expression to find the product. Students manipulate and move boxes to make ___ rows of ____, using different scenarios.
Evaluation for 5.1b
In HMHMath 180 Flex, students are provided questions and tasks to create concrete models and pictorial representations in the "Learn Zone."In grade 5, "Addition, Subtraction, and Place Value," Block 3, Topic 1, Lesson 1: "Package Tokens Using Boxes, Rolls, and Singles," asks students to use base-ten blocks to represent the number given, then to interpret the model using tasks like completing sentence stems about the model. For example, you can pack __ boxes.In grade 5, "Fractions," Block 1, Topic 1, Lesson 1: "Model Fractions as Parts of a Whole," students manipulate and use fraction strips with halves, fourths, and eighths to make one whole.In grade 5, "Multiplication and Division," Block 1, Topic 2, Lesson 3: "Find Missing Factors," students will create a pictorial model of an array to find a missing factor in the equation.
Evaluation for 5.1c
In HMHMath 180 Flex, questions and tasks provide students occasions to apply conceptual understanding to new scenarios and contexts.In grade 5, "Addition, Subtraction, and Place Value," Block 1, Topic 1, Lesson 2:"Add to Make 10" supports students in using a ten frame to make a ten. The next lesson,"Solve Join Problems With Ten Frames," uses that conceptual understanding of making a ten to go beyond ten and add numbers within 20.In grade 5, "Fractions," Block 1, Topic 1, Lesson 2:"Use Fraction Models" uses fraction pieces to conceptually build fractions to add them. After students are comfortable building models, the nextlesson,"Use Models to Compare Fractions," gives the opportunity to use the same models in order to now compare different fractions.In grade 5,"Fractions," Block 1, Topic 1, Lesson 2:"Use Fraction Models," the three activities in the "Fast Track" ask students to compare fractions by building fraction models, and then apply their understanding in a real-life situation using fraction comparison (mailing a package at the post office).
Evaluation for 5.2a
HMHMath 180 Flex's structure is designed to build students' fluency by having students practice the same problem type five times and then again in the"Master" section of the materials, repeating with eight to twelve additional problems. In grade 5, students are tasked to show a whole with different fractions using a model. The video explains that you can write many equations using different fractions to equal one whole. These tasks are designed to build student fluency so they can complete grade-level mathematics for different fractions equal to one whole.TheHMHMath 180 Flex"Brain Arcade" provides tasks students choose from a variety of games to build computational fluency and strategic thinking in an engaging learning environment. The "Brain Arcade" allows students to continuously practice and become more fluent in their skills. In grade 5, students can play the game "Jelly Drop" to make different fractions into one whole.The materials provide tasks that are designed to build student automaticity necessary to complete grade-level mathematical tasks by incorporating visual models, multiple strategies, and meaningful practice to support students in mastering concepts and skills, which contributes to automaticity. For example, students have alessonmap that allows them to "Try," "Practice," and "Master" specific tasks.
Evaluation for 5.2b
HMHMath 180 Flexprovides opportunities for students to practice the application of flexible mathematical procedures through multiple means of representation, including videos, print, audio recordings, animations, games, and interactive tools. This diverse engagement promotes understanding and flexible application.In HMHMath 180 Flex, opportunities are provided for students to practice the application of efficient, flexible, and accurate mathematical procedures. In grade 5, "Addition, Subtraction, and Place Value," Block 3, Topic 1, Lesson 3: "Package Tokens in Different Ways" shows students a variety of numbers and asks students to practice flexible mathematical procedures in representing numbers in different ways.In the materials, "Multiplication and Division," Block 1, Topic 2, Lesson 3: "Find Missing Factors"offers efficient mathematical procedures to support students in using array models to effectively represent multiplication problems.
Evaluation for 5.2c
In the HMHMath 180 Flexprogram, the materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency throughout learning pathways by emphasizing visual models, interactive tools (mTools), and the introduction of mathematical language and symbols to break down concepts. This helps students understand the relationship between different representations and evaluate which is most efficient in a given situation. In grade 5, "Multiplication and Division," Block 1, Topic 3, Lesson 1: "Multiply by 10," students use a table to represent two expressions multiplying by 10. They are then asked to explain the table using sentences and make connections to the math. This allows students to evaluate the mathematical process of multiplying by 10 using an efficient method.The materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for flexibility throughout learning pathways through the flexible learning paths. The program utilizes adaptive technology and personalized learning pathways, allowing students to progress at their own pace and focus on areas where they need more support.The materials include formative and summative assessments that help teachers monitor student progress and differentiate instruction, and use data that can be used to assess student understanding and the accuracy of their work.
Evaluation for 5.2d
HMHMath 180 Flexuses RDI lessons that offer scaffolded lessons, which are designed to help students in developing increasingly efficient problem-solving strategies. The digital platform offers a variety of strategies as a pathway for students to represent remainders as fractions, and the students follow the 12 problems to practice using different tools.The HMHMath 180 Flexprogram places students on a personalized path of instruction and provides multiple opportunities to demonstrate mastery. Students remain on their specific pathway.The HMHMath 180 Flexprogram utilizes the students' learning path through multiple sets of questions within thelessonmap. Lessons inMath 180break down concepts using a concrete approach, aiding students in grasping the underlying principles.
Evaluation for 5.3a
The HMHMath 180 Flexprogram addresses the TEKS in the materials by linking student activities to both conceptual understanding and procedural skills in the"Learning Matrix."Instruction integrates concrete and abstract approaches, targeted practice, and reasoning models. The program provides scaffolded practice to build conceptual fluency and support students in applying reasoning to tasks.The materials place students on the path toward algebra readiness by providing time to develop the conceptual understandings, extending and applying the standards for middle school and algebraic reasoning. The materials include a"Scope andSequence" that is built around a focused and coherent curriculum that enables students to progress quickly and effectively toward grade-level standards and algebra readiness.The materials include anAlignment Guidethat identifies the TEKS in each lesson, including annotations to how the lesson supports conceptual development.
Evaluation for 5.3b
The materials use questions and tasks that provide opportunities to use concrete models and pictorial representations as required by the TEKS.For concrete models, such as in grade 5, in the"Addition, Subtraction, and Place Value" block, students use digital manipulatives (base-tenblocks) to break apart numbers. Pictorial representations in math use visual elements to represent numerical data or mathematical concepts, making them easier to understand and solve problems. In grade 5, in the "Fractions"block, students utilize fraction bars and number lines to decompose fractions to represent a sum of fractions.The HMHMath 180 Flexprogram uses questions and tasks that provide opportunities to use abstract models as required by the TEKS. Abstract models in mathematics are generalized representations of concepts or systems, using symbols and relationships to capture essential features without specific details. In grade 5, in the "Multiplication and Division"block, students learn to use the distributive property of multiplication. This moves students from concrete to pictorial, and then to abstract, which gives them a better understanding of the relationship.
Evaluation for 5.3c
The HMHMath 180 Flexprogram is designed to move from concrete understanding (using manipulatives and visual aids) to representational understanding (using visual models and diagrams), and then to abstract concepts(using mathematical language and symbols). In grade 5,inthe "Multiplication and Division"block, students learn to divide by taking out equal groups using thearraymodel. Tiles are introduced at the beginning of the lesson and prompt students to create equal groups by sorting the tiles. As the lesson progresses to more abstract concepts, students are able to explain and interpret using number sentences.In grade 5 of the materials, students use fraction pieces to demonstrate equivalent fractions and compare fractions. As the lessons progress, students connect that learning to locate fractions on a number line using digital fraction pieces and also number representations. The lesson ends with students creating and plotting fractions on a number line and using an open number line to add and subtract. Students are able to explain why they place the fractions in the spots on the number line. These student activities move students through the learning progression of concrete and representations to abstract.
Evaluation for 5.4a
The HMHMath 180 Flexprogram provides opportunities for students to develop mathematical language using visuals, manipulatives, or other language development strategies by using visuals and virtual manipulatives, such as base-ten blocks and fraction bars. These visuals and manipulatives help students connect mathematical terms and ideas to concrete objects and representations. This approach enhances student comprehension, allowing students to develop fluency in both the language of mathematics and mathematical concepts.In grade 5, the materials include visual fraction models to introduce the mathematical language ofnumerator,denominator, andequivalentfractions. The equivalent fractions are presented in standard form, written form, and visual representations. The lesson models the proper usage of academic vocabulary.
Evaluation for 5.4b
HMHMath 180 Flexincludes "Professional Learning" pages in theProgram Guidethat are dedicated to each topic within the"Student Application."These pages highlight key vocabulary words relevant to each topic by bolding them to inform educators. However, the guide does not provide guidance on how to scaffold or support students in using these academic vocabulary terms for effective communication with peers and educators.The materials include an embedded glossary for students to utilize to look up unfamiliar mathematical vocabulary.
Evaluation for 5.4c
In HMHMath 180 Flex, the materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse. For multilingual learners, all mathematical terms are provided in Spanish and English, and many instructions within the student software are translated and read aloud. TheStudent Applicationallows multilingual students to toggle between English and Spanish for full translations, which directly supports their language development and comprehension of mathematical concepts.The materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse through the glossary. The HMHMath 180 Flexprogram includes an embedded glossary that helps support students by providing mathematical vocabulary and definitions that further guide their understanding of math concepts. In grade 5, in the "Multiplication and Division"block, students are to identify equal groups using an array model. The embedded glossary allows students to click on the glossary and look up the wordarray. The glossary provides a definition, as well as an example.
Evaluation for 5.4d
HMHMath 180 Flexprovides prompts for educators that allow students to converse with their peers in mathematical discussions, allowing them to articulate their reasoning through the mathematics. Some suggestions from the materials include, "Have students collaborate on solving these problems."The materials include guidance for educators to have one-on-one conferences or discussions about math content and goals.
Evaluation for 5.4e
The HMHMath 180 Flexprogram includes mSkillsassessments for each topic. The program gives rationales for incorrect problems within these assessments. These rationales enable educators to understand the reasoning behind student errors.TheProgram Guideincludes a section of "Professional Learning" that explains struggles learners might have within the topic. In grade 5, "Addition and Subtraction," Block 2, Topic 1, the materials state, "Learners often struggle to master abstract algorithms," then relates how the program supports students. This evidence is not embedded in the program, but is printable for educators.In the materials, the RDI lessons offer teachers exemplar responses to questions. However, the materials do not include guidance on addressing or redirecting incorrect student responses effectively.
Evaluation for 5.5a
HMHMath 180 Flexincorporates the process standards within the lessons in the program'sAlignment Guide. For example, in theAlignment Guide, it shows the following: "1.A.i'Apply Mathematics to Problems Arising in Everyday Life'; Student Activity: ISBN 9798202136283,Math 180: 'Addition, Subtraction, and Place Value'; 'Learn Zone'; Block 1, Topic 2, 'Add Within 20 by Jumping to 10'; 'Master', Problem 4; Screen capture of 'Master', Problem 4 provided via link. To view inMath 180interactive software, navigate to 'Addition, Subtraction, and Place Value'; Block 1, Topic 2, 'Add Within 20 by Jumping to 10',Lesson Map; 'Master', Problem 4."The HMHMath 180 Flexprogram integrates the TEKS process standards into instructional materials by providing opportunities throughout the learning pathways for students to select appropriate tools (such as manipulatives) to solve problems. The materials also provide opportunities throughout the learning pathways for students to select appropriate techniques (such as estimation) to solve problems.
Evaluation for 5.5b
The HMHMath 180 Flexprogram offers anAlignment Guidethat provides an overview of examples onhow the standards are incorporated into the lessons. Also, in theProgram Guide, there is a section titled "Mathematical Thinking" that gives descriptions of how the process standards are incorporated and connected throughout the learning pathways.In grades 3–5, theAlignment Guideprovides process standards correlations to HMHMath 180 Flexactivities. For example, in grade 5,1.A.i"Apply Mathematics to Problems Arising in Everyday Life,"the materials include a student narrative and a student activity list. The materials do not describe where the process standards are incorporated or connected throughout the learning pathways. The materials only show how the "Learn Zone" lessons are aligned to grade-level TEKS.
Evaluation for 5.5c
The HMHMath 180 Flexprogram includes an overview of the TEKS process standards incorporated into each of the lessons. TheAlignment Guideto thegrade 5 TEKS and ELPS provides a document that indicates where each process standard is included in the lesson materials. For example, if an educator wanted to locate lessons that incorporate 5.4.D.i, theAlignment Guideprovides where this is located, along with a link to an example problem.In the HMHMath 180 Flex Program Alignment Guide, grade 3, it states, "1.E.i 'Create Representations to Organize Mathematical Ideas'; Student Activity: ISBN 9798202136283,Math 180: 'Addition, Subtraction, and Place Value'; 'Learn Zone'; Block 3, Topic 3, 'Add and Then Regroup'; Practice, Problem 3; Screen capture of Practice, Problem 3 provided via link. To view inMath 180interactive software, navigate to 'Addition, Subtraction, and Place Value'; Block 3, Topic 3, 'Add and Then Regroup', Lesson Map; Practice, Problem 3."
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.
2 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.
2 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.
6 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.
6 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.
2 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.
2 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.
1 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.
1 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (19 out of 19 points)
Evaluation for 6.1a
The materials provide opportunities for students to think mathematically and to make sense of mathematics by focusing on real-world understanding. Anchor lesson videos are provided to connect real-world scenarios and careers, helping students see the relevance and application of mathematics in the lessons. In grade 5, "Multiplication and Division,"Block 1, "Explore Zone: Simulation, Hype up the Fair," students think mathematically by creating a social media account to attract community members to a town fair.The materials provide opportunities for students to persevere through solving problems in the "Success Zone." The materials prompt students to review their work, identify errors, and retry problems with new strategies.The materials provide opportunities for students to make sense of mathematics by providing instructional videos in every lesson, modeling the specific skills and thinking targeted. Following these structured activities regularly helps students make sense of mathematical patterns and reasoning.
Evaluation for 6.1b
The materials include RDI lessons that will "reinforce skills to move to the next lesson."BoostandBoost Focuslessons are targeted questions to assess students' understanding and guide students to explain their mathematical reasoning. The "Extend" portion of theBoostlessons provide prompts for educators to use for students to explain and justify the multiple ways to solve problems.The materials allow students to demonstrate their understanding by showcasing their learning on the "Success Zone"board after each topic. The program does not prompt students to choose a strategy to solve the problems, and it does not specify or prescribe particular strategies. The materials also do not currently provide guidance or prompts to assist students in explaining or justifying multiple approaches to solving the problems.
Evaluation for 6.1c
The materials provide opportunities for students to do, write about, and discuss math with peers and/or educators in the RDIlessons (BoostorStretch). In the "Set Up" portion of theBoostlessons, the materials provide think alouds for educators to facilitate the mathematical discussion around the topics. In grade 5, "Use Models to Compare Fractions," the materials suggest for educators to state, "We know how to write equations for fractions that have a sum of 1." This introduction will help activate students' prior learning to the skill they are currently working.The materials provide opportunities for students to do, write about, and discuss math with peers and/or educators in the RDI lessons (BoostorStretch). In the Engage section of theBoostlessons, the materials provide students a way to "analyze the mathematical concept using simpler numbers or a different problem structure to help them connect to the lessons in the "Student Application."
Evaluation for 6.2a
The materials include RDIlessons (BoostorStretch) that support educators in guiding students to share and reflect on their problem-solving approaches, including explanations. In the "Check for Understanding" portion of theBoostlessons, educators are given a "sample narration to elicit proper student responses and discover student thinking." This allows educators to discuss with students the mathematical thinking behind their response. In grade 3, the materials direct educators to "Point out to students they used fraction pieces to represent and solve the problem."The materials include RDI lessons that assist educators in facilitating student sharing and reflection on their problem-solving strategies through explanation. Additionally, these resources guide teachers on how to support students in justifying their approaches.
Evaluation for 6.2b
The materials includeBoostandStretchlessons that educators can facilitate with students. In the "Extend" portion of theBoostorStretchlessons, students are able to "Practice," "Challenge," or "Reflect" with peers about their mathematical understanding. In grade 3, "Use Models to Compare Fractions," the students are asked to discuss with peers and/or educators, "How do you use the fractions pieces to compare the fraction sizes?"The materials indicate when the answer is incorrect by providing students hints. For example,"Remember to break apart the numbers into tens and ones and then multiply all the parts. Try using the area model to find the missing products," is an example in thegrade 3 "Multiplication and Division" block.In grade 3, "Multiplication and Division," Block 1, Topic 1, Lesson 1: "Practice" section of "Identify Equal Groups," if a student counts by ones instead of twos to solve 6x2, the automated hint says, "Count one row at a time to find the number of tiles in all rows."
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