Kiddom Texas: Matemáticas en Español – Grado 1

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.

The materials include a scope and sequence that outlines the TEKS and concepts taught in the course and can be found in the document Grado 1 Alcance y Secuencia. The scope and sequence is organized by unit and lesson number and includes column titles such as “Número de unidad en Kiddom,” “Número de lección en Kiddom,” “TEKS cubiertos en la lección,” and “Objetivos de aprendizaje.” For example, unit 1, lesson 1 covers TEKS 1.2A and states “Cuenta y representa una colección de objetos. Relaciona el conteo con la suma” as the concept to be taught.

The materials include a Grado 1 Alcance y Secuencia that presents the TEKS in an organized format, including columns that identify each unit and the corresponding lessons within each unit. This document provides detailed information for units 1–10, specifying the TEKS alignment and instructional focus for each lesson. For example, in unit 6, lesson 11, “Sumar dentro de 100,” the identified TEKS include 1.5G and 1.9D. The associated student learning concept is “Suma dos números de dos dígitos usando métodos basados en el valor posicional y las propiedades de las operaciones y escribe ecuaciones para representar los métodos de suma.”

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).

The materials include suggested pacing to support various instructional calendars. The scope and sequence is organized to include the unit, number of lessons, number of additional practice days, evaluation days, and flex days. This document provides detailed information for three different academic calendars: 165, 180, and 210 days. For example, the suggested pacing within the 210-day instructional calendar for unit 9, “Dinero,” includes five lessons, three evaluation days, and two flex days, for a total of 10 instructional days.

The materials include suggested pacing for various units and concepts taught throughout the course. The document Guía de planificación de matemáticas de Texas K–2 is organized to provide detailed information on the number of instructional weeks needed for each unit as well as the suggested number of instructional days for each lesson. For example, unit 2, “Problemas narrativos de suma y resta” has an approximate instructional length of 24 days.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

The materials provide a clear rationale for the sequencing of units and an explanation of how concepts are interconnected throughout the course. The resources include an overview of the curriculum and specific information describing how mathematical ideas build on one another across units. For example, the document Guía de recursos para maestros states that the program offers “acceso a las matemáticas a través de una progresión coherente y ofrece a los maestros la oportunidad de profundizar su conocimiento de las matemáticas.”

The materials include a K–2 pacing guide titled Guía de planificación de matemáticas de Texas K–2 that identifies the unit number and the recommended weeks of instruction for each unit across grade K through grade 2. Additionally, the materials provide a rationale for the sequence of units and explain how concepts are connected and developed throughout the course through a flowchart.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The materials include protocols for unit internalization within the document Guía de planificación de la sección. Each planning guide includes an overview of the lessons within the unit and is organized into sections based on the number of lessons in the unit, including learning objectives for each section and visual supports. For example, section A, “Suma y resta dentro de 10” provides an overview of lessons 1–9 and includes the learning objective “Sumar y restar dentro del 10 de manera que tenga sentido para ellos.”

In unit 10, lesson 1, “Comprender los ingresos,” the lesson overview supports educator planning and lesson internalization by providing guidance on the instructional purpose, sequence, and expectations. It includes the TEKS addressed, learning objectives, lesson narrative, required materials, reflections, activity links, and printable resources. The materials also provide protocols that guide educators to review the objective, key vocabulary, and success criteria before implementation.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The materials include an educator resource guide titled Guía de recursos para maestros that provides general information about the components of a math lesson, supports for English learners and students with disabilities, assessment guidance, and key instructional structures within the course. However, the materials do not include guidance for instructional leaders to support educators in implementing the materials as designed.

The materials include resources that support educators during implementation. However, the materials do not provide guidance for instructional leaders on how to use the curriculum to support the educator. The materials do not include professional learning resources or training modules designed to build instructional leaders’ capacity to support educators in implementing the curriculum with fidelity.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

The materials include unit overviews that provide educator background knowledge related to the mathematical concepts of addition and subtraction. For example, the “Unidad 1: Overview” tab includes background knowledge on mathematical topics such as subitizing, one-to-one correspondence, mathematical discussion, and formative assessment opportunities.

The materials explicitly identify or embed the academic vocabulary necessary to teach the unit within the unit overviews. Academic vocabulary for the grade level is also included in the “Términos de glosario.” For example, in unit 1, “Suma y resta dentro de 10,” the “Overview” tab contains the objectives and narrative for the unit and states “Términos clave: suma — El total cuando se suman dos o más números.”

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials include supports for families in English and Spanish for each unit within an FAQ document. For example, the FAQ for grade 1, unit 1 provides families with responses to questions such as “What are the main ideas in this unit?,” “What representations are used within this unit?,” “What specific skills or methods are addressed in this unit?,” “What can I do to support my student at home?,” “How does this content connect to the world around us?,” and “How does the content prepare students for college and career readiness?” This FAQ framework is included in every unit and provides answers for families about how to support the progress of their student.


Each unit of the materials includes an FAQ document in English and Spanish with subsections on how families can support students at home. For example, the Spanish FAQ for grade 1, unit 1 includes the question “¿Qué puedo hacer para apoyar a mi estudiante en casa?” The document provides an overview of the main ideas of the unit, the representations used, and the specific skills and methods addressed in the lessons, as well as how the content prepares students for college and career readiness. It also helps families understand how the mathematics content connects to the world around them.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The materials include structured and detailed lesson plans with clearly stated learning objectives, TEKS alignment, lesson tasks and questions connected to the objectives, and opportunities for instructional and formative assessment through educator observation, questioning, and monitoring of student understanding throughout the lesson. For example, unit 1, lesson 1, “Contar y sumar los cubos encajables” includes lesson objectives, TEKS correlation 111.3.B, 1.2A, guided questions for educators during student exploration, and formative assessment opportunities embedded throughout the lesson.

The materials provide comprehensive, structured, and detailed lesson plans that include lesson objectives, TEKS alignment, tasks and questions aligned to the objectives, and instructional assessments aligned to the lesson objectives. For example, unit 1, lesson 1 covers TEKS 1.2A, addresses the lesson objectives “Contar y representar una colección de objetos” and “Relacionar el conteo con la suma,” and includes notes for evaluating responses aligned to TEKS 1.2A.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.

The materials include a lesson overview that lists the required materials needed to effectively deliver the lesson. For example, grade 1, unit 1, lesson 2, “Fluidez en las sumas dentro de 10,” requires the following materials: “Lápices de colores, fichas, and materiales de centros anteriores.”

In grade 1, unit 7, lesson 7, the required materials are listed to effectively deliver a lesson. Additionally, the suggested timing for each lesson component is included. For example, within this lesson, the warm-up is allotted 10 minutes, activities should last 10 to 15 minutes, and the cooldown is allotted 5 minutes.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The materials provide guidance for educators on using lesson activities as continued independent practice after instruction. The TX Math Teacher Course Guide K–5 explains the purpose of independent work and describes how students continue applying newly learned concepts while the educator monitors progress and uses formative assessment to determine next instructional steps. This guidance supports the effective use of lesson materials as extended practice beyond direct instruction. For example, in TX Math Teacher Course Guide K–5, “What’s in a Kiddom Lesson” explains that “El entrenamiento . . . ofrece oportunidades para que los estudiantes comiencen a trabajar en el aprendizaje durante aproximadamente 5 minutos mientras el maestro . . .” and further notes that “La evaluación formativa . . . proporciona a los maestros respuestas específicas de los estudiantes para informar la enseñanza.”

In unit 6, lesson 11, activity 3, “Maneras en que hacemos trabajo voluntario,” the “Narrativa de la actividad” provides explicit guidance for using the activity as extended practice after instruction, stating, “Esta actividad es opcional porque es una oportunidad para práctica adicional que no todas las clases necesitan.” This guidance directs educators to use the activity as additional practice for students who need continued reinforcement, allowing them to apply previously learned addition strategies within 100 to solve real-world problems and strengthen their understanding beyond the core lesson.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials include various types of instructional assessments with a variety of question types, such as multiple-select and short constructed-response items. For example, the summative assessment for unit 3, “Evaluación de fin de unidad,” includes a multiple-select question in which students select four different representations of a number within 20. The answer choices include double ten-frames, expressions, and linking cubes. Question 3 is a short constructed-response item in which students add three numbers whose sum is within 20.

The materials include a variety of instructional assessments at both the unit and lesson levels, including formative and summative measures. The materials also feature culminating tasks that integrate and apply the skills developed throughout each unit. For example, in unit 1, lesson 3, in the summative assessment titled “Enfriamiento,” students complete a multipart question in which they create an expression that matches a given set of dots and then determine the sum of that expression. This task serves as an effective formative assessment at the lesson level because it allows educators to monitor student understanding and flexibility in problem-solving strategies.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The materials include the definition and intended purpose for the types of instructional assessments, specifically the warm-ups, lesson checkpoints, and end-of-unit assessments. For example, TX Math Teacher Course Guide K–5 ES states that “the cool-down serves as a brief formative assessment to determine if students understood the lesson.” Additionally, the materials describe the purpose of the assessment as providing educators with student responses during the cooldown to make adjustments to instruction.

The materials demonstrate a clear understanding of the purpose and importance of assessments in supporting educators with lesson planning, delivering instruction, monitoring student progress, and making data-driven instructional decisions throughout the school year. For example, in the Guía de recursos para maestros, the materials highlight the availability of assessment guidance at the lesson, section, and unit levels. It explains that each unit includes a summative assessment that students complete independently to evaluate their progress toward the unit’s learning objectives and grade-level standards. Additionally, all assessment items are aligned to the relevant grade-level standards, ensuring that student mastery is accurately measured.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials provide guidance for educators on administering assessments consistently and accurately. For example, in Guía de recursos para maestros, the section “Oportunidad de evaluación sumativa” includes specific administration directions, stating, “En los grados K a 2, lee en voz alta la evaluación a los estudiantes. Los ítems pueden leerse en voz alta a estudiantes de otros grados, según sea necesario.” This guidance directs educators to read assessments aloud to students in grades K–2 and, when appropriate, to students in higher grades, helping ensure consistent administration.

The materials include clear educator guidance to ensure the consistent administration of instructional assessments to include specific recommendations for the amount of time students should spend completing each assessment. For example, unit 1, lesson 3, “Enfriamiento: expresiones y sumas,” states that the exit ticket should take approximately five minutes to complete, helping educators effectively manage instructional time. Additionally, each section includes a monitoring sheet that educators can use to track students’ progress toward meeting the lesson’s learning objectives. This tool supports ongoing progress monitoring and helps educators make timely instructional adjustments based on student performance.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The materials show alignment between diagnostic, formative, and summative assessments and the TEKS and lesson or unit objectives. The TEKS are identified throughout lessons, practice problems, and assessments through sections such as “Abordando,” while lesson objectives are outlined in the “Objetivos de aprendizaje.” The materials also include multiple assessment opportunities, including warm-ups, educator questioning, practice problems, activities, cooldowns, checkpoints, and end-of-unit/course assessments. For example, in unit 2, “Problemas de práctica de la sección A,” each question includes standard tags, which list the TEKS being addressed (111.3.b.3.E, 111.3.b.3.B).

The materials include summative assessments that are aligned to the TEKS and to the objectives of the course, unit, and individual lessons. For example, in unit 2, grade 1.2, “Evaluación de fin de unidad,” each question is aligned to the identified TEKS that were taught throughout the unit. For instance, question 1 aligns with TEKS 1.1D, 1.3D, and 1.3B, demonstrating the connection between instruction and assessment.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include summative assessments that include a variety of TEKS-aligned item types that vary in complexity. For example, unit 3, grade 1.3, “Evaluación de fin de unidad,” is a nine-question test with questions assessing TEKS 1.2B, 1.3D, and 1.5D. The test also includes the following item types that vary in complexity: multiple-select, fill-in-the-blank, short-answer, multipart, multiple-choice, and drawing.

Assessments incorporate both formative and summative components and feature a range of item types, including multiple-choice, text-entry, and open-response questions, all aligned to the TEKS. Additionally, the materials provide access to an online assessment bank that includes technology-enhanced items such as inline choice, hot spot, and multi-select, allowing students to demonstrate understanding in diverse ways. For example, the course guide explains that end-of-unit evaluations include a variety of problem types, such as multiple-choice, multiple-response, and short-answer, and these problems vary in difficulty and depth of knowledge, ensuring that students are assessed across a range of complexity levels.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials include instructional assessments and scoring information that provides guidance for interpreting student performance in the educator-facing section of each unit exam titled “Note for Evaluating Responses.” For example, in unit 2, grade 1.2, “Evaluación de fin de unidad,” after question 1, the “Note for Evaluating Responses” gives educators guidance through a sample of how the student may respond. The guidance states, “8 − 5 = 3—Ejemplo de respuesta: Podría añadir 3 círculos amarillos más para que sean iguales, por lo que la diferencia es 3. Los estudiantes usan una imagen para explicar cómo hallar la diferencia entre dos cantidades. Pueden interpretar la imagen de diferentes maneras. Por ejemplo, los estudiantes pueden observar que hay 3 círculos rojos más que círculos amarillos contando los círculos rojos adicionales. También podrían imaginar que quitan 5 círculos rojos y luego notar que quedan 3.”

The materials provide guidance for scoring assessments and interpreting student performance through a combination of formative and summative supports, including observational tools, progress monitoring checklists, and suggested instructional next steps that are aligned to student understanding and grade-level TEKS. For example, in the TX Math Teacher Course Guide K–5, the section “Guía para la evaluación final de la unidad” provides sample observations that highlight areas of incomplete student learning. It also includes “Apoyo para la siguiente unidad,” which offers strategies, guiding questions, and instructional supports to help educators address learning gaps identified through assessment data.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials do not provide guidance for the use of included tasks to respond to student trends in performance on assessments. The TX Math Teacher Course Guide K–5 ES has a “Guía de la evaluación.” However, no explicit guidance is provided for educators to use to respond to student assessment scores or determine the task or activity that would follow.

The materials do not provide guidance for the use of included activities to respond to student trends in performance on assessments. For example, the grade 1.2 “Evaluación de fin de unidad” is a tool for educators to score student tests. However, it does not include explicit tasks or activities to respond to student trends in performance on assessments.

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.

The materials provide educators with clear and comprehensive tools to monitor student progress and growth over time. Educators can access multiple reporting features, including the Assignment View, Scoreboard, Scorecard, Question View, and Standards View, which offer data on both individual student performance and class-wide achievement across assignments, assessment items, and standards. For example, the resource “What Do My Reports Mean?” provides explicit guidance for interpreting and using key reporting tools, including the Class Grade Average line graph, Mastery Groups pie chart, Class Standard Mastery tracker, and Student Standard Progress reports. These features allow educators to analyze changes in student performance over time, monitor mastery of specific standards, group students according to performance levels, and track individual growth toward learning goals.

The materials provide tools that enable students to monitor their own progress and growth. Students have access to reports that display class grade averages, standards mastery, assignment performance, and progress trends over weekly or monthly periods. For example, students can view Class Standard Mastery reports that present color-coded mastery levels, allowing them to track their progress over time. Students can also select specific standards to access related assignments, grades, and educator feedback. These features support students in actively tracking their learning, reflecting on their performance, and understanding their progress across standards and assignments.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

The grade 1 materials include embedded supports which provide educators with specific strategies, prompts, and tools to help students access the mathematical concepts while engaging in the same learning task as their peers. For example, the unit 5, lesson 3, activity 1, “Ampliar el pensamiento del estudiante” section gives educators guiding questions for students who struggle with geometric language. One question an educator can ask to scaffold the lesson is “¿Qué hace que esta figura sea diferente de un cuadrado o de un triángulo?”

In grade 1, unit 5, lesson 15, the “Apoyos para el día siguiente” section provides support for students who need additional practice. The materials state, “Comienza el calentamiento revisando el significado de los símbolos > y < y la presentación creada en la lección.” The guidance directs educators to review the meaning of comparison symbols from the previous lesson and revisit the instructional presentation to reinforce understanding.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).

The materials include embedded supports to help students understand unfamiliar vocabulary and references within the text. The educator’s guide includes a glossary of academic terms supported by illustrations to reinforce comprehension. The materials also provide sentence stems aligned to unit problem-solving tasks to support students in using academic language effectively. For example, in unit 3, lesson 4, activity 2, students justify all the ways to compose 10. The materials include sentence stems such as “Sabía que encontré todas las formas porque . . .” and “Primero, yo _____ porque . . .” These supports scaffold student language development and encourage mathematical discourse.


In grade 1, unit 1, lesson 3, students are introduced to a new center, “Check It, Add Within 10.” Students learn the meaning of the word sum, determine the total of two numbers using a strategy, and practice writing addition expressions. This lesson intentionally builds student vocabulary through structured educator guidance that introduces terms through collaborative discussion, peer comparison, and explicit definitions.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skill.

In grade 1, unit 2, lesson 23, “Usar datos y escribir ecuaciones” includes an optional enrichment opportunity for students to extend their understanding of addition, subtraction, and the meaning of the equal sign through mathematical modeling activities. The lesson allows students to apply previously learned skills in a more complex context and states that students refine their ability to “mostrar, analizar y justificar ideas y argumentos matemáticos,” providing an extension beyond procedural problem-solving. This optional enrichment opportunity supports students who have demonstrated proficiency with grade-level content by engaging them in deeper application, reasoning, and mathematical modeling.

In unit 6, lesson 5, activity 3, “La maestra de Tyler,” the materials provide educator guidance for an optional activity that extends students’ application of addition through narrative problem-solving. The lesson states, “Esta actividad es opcional porque proporciona práctica resolviendo problemas narrativos con números mayores a 20.” Students solve story problems requiring the addition of two or three numbers while applying the strategies introduced in previous activities and discussing real-life situations involving addition. By providing an optional opportunity to apply grade-level concepts with larger numbers, the activity extends learning for students who are ready for additional mathematical challenges.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials provide guidance to support the educator in facilitating mathematical discussions and developing conceptual understanding through instructional routines. The materials explain the purpose of routines, describe how they support student thinking, and identify how educators should monitor and engage students during instruction. For example, in the TX Math Teacher Course Guide K–5, the description of the “Conversación numérica” routine explains that students share strategies, make connections, and build conceptual understanding while educators facilitate discussion around mathematical structure and reasoning.

The materials include direct prompts that support educators in modeling and explaining the mathematical concepts being taught. The prompts are explicit and include questioning strategies, discussion prompts, and educator language that guide instruction and support student understanding. For example, in unit 6, lesson 5, “Inicio,” the materials direct educators to say, “Halla la suma de los números. Usa tus cubos encajables o marcos de 10.” During the activity synthesis, educators use discussion questions such as “¿Por qué elegiste este método?” to prompt students to explain their reasoning. These supports help educators facilitate mathematical discourse and guide students toward conceptual understanding.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The grade 1, unit 7, lesson 2, “Calentamiento” incorporates an instructional routine, “Observa y pregúntate,” independent thinking, partner discussion, whole-class sharing, visual analysis, and educator-facilitated questioning to develop students’ understanding of geometric figures. The materials provide explicit directions for lesson implementation, including grouping structures, discussion prompts, suggested student responses, and synthesis questions that guide student sense-making. For example, the lesson directs the educator to display an image and ask “¿Qué observas? ¿Qué te preguntas?,” provide time for individual reflection and partner discussion, and then facilitate a synthesis using prompts such as “¿Cómo te ayudaron los puntos a describir las formas en esta imagen?” to help students connect the visual model to geometric attributes.

The “Rutinas de lenguaje matemático” section of the Guía de recursos para maestros describes eight different instructional routines that engage students in think-pair-shares, provide opportunities to grapple with new ideas and productively struggle, and guide students in problem-solving, reasoning, and sense-making. “Math Language Routine 4: Brecha de información,” for example, asks students to share ideas and information to bridge a gap and complete a task they could not have accomplished alone. Additionally, this document includes a graphic with sentence stems that guide students in discourse.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials support multiple types of practice, including independent thinking, collaborative discussion, and whole-group participation, while providing educators with explicit guidance for implementing recommended instructional structures. For example, in grade 1, unit 7, lesson 2, “Calentamiento” directs students to work in “Grupos de 2,” engage in “1 minuto: tiempo para pensar en silencio,” followed by “1 minuto: conversación con un compañero,” before sharing responses with the class. These structured opportunities support active engagement and effective lesson implementation.

The unit 7, lesson 3, “Calentamiento” is designed for students to work in pairs. Students are first shown an image and asked, “¿Qué observas?” and “¿Qué te preguntas?” followed by one minute of silent thinking time. Students then discuss their ideas with a partner during a structured conversation before sharing responses with the class. This routine promotes student discourse, active participation, and mathematical reasoning by giving students opportunities to explain their thinking, listen to different perspectives, and build understanding collaboratively.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various 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.

This guidance is not applicable because the Spanish program does not require guidance on providing linguistic accommodations.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials provide explicit implementation guidance for supporting emergent bilingual (EB) students and students learning English through the use of Mathematical Language Routines (MLRs). The TX Math Teacher Course Guide K–5 explains the purpose of the routines, when and how educators should use them, how they support language development alongside mathematics learning, and how educators can adjust the supports based on students’ language needs and proficiency levels. For example, the materials state that educators should use the suggested MLRs and language strategies “para proporcionar a los estudiantes acceso a una actividad sin reducir las demandas matemáticas de la tarea,” and explain that educators can modify the supports as students develop greater proficiency in English.

The Guía de recursos para maestros includes a section titled “Rutinas de lenguaje matemático,” which provides eight routines designed to support multilingual learners. For example, unit 4, lesson 1, activity 1 references the use of “Math Language Routine 2: Recolectar y mostrar.” According to the Guía de recursos para maestros, educators circulate and listen as students engage in partner, small-group, or whole-class discussions, documenting the words, phrases, sketches, and diagrams students use. Educators then organize and display the collected language to support classroom discussions throughout the unit. The routine also encourages students to revise, expand, and make connections to the display as they develop new mathematical ideas and ways of communicating over time.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials provide embedded guidance for supporting EB students through oral discourse, including routines such as MLR1, MLR2, MLR5, MLR6, MLR7, and MLR8 that promote academic vocabulary development, comprehension, and background knowledge-building through structured mathematical discussions. For example, in the TX Math Teacher Course Guide K–5, “Math Language Routine 2: Recolectar y mostrar” directs educators to collect and display student language to support the development of mathematical vocabulary, while “Math Language Routine 6: Tres lecturas” strengthens comprehension by guiding students through multiple readings of mathematical situations before solving problems.

In activity 1, “Clasificar objetos,” materials embed specific guidance for supporting EB students through oral and written academic discourse. “Math Language Routine 2: Recolectar y mostrar” directs educators to “circular, escuchar y recopilar el lenguaje” students use and record it on the class chart “palabras para describir cómo clasificamos,” building academic vocabulary from students’ own language. Educators activate background knowledge by asking students to describe how objects are alike and different before instruction and use their responses to determine the language support needed. Guidance also supports comprehension through modeling, repetition, sentence frames such as “Los agrupamos por _____. En este grupo hay _____,” and opportunities to explain classifications with peers. Cross-linguistic connections are developed by displaying vocabulary in both languages, including grupo/group, categoría/category, and color/color, and drawing students’ attention to words that are similar across English and Spanish. Students are then encouraged to use this shared language during partner discussions and subsequent activities.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities over the course of a lesson and/or unit (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

In grade 1, unit 3, lesson 9, activity “Ecuaciones con un diez,” students solve a series of practice equations such as 14 = 10 + □ and are directed to “Muestra tu razonamiento usando dibujos, números o palabras,” requiring them to connect equations to place-value concepts and representations. As students determine unknown values in addition equations using their understanding of teen numbers as one ten and some ones, they are given practice opportunities to demonstrate their understanding of the TEKS. The instructional assessment also requires students to demonstrate this depth of understanding. The multipart assessment for this lesson includes several unknown-addend equations, such as 16 = □ + 6, □ + 3 = 13, and 13 = □ + 10. The evaluation guidance references student practice with skills such as reasoning with ten-frames, counting on, and decomposing teen numbers into tens and ones.

Additionally, in grade 1, unit 3, lesson 7, “Problemas de práctica de la sección A” includes nine assessment questions aligned to TEKS 1.3C and 1.3D. Students compose 10 using two or more addends with and without concrete objects and demonstrate their understanding through a variety of response formats. Assessment tasks require students to record and explain their mathematical thinking using an audio recorder, determine whether equations are true or false, interpret equations represented in a ten-frame, and complete addition and subtraction equations by identifying the missing addend. These varied assessment tasks provide practice opportunities for students to demonstrate conceptual understanding of addition and subtraction in multiple representations and contexts.

Evaluation for 4.1b
Questions and tasks progressively increase in rigor and complexity, leading to grade-level proficiency in the mathematics TEKS.

In grade 1, unit 3, lesson 9, the “Narrativa de la actividad” explains that students use the relationship between one ten and additional ones to determine unknown values in equations. The assessment progresses from solving simple equations, such as 14 = 10 + □, to more complex equations, including □ + 3 = 13 and 13 = □ + 10, requiring students to apply place-value reasoning in multiple equation formats. The materials include questions and tasks that increase in rigor and complexity, guiding students toward grade-level proficiency with teen numbers, place value, and unknown-addend equations. Students first use concrete models, such as double ten-frames and counters, to develop an understanding of teen numbers and then apply that understanding to solve increasingly complex equations with missing values. The lesson culminates with students connecting expanded form and standard form to justify and explain their reasoning.

Activities increase in complexity in grade 1, unit 5, lesson 11, as students move beyond memorized procedures to analyze mathematical structure, identify patterns, and generalize place-value concepts. For example, in this lesson, students discover that adding or subtracting 10 changes the tens digit while the ones digit remains the same. Students connect repeated addition and subtraction to skip-counting, and apply inverse relationships to solve problems efficiently. Partner discussions and written reflections support increasingly rigorous mathematical reasoning by encouraging students to explain, justify, and generalize their thinking to apply place-value understanding to mental math.

Evaluation for 4.2a
Materials demonstrate coherence across units by explicitly connecting patterns, big ideas, and relationships between mathematical concepts.

For example, in grade 1, unit 4, the materials demonstrate coherence by connecting students’ earlier experiences with counting, sorting, and comparing quantities to the representation and interpretation of data through picture graphs, bar graphs, and tables. The unit reinforces the big idea that data can be collected, categorized, and analyzed to answer questions about quantities and relationships. In this lesson, students create and interpret multiple representations of the same data and recognize patterns across categories to understand that the same information can be represented in different ways. Unit 4 also connects data analysis to previously learned addition and subtraction concepts by having students use operations within 10 to determine totals, compare quantities, and find differences represented in graphs. By linking categorization, counting, operations, and data representations, the materials promote a coherent progression of mathematical understanding and emphasize the interconnected nature of data analysis, number sense, and problem-solving across units.

In grade 1, unit 10, lesson 2, activity 1, the materials demonstrate coherence by connecting students’ prior understanding of counting, place value, and the value of coins to the concept of financial literacy, including wants and needs. The “Narrativa de la actividad” asks students to use a fixed amount of money to decide how to divide funds between deseos and necesidades. The activity synthesis prompts students to explain their decisions and emphasizes the importance of saving for future needs. This activity extends earlier learning about counting and money by applying those mathematical concepts to authentic financial decision-making, reinforcing the relationship between mathematics and everyday financial choices.

Evaluation for 4.2b
Materials demonstrate coherence across units by connecting the content and language learned in previous courses/grade levels and what will be learned in future courses/grade levels to the content to be learned in the current course/grade level.

In grade 1, unit 1, lesson 1, activity 1, “Revisitar colecciones para contar hasta 20,” the materials explicitly connect students’ prior grade K learning to current grade-level content and future learning. Students build on their grade K experiences counting and composing numbers to 10 by counting collections of up to 20 objects and representing their thinking with drawings, numbers, or words while developing more efficient counting strategies, such as grouping and counting by twos or tens. The lesson notes that students will continue using “Counting Collections” and ten-frames in future lessons, reinforcing these strategies throughout the grade. In activity 2, “Carrera numérica, sumar hasta 10,” students build on their prior understanding of addition within 10 by finding the total number of dots on two dot cubes using a variety of counting and addition strategies. The materials connect mathematical language across units and previous grade levels by introducing and reinforcing vocabulary such as objetos, colecciones, sumar, expresión, total, and marco de 10, which students continue to use as they develop more advanced mathematical concepts.

For example, in grade 1, unit 2, the Guía de planificación a nivel de sección, section B, connects current learning to students’ prior grade K experiences with joining and separating. The materials state that work with problems to “Juntar y separar . . . se basa en el trabajo del jardín de infancia, cuando los estudiantes componían números hasta 10 de diferentes maneras.” This directly references grade K, unit 3, where students have counted, composed, and decomposed numbers up to 10 using mathematical tools such as fichas, cubos encajables, marcos de 5, and marcos de 10. In this lesson, students extend their understanding by solving formal addition and subtraction story problems, writing and interpreting equations, determining unknown quantities, and developing the meaning of the equal sign. The materials also maintain coherence in mathematical language by continuing the use of terms such as suma, resta, ecuación, and desconocido, which support the transition from grade K concepts to grade 1 content and prepare students for increasingly sophisticated work with operations in future lessons.

Evaluation for 4.2c
Materials demonstrate coherence at the lesson level by connecting students' prior knowledge of concepts and procedures from the current and prior grade level(s) to new mathematical knowledge and skills..

In unit 3, lesson 2, students build on grade 1 experiences adding and subtracting multiples of 10 within 100 and using place value to represent numbers. The lesson extends this understanding by having students add and subtract multiples of 10 and 100 within 1,000 while representing numbers with base 10 blocks, drawings, and expanded form. Students apply previously learned procedures for decomposing numbers into tens and ones and expand that understanding to include hundreds. Through these representations, students recognize patterns in the base 10 system, such as how adding multiples of 10 affects the tens place and adding multiples of 100 affects the hundreds place. By connecting prior place-value concepts and procedures to more complex calculations with three-digit numbers, the lesson helps students build new mathematical understanding on a foundation established in earlier grades and earlier lessons within the current grade.

For example, in grade 1, unit 3, the Guía de planificación a nivel de sección, section B, demonstrates coherence at the lesson level by connecting students’ prior knowledge of counting, composing numbers, and addition and subtraction strategies to new learning about place value and numbers within 20. Students build on grade K understandings of counting and teen numbers, as well as earlier grade 1 work with addition and subtraction within 10, to understand numbers 11–19 as “1 decena y algunos unos.” Students use familiar representations, such as double ten frames, to connect previous strategies for composing numbers to new concepts involving a ten as a unit and place value. The materials then extend this understanding as students apply these strategies to solve expressions such as 13 − 2 and 15 + 5, using previously learned procedures to develop new mathematical knowledge and skills.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units.

In grade 1, unit 3, lesson 7, activity 2, “Centros: tiempo de elección,” the materials provide spaced retrieval opportunities by allowing students to revisit centers introduced in previous lessons and units. Students may choose “Rompecabezas numéricos,” “Encuentra la pareja,” and “Compara,” each of which reinforces previously learned mathematical concepts. In “Rompecabezas numéricos,” students complete equations with unknown addends and unknown sums, revisiting earlier work with addition and subtraction equations. In “Encuentra la pareja,” students match numbers to multiple representations, reinforcing number sense and place value, while “Compara” has students compare numbers represented in different ways, strengthening previously learned comparison skills.

In grade 1, unit 9, lesson 3, the materials provide spaced retrieval opportunities by requiring students to recall and apply previously learned skills and concepts within a new context. Within the lesson, students first identify a group of coins and determine their values. Next, they build on that understanding by adding the values of the coins two at a time. Each step reinforces connections between counting, place value, and addition strategies while allowing students to revisit familiar mathematical ideas in a meaningful application. Rather than introducing a new skill in isolation, the lesson requires students to retrieve and apply prior knowledge of place value and addition of one-digit numbers.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.

In grade 1, unit 3, lesson 9, activity 2, “Narrativa de la actividad,” the materials provide interleaved practice opportunities by integrating previously learned skills and concepts with new learning about unknown-addend equations. Students use the relationship between “un diez y algunos unos” and numbers from 11 to 19 to determine unknown values in equations while applying prior understanding of place value, composing and decomposing numbers, and representations of quantities. The synthesis connects expanded form (10 + 3) to standard form (13), reinforcing connections among place-value concepts, teen numbers, and equation reasoning. By having students move between standard form, expanded form, and ten-frame representations to solve missing-value problems, the lesson requires students to apply multiple previously learned strategies together.


In grade 1, unit 3, lesson 15, the materials provide interleaved practice opportunities by incorporating multiple problem types, operations, and representations within a single task. Instead of practicing one procedure in isolation, students select and apply strategies across “Put Together/Take Apart” situations, “Addend Unknown” problems, and part-part-whole representations based on the structure of each problem. Within this lesson, students retrieve and apply previously learned addition, subtraction, and modeling skills while working across varied contexts and formats. By solving related situations using different representations and moving between addition and subtraction equations, students strengthen connections among concepts, develop mathematical flexibility, and reinforce previously learned skills throughout the learning progression.

Evaluation for 5.1a
Questions and tasks require students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

In unit 3, lesson 2, activity 2, students examine two representations of the same addition expression in which Kiran counts on from 2 and Clare counts on from 7 using two-color counters. Students interpret the representations by identifying the quantities shown, explaining what each set of counters represents, and determining how each student found the sum. They analyze the models through questions such as, “¿Cómo pueden ser correctos ambos métodos?” and “¿Cómo podemos usar los mismos nueve fichas para pasar del primer método al segundo?,” which require them to compare the representations, identify similarities and differences, and examine the relationship between the two counting strategies. As students explain that both representations contain the same quantities arranged in a different order and show the same total, they analyze how the models demonstrate that the order of the addends does not change the sum.

The materials require students to interpret, analyze, and evaluate representations of geometric shapes. In grade 1, unit 7, lesson 3, “¿Penta-qué?,” students examine shapes and identify their defining attributes, such as number of sides and vertices. Within this task, students evaluate whether a shape belongs to a category by asking questions and using evidence to explain their reasoning. They compare shapes, identify shared attributes, and justify why a figure is a triangle, quadrilateral, pentagon, or hexagon. Through discussion and explanation, students evaluate how shapes are classified and build a representation of geometric shapes.

Evaluation for 5.1b
Questions and tasks require students to create models to represent mathematical situations.

The materials require students to create models to represent mathematical situations by using drawings, connecting cubes, and other representations to solve comparison problems. Students model how two quantities can be made equal and explain their reasoning rather than simply provide a numerical answer. For example, in grade 1, unit 2, lesson 11, activity 1, “Torres de cubos,” students are asked the questions, “¿Cómo pueden Diego y Jada hacer que sus torres tengan el mismo número de cubos?” and are directed to show their reasoning using pictures, numbers, or words. Additionally, in the “Enfriamiento” task, students use a drawing tool to represent how André and Clare can make their cube towers equal.

In unit 4, lesson 10, activity 2, “Dibuja gráficos de barras,” students use data collected in activity 1, “Dibuja gráficos de imagen,” to create a bar graph that represents the same information. In this task, students organize and transfer data from one representation to another, creating a new mathematical model to display the data. During the “Síntesis de la actividad,” students compare the characteristics of picture graphs and bar graphs and discuss similarities and differences between the two representations.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

In unit 3, lesson 2, activity 1, “Más Agita y vierte,” students apply their understanding of addition and counting to solve the “Put Together, Total Unknown” story problems using the familiar context of the “Shake and Spill” game. As they determine the sums, students use prior knowledge of counting strategies and the commutative property to represent and solve each situation. During the “Síntesis de la actividad,” educators use physical counters and students’ representations to compare different counting methods, helping students apply their conceptual understanding to explain and justify multiple solution strategies in a new problem context.

In grade 1, unit 6, lesson 2, activity 1, “Encuentra el valor,” students use connecting cube towers of 10 and individual units to find the value of expressions that combine a multiple of 10 with a one-digit number. Students apply their understanding of place value and the structure of two-digit numbers by representing tens and ones and using strategies such as counting on from a multiple of 10. Questions such as, “¿Cómo hallaste el valor de _____?” and “¿Cómo podrías usar cubos encajables (o dibujos) para hallar el valor?” prompt students to connect concrete models, drawings, and equations to their reasoning. As students use previously learned representations of tens and ones to solve addition problems, they apply their conceptual understanding of place value in a new problem situation and across multiple mathematical representations.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level tasks.

In unit 1, lesson 2, activity 1, “Las sumas que conozco,” students build automaticity and fluency with addition facts by identifying the sums they know from memory and distinguishing them from those they are still learning. Students quickly state the sums they know and record them on a tracking chart. For sums they have not yet mastered, students create index cards that are used for ongoing practice throughout the unit. This targeted and repeated practice helps students develop fluency with basic addition facts while allowing them to focus on facts that require additional reinforcement to support grade-level computation.

The materials provide tasks that support automaticity and fluency with teen numbers, equations, and the relationship between one ten and some ones. Students repeatedly solve equations involving 10 and numbers from 11 to 19, using drawings, numbers, or words to show reasoning. For example, in grade 1, unit 3, lesson 9, activity 2, “Ecuaciones con un diez,” students solve equations such as 14 = 10 + __, 10 + 5 = __, and 16 = __ + 6, while using double ten frames or other representations to connect teen numbers to one ten and some ones.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures within the lesson and/or throughout a unit.

In unit 1, lesson 6, activity 1, “Restar dentro de 10,” students practice applying flexible and accurate subtraction strategies by solving problems within 10 using a method of their choice. The “Narrativa de la actividad” notes that students can count all and remove some, count backward, or use a known fact to find the difference, allowing them to choose an efficient strategy based on their understanding. Students also practice writing subtraction expressions. If they incorrectly place the smaller number first, educator guidance directs them to use connecting cubes or two-color counters to model the expression and verify its accuracy.

The materials provide opportunities for students to practice efficient strategy use, flexible approaches to addition, and accurate computation within grade-level tasks, including solving joining problems within 10 using different counting strategies. Students compare methods such as counting all, counting on from one addend, and using the commutative property to solve related sums. For example, in grade 1, unit 3, lesson 2, activity 1, “Más Agita y vierte,” students practice and solve repeated total-unknown problems such as 7 + 2, 5 + 3, 8 + 2, and 3 + 6 while the educator monitors whether students count all, count on from one number, or use related facts.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate procedures, processes, and solutions for efficiency, flexibility, and accuracy within the lesson and throughout a unit.

In unit 3, lesson 15, “Calentamiento: Verdadero o falso: más o menos,” students evaluate whether solutions to equations are true or false without calculating each expression. Students use their understanding of place value and addition and subtraction relationships to analyze equations such as 57 + 20 = 59, 66 − 4 = 62, and 17 + 76 = 59, then share and record both their answers and strategies. During the “Síntesis de la actividad,” the educator asks, “¿Cómo puedes explicar tu respuesta sin encontrar el valor de la expresión?” prompting students to justify their reasoning and evaluate solution methods that rely on mathematical structure rather than computation.

In grade 1, unit 6, lesson 10, activity 2, “Es tu turno para sumar,” students select from previously learned addition methods to solve a two-digit addition problem and justify their reasoning using drawings, numbers, or words. Students analyze and compare multiple representations during the gallery walk as they examine classmates’ posters and discuss how different processes were used to find the same sum. By choosing a strategy, creating a visual representation, and interpreting the methods of others, students consider how different procedures can be used to solve the problem and engage with increasingly efficient approaches, such as using place-value reasoning and composing a ten.

Evaluation for 5.2d
Materials contain embedded supports for teachers to guide students toward increasingly efficient approaches.

In unit 3, lesson 5, activity 1, “Suma de números de dos y tres dígitos,” the materials embed educator supports within the “Síntesis de la actividad” that prompt students to compare their solutions and identify patterns across addition problems. Within this activity, students add two-digit and three-digit numbers that require composing a ten and then compare their solutions with group members to identify patterns across different sets of problems. Educator questions guide students to recognize that each problem contains enough ones to compose a new ten, leading students to see that regrouping by place value is a more efficient approach for finding the sum.

The materials include educator supports that guide students toward more efficient place-value representations. Students compare different ways to represent the same two-digit number and begin moving from counting individual units to representing quantities as tens and ones. For example, in grade 1, unit 5, lesson 6, activity 1, “Narrativa de la actividad,” explains that one representation labels towers of ten with “10” instead of drawing each individual cube. During the “Síntesis de la actividad,” educator prompts ask students to compare how different representations show the same quantity, guiding them to recognize that representing groups of ten as tens is a more efficient approach to record and reason about place value.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

In unit 2, lesson 1, activity 1, the materials address the conceptual emphasis by guiding students to interpret the structure of a narrative problem before solving it. Students build understanding by using Unifix cubes or two-color counters to represent the problem situation. The materials also address the procedural emphasis by having students represent and solve the problem using objects, drawings, counting back, or an expression. Educator prompts such as “¿Cómo coincide esta expresión con el problema de la historia?” help students connect the mathematical expression to the story context, while questions including “¿Cómo son iguales estas representaciones? ¿Cómo son diferentes?” encourage students to compare representations and explain their reasoning. Together, these supports develop both the conceptual understanding and procedural skills emphasized in the TEKS.

In grade 1, unit 3, “Unit Overview,” the materials describe how they address both the conceptual and the procedural emphasis of the TEKS. Conceptually, students develop an understanding of place value, number composition, the relationship between addition and subtraction, viewing 10 ones as a single unit called a ten, and subtraction as an unknown-addend situation. Procedurally, the overview identifies strategies such as decomposing and recomposing addends, making a ten, taking away, counting on, and using known addition facts to determine differences. The overview explains that students apply these concepts and procedures while solving story problems and representing their thinking with concrete models, drawings, ten-frames, and equations. It also describes a progression from concrete models to pictorial representations and ultimately to number sentences and equations, demonstrating how conceptual understanding supports procedural fluency.

Evaluation for 5.3b
Questions and tasks include the use of concrete models and manipulatives, pictorial representations (figures/drawings), and abstract representations, as required by the TEKS.

In unit 1, lesson 1, activity 1, “Revisitar colecciones para contar hasta 20,” students use concrete models, pictorial representations, and abstract representations to demonstrate their understanding of counting. Students count collections of up to 20 objects using concrete materials, and the “Narrativa de la actividad” prompts educators to ask, “¿Cuántos objetos hay en tu colección? ¿Puedes demostrármelo?” and “¿Puedes dibujar una imagen para mostrar cómo contaste?” Students then create a drawing to represent their counting and record the corresponding numeral, connecting concrete, pictorial, and abstract representations as required by the TEKS.

In grade 1, unit 6, lesson 1, activity 1, students use concrete, pictorial, and abstract representations to add a multiple of 10 and a one-digit number. The lesson narrative states that students use concrete and pictorial models to compose and decompose numbers into tens and ones while finding sums. Students use connecting cubes arranged in towers of 10 and single units as concrete models and drawings to represent their thinking. Students also use numerals and equations to represent and explain their work, describing how the tens and ones change when adding. By connecting manipulatives, drawings, and symbolic representations, the lesson supports students in making connections among all three representation types while developing place-value understanding and addition strategies.

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.

In unit 5, lesson 7, activity 2, “Representar y resolver problemas narrativos,” students represent collections of tens and ones using multiple representations. During a classroom walk, students visit at least four collections and record each one in different ways, including base 10 drawings, “_____ decenas _____ unidades,” expressions representing tens and ones, and corresponding two-digit numerals. Students then compare their representations with a partner and explain their thinking. By creating, connecting, and explaining multiple representations of the same quantity, students build understanding of how concrete and pictorial models connect to abstract symbolic notation.

In unit 9, lesson 4, activity 1, “Desafío de contar monedas,” the materials provide supports for students as they use real coins, including pennies, nickels, and dimes, to solve real-world word problems. Students sort and group coins to create sets, then count using skip-counting strategies by tens to determine totals more efficiently. The materials support students in connecting these concrete models to representational and abstract forms as they record their work using numbers. Students then explain their thinking with a partner and compare counting strategies. Through these supports, students move from hands-on objects to representational drawings or groupings and finally to abstract numerical representations.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and other language development strategies.

In unit 7, lesson 5, activity 2, “Dibuja rectángulos y cuadrados,” students use visual supports, including shape cards, and manipulatives to identify, compare, and draw rectangles and squares on dotted paper. Students develop academic mathematical language as they explain their reasoning in response to questions such as, “¿Cómo sabes que estos son rectángulos?” and “¿Cómo sabes que estos son cuadrados?” Through individual responses and partner discussions, students use mathematical vocabulary to describe attributes of shapes, compare figures, and discuss similarities and differences by answering questions such as, “¿Qué tienen en común las figuras?” and “¿En qué se diferencian?”

In grade 1, unit 8, lesson 6, activity 2, “Mide el zapato del maestro,” students use visual representations of different measurement strategies and manipulatives, including connecting cubes and small cubes, to determine whether measurements are accurate. Through partner conversations and the use of sentence stems such as “Creo que la medición es precisa porque . . .” and “Creo que la medición no es precisa porque . . . ,” students explain and justify their mathematical thinking. Students respond to questions including “¿Es precisa la medición de Jada? ¿Por qué sí o por qué no?” and “¿Qué podría cambiar Kiran para que su medición sea precisa?” As students compare measurement methods and discuss why units must be the same size and placed without gaps, they develop academic mathematical language and vocabulary related to measurement, length, accuracy, and units.

Evaluation for 5.4b
Materials include embedded teacher guidance to scaffold and support students' development and use of academic mathematical vocabulary in context.

For example, in grade 1, unit 1, lesson 7, “Sumar y restar con una torre de cubos,” educator guidance is provided to scaffold and extend students’ academic mathematical vocabulary during peer and educator interactions. Through the “Math Language Routine 2: Collect and Display,” educators record and display key terms such as ecuación, suma, resta, sumar, restar, torre, and conecta directly from student discussions. This embedded guidance supports students in using shared mathematical language during partner and whole-group conversations as they explain the connections between addition and subtraction equations and their cube towers.

The materials also include embedded educator guidance to scaffold students’ use of comparison vocabulary in context. For example, in grade 1, unit 2, lesson 11, “Calentamiento,” educator guidance supports students in using precise mathematical language such as más, menos, mismo número, and iguales while comparing cube towers and explaining how to make quantities equal. When students use informal language, such as “Jada tiene menos cubos que Diego,” the educator guidance prompts educators to reformulate student responses using grammatically correct and precise mathematical language with menos, helping students develop and apply academic vocabulary in meaningful contexts.

Evaluation for 5.4c
Materials include embedded teacher guidance to support the application of appropriate mathematical language to include vocabulary, syntax, and discourse to include guidance to support mathematical conversations that provide opportunities for students to hear, refine, and use math language with peers and develop their math language toolkit over time as well as guide teachers to support student responses using exemplar responses to questions and tasks.

In unit 2, lesson 14, activity 2, “Comparar datos (parte 2),” students solve “compara, diferencia desconocida” problems using data that incorporates the comparison terms más and menos. During partner discussions, students use sentence frames such as “_____ more students voted for _____,” “ fewer students voted for _____ than,” and “more students voted for _____ than _____,” to explain and refine their mathematical reasoning using comparison language. During the “Síntesis de la actividad,” educator guidance supports mathematical discourse by stating, “C representa el número de votos por crayones y M representa el número de votos por marcadores,” and asking questions such as, “¿Cuántos votos más hay por crayones?” and “¿Cómo lo sabes?” The lesson includes exemplar responses, such as “Puedo ver que hay 4 Cs extra,” along with equations such as “6 + 4 = 10” and “10 − 6 = 4,” to guide educators in supporting students’ use of precise mathematical language and connections between verbal explanations and symbolic representations.

The materials include embedded educator guidance that supports students’ vocabulary, syntax, and mathematical discourse as they solve addition story problems using ten-frames, two-color counters, and equations. Through the “Math Language Routine 6: Three Reads” routine, students hear and use mathematical language with peers as they explain what happened in a story, identify what can be counted, and determine what the problem is asking. Educator guidance supports students in connecting oral explanations to symbolic representations by prompting them to discuss what equation represents the total number of counters and which number represents the total. For example, in grade 1, unit 3, lesson 2, activity 1, “Agita y vierte,” students use counters and are prompted to explain how they found the total and how the equation represents their thinking. The materials provide an exemplar response of 9, which supports educators in guiding student responses and helping students develop their mathematical language over time.

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

In grade 1, unit 2, lesson 9, activity 1, “Resolver y representar problemas narrativos,” the materials appropriately integrate the TEKS process standards by engaging students in problem-solving, representation, mathematical communication, and reasoning. Students solve a variety of join/separate story problems with unknowns in different positions and are encouraged to use strategies that make sense to them. Educator guidance provides access to connecting cubes, two-color counters, drawings, equations, words, and visual representations, allowing students to select and use appropriate mathematical tools and representations. Through prompts such as “resolverás el problema y explicarás tu pensamiento a tu compañero” and “Explica tu pensamiento usando dibujos, números, palabras u objetos, como cubos,” students communicate their mathematical ideas, justify their strategies, and discuss solution methods with peers. These opportunities demonstrate the integration of the TEKS process standards within mathematical tasks.

In unit 2, lesson 16, activity 2, “Diferentes tipos de problemas,” students engage in the TEKS process standards by solving a variety of story problems involving joining, separating, unknown totals or addends, and compare problems with unknown differences. Students determine appropriate solution strategies, represent their thinking using addition and subtraction equations, and identify unknown quantities by placing a box around them. Because unknowns appear in different positions, students analyze the structure of each problem and apply reasoning to determine how to solve. During the “Síntesis de la actividad,” educator questioning, such as “¿Es importante el total para resolver el primer problema? ¿Por qué sí o por qué no?” prompts students to justify their thinking using evidence from the problem. Throughout the lesson, students solve problems, represent mathematical relationships, communicate and defend their reasoning, and connect contextual situations to symbolic representations, demonstrating the integration of the TEKS process standards.

Evaluation for 5.5b
Materials include a description of how TEKS process standards are incorporated and connected throughout the course.

The materials describe how the process standards are incorporated throughout the course through recurring lesson components that prompt students to make sense of problems, use representations, communicate ideas, and justify reasoning. For example, in the TX Math Teacher Course Guide K–5, the “What’s in a Kiddom Lesson” section explains that warm-ups help students connect to prior knowledge, activities provide opportunities for problem-solving, and syntheses allow students to connect and discuss mathematical ideas. It also explains that cooldowns provide formative assessment to guide next steps, demonstrating how process-based learning is embedded across lessons. This course-level description supports the incorporation and connection of TEKS process standards throughout the instructional sequence.

In unit 8, lesson 4, activity 1, “Muchas maneras de componer figuras,” students engage in connected TEKS process standards as they use pattern blocks to compose a butterfly by creating hexagons in multiple ways. As students build their models, they explain their thinking using geometric vocabulary from previous lessons, such as “Usé 1 trapecio y 3 triángulos para hacer un hexágono.” Educator prompts support students in justifying and refining their reasoning by asking, “¿Cómo sabes que estas figuras forman un hexágono?” and “¿Cómo podrías usar bloques diferentes para formar la misma figura?” During the “Síntesis de la actividad,” students compare different compositions of hexagons and discuss how each representation creates the same shape. Throughout the lesson, students use manipulatives to model mathematical ideas, analyze and compare representations, communicate their reasoning, and connect geometric attributes to composed figures, demonstrating how TEKS process standards are applied within and across mathematical tasks.

Evaluation for 5.5c
Materials include a description for each unit of how TEKS process standards are incorporated and connected throughout the unit.

The TX Math Teacher Course Guide K–5 describes how the TEKS process standards are incorporated throughout each unit through a consistent lesson structure that engages students in making sense of problems, using representations, communicating mathematical thinking, and justifying their reasoning. The guide explains that warm-ups provide opportunities for students to analyze, discuss, and reason about mathematical ideas, while instructional activities engage students in problem-solving, developing new concepts, and applying mathematical language and representations. Lesson and activity syntheses support students in making connections among mathematical ideas, sharing strategies, and reflecting on their learning. Cooldowns provide opportunities for students to demonstrate understanding and inform instructional next steps. Together, these lesson components describe how the TEKS process standards are intentionally embedded, connected, and revisited throughout each unit to build mathematical understanding over time.

The materials describe how the TEKS process standards are incorporated and connected across the unit through problem-solving, representations, equations, and mathematical reasoning. Students solve different types of addition, subtraction, and comparison problems using objects, drawings, numbers, words, and equations. The unit guidance connects process skills across sections by showing how students progress from familiar story problems to comparison problems and then to solving a variety of problem types. For example, in grade 1, unit 2, Guía de planificación a nivel de sección, section C, the narrative explains that students solve “compara, diferencia desconocida” problems by using cube towers, counting extra cubes, and writing related addition and subtraction equations. This demonstrates how the unit intentionally connects the TEKS process standards across lessons as students apply representations, reasoning, and mathematical communication to increasingly complex problem-solving situations.

Evaluation for 5.5d
Materials include an overview of the TEKS process standards incorporated into each lesson.

The Grado 1 Alcance y Secuencia, unit 1, lesson 7, “Relacionar la suma y la resta,” identifies the TEKS process standards addressed in the lesson. For example, the two TEKS process standards are 1.1C, “select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems,” and 1.1F, “analyze mathematical relationships to connect and communicate mathematical ideas.” By listing the applicable process standards alongside each lesson, the Grado 1 Alcance y Secuencia provides educators with an overview of the mathematical processes emphasized during instruction and supports their understanding of how the process standards are integrated throughout the lesson.

In grade 1, unit 2, lesson 7, the lesson overview provides a description of how the TEKS process standards are incorporated into the lesson by engaging students in interpreting, representing, and solving join/separate story problems with both addends unknown. Students solve problems in ways that make sense to them, use tools and representations to model their thinking, write equations, and explain how those equations relate to the story problem. The overview highlights opportunities for students to represent decompositions in multiple ways and develop their understanding of the meaning of the equal sign through discussion and exploration of different equation structures. Additionally, the “Abordando” section explicitly identifies the process standard, “Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate,” providing educators with guidance on the TEKS process standards emphasized within the lesson.

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

For example, in unit 2, lesson 4, activity 2, “Problemas narrativos sobre libros,” students solve a variety of addition and subtraction story problems with unknown results and unknown changes. They use tools, drawings, counting strategies, and equations to represent their thinking while explaining their reasoning to peers. Rather than focusing solely on finding an answer, the materials encourage students to try multiple solution strategies, compare the similarities and differences among problem structures, and connect equations to the story context. As students work through different problem types and refine their strategies through discussion, they develop mathematical thinking, persevere in solving problems, and make sense of mathematics by relating representations and equations to meaningful situations.

The materials provide opportunities for students to think mathematically as they solve joining story problems with an unknown total. Students use ten-frames and two-color counters to model the situation before connecting their representations to an equation. The activity supports perseverance by providing independent work time for students to determine a solution before discussing and comparing strategies with a partner. For example, in grade 1, unit 3, lesson 2, activity 1, “Más agita y vierte,” students determine the total number of counters, explain how they counted, and compare methods such as counting all and counting on. Discussing why different strategies produce the same answer helps students make sense of mathematics while reinforcing that multiple approaches can be effective in solving problems.

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to represent and solve problems and complete tasks.

In grade 1, unit 6, lesson 2, “¿Cómo sumaste?,” the materials support students in understanding, explaining, and justifying that mathematical problems can be represented and solved in multiple ways. Students add a multiple of 10 and a one-digit number using place-value strategies that make sense to them rather than following a single prescribed method. They explain and justify their reasoning, interpret the strategies of their classmates, and compare multiple solution approaches throughout the lesson. As the educator records students’ diagrams and equations, the class examines how the same problem can be represented in different ways using models, equations, and place-value reasoning, reinforcing that multiple representations and solution strategies can be mathematically valid.

In grade 1, unit 7, lesson 12, activity 1, “Construye con bloques de patrón,” students use pattern blocks to compose larger two-dimensional figures in multiple ways and record each solution with pictures, numbers, or words. After independently exploring different compositions, students share and compare their representations during the activity synthesis. Educator questions such as “¿Cómo se creó el triángulo de manera diferente? ¿Por qué funcionan ambas formas?” and “¿Alguien encontró otra forma de construir esta figura? ¿Por qué no encontramos otras formas?” prompt students to explain and justify why different compositions are valid and how the attributes of the pattern blocks support each solution. These opportunities help students recognize that mathematical tasks can be represented and solved in multiple valid ways while providing opportunities to explain, compare, and justify their reasoning using models, words, and mathematical representations.

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 teachers.

In grade 1, unit 5, lesson 16, activity 2, “Haz que el enunciado sea verdadero,” students make sense of mathematics by determining whether comparison statements are true and writing comparisons using <, >, or =. Students do mathematics by selecting numbers that make comparison statements true, write about their mathematical thinking by recording correct comparisons, and discuss their reasoning with peers and the teacher. Educator prompts such as “¿Qué otros números podrías usar para que esta afirmación sea verdadera?” and “Explica cómo lo sabes” encourage students to justify their reasoning and consider multiple solutions. Reading comparison statements aloud and explaining why they are true helps students build conceptual understanding through written work and mathematical discussions.

In grade 1, unit 10, lesson 4, “Gastar sabiamente, ahorrar inteligentemente,” activities 1 and 2, students make sense of mathematics by applying financial literacy concepts as they decide how to spend, save, or donate money in a variety of real-world situations. Students do mathematics by solving scenario-based financial problems, write about their thinking by recording how they will spend or save their earnings and completing written responses, and discuss their decisions with classmates and the educator. Throughout the lesson, educator prompts such as “¿Cómo decidimos qué es una necesidad y qué es un deseo?,” “¿Puede algo ser ambos?,” “¿Qué podría dificultar ahorrar tus monedas?,” and “¿Para qué metas vale la pena ahorrar?” encourage students to explain and justify their reasoning, compare ideas with others, and connect mathematical decision-making to everyday financial situations.

Evaluation for 6.2a
Materials support teachers in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

In grade 1, unit 6, lesson 11, activity 1, “La suma de números de dos dígitos dentro de 100,” the materials support educators in guiding students to share and reflect on their problem-solving approaches by providing targeted questions and sentence frames that help students explain and justify their reasoning. Educator prompts such as “¿Usaste el mismo método? ¿Representaste tu método de la misma manera? ¿En qué se parece tu trabajo? ¿En qué es diferente?” encourage students to compare strategies, construct mathematical arguments, and reflect on similarities and differences among solution methods. The educator further promotes mathematical discourse by asking students to “Encuentra un nuevo compañero y explica tu método” and “Escribe ecuaciones para representar tu razonamiento,” providing structured opportunities for students to communicate, justify, and reflect on their mathematical thinking with peers.

In grade 1, unit 8, lesson 5, activity 1, “Mide con clips,” the materials provide educator guidance that supports students in sharing and reflecting on their measurement strategies as they measure a rectangle with paper clips and compare their reasoning with a partner. The educator is directed to monitor students’ measurement methods, identify students who measure accurately without gaps or overlaps, and intentionally pair students with different measurement results so they can discuss and compare their approaches. Educator prompts such as “¿Por qué crees que tu número de clips es diferente?” and “¿Qué es diferente en la forma en que usaste los clips para medir?” encourage students to explain, justify, and defend their reasoning. During the “Síntesis de la actividad,” selected students share their strategies, and the educator asks, “¿En qué se parece y en qué se diferencia medir con clips a medir con cubos conectables?” to guide students in reflecting on the similarities and differences between measurement approaches, strengthening their understanding through explanation, comparison, and justification.

Evaluation for 6.2b
Materials include prompts and guidance to support teachers in providing explanatory feedback based on student responses and anticipated misconceptions.

The materials include prompts and guidance that support educators in providing explanatory feedback based on student responses and anticipated misconceptions during comparison problems with an unknown difference. The lesson narrative explains that students may initially interpret subtraction only as taking away or decomposing rather than as finding the difference between two quantities. For example, in unit 2, lesson 11, activity 1, “Torres de cubos,” the materials direct educators to monitor whether students add cubes, remove cubes, or count the difference to solve the problem. Based on students’ strategies, the educator is guided to connect their responses to equations that demonstrate how the towers become equal, helping students refine their understanding of comparison situations while addressing common misconceptions about subtraction.

In grade 1, unit 10, lesson 2, activity 1, “Gastar vs. ahorrar,” the materials provide prompts and guidance that help educators deliver explanatory feedback based on students’ financial decision-making and anticipated misconceptions. Students work with a partner to decide how to spend and save $10 on wants and needs before sharing and explaining their decisions during a whole-class discussion. The materials direct educators to ask students to explain “por qué eligieron gastar o ahorrar de ciertas maneras” and to reinforce key financial literacy concepts by highlighting “la importancia de ahorrar para necesidades mientras se disfrutan algunos deseos.” The lesson also anticipates the common misconception that students may choose to spend all of their money on toys and guides educators to ask, “¿Hay cosas que podrían necesitar antes de poder comprar más juguetes?” This questioning helps educators address misconceptions, provide explanatory feedback, and guide students toward understanding the importance of prioritizing needs before wants.