Kiddom Texas: Matemáticas en Español – Kindergarten

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 in the document titled Grado K Alcance y Secuencia, which outlines the TEKS and concepts taught in the course. 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,” and “Objetivos de aprendizaje.” For example, unit 1, lesson 1 covers TEKS K.1A and K.1D and lists “Exploremos y usemos cubos encajables. Describe oralmente una idea matemática” as the concept taught.

The document Grado K Alcance y Secuencia presents the TEKS in an organized format, including columns that clearly 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 9, lesson 10, “Figuras sólidas,” the identified TEKS include K.1A and K.6B. The associated student objectives are “Compón figuras sólidas para construir nuevas figuras” and “Cuenta para responder preguntas de ‘cuántos’ sobre grupos de hasta 20 objetos.”

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 three instructional calendars titled Calendario de 165 días, Calendario de 180 días, and Calendario de 210 días. Each calendar includes the number of lessons, evaluation days, additional flexible days, total days, and suggested ideas for flexible days to support effective implementation of the materials. For example, in the 165-day calendar, unit 1 includes nine lessons, zero additional evaluation days, and zero flexible days, for a total of nine instructional days.

The scope and sequence presents the units in a clear, organized format, including 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, in the 165-day instructional calendar, the suggested pacing for unit 5, “Comprender cómo sumar y restar,” includes a total of 24 lessons, one evaluation day, zero flex days, and a total of 25 instructional days. The document also includes ideas for activities on flex 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 grades K–2. Additionally, the materials provide a rationale for the sequence of units and explain how concepts are connected and developed throughout the course in a flowchart.

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

The materials include a unit planning guide titled Guía de planificación de la sección for each unit. Each planning guide includes an overview of the lessons within the unit, is organized into sections based on the number of lessons in the unit, and includes learning objectives for each section and visual supports. For example, section A, “Composición de números,” provides an overview of lessons 1–6 and includes two learning objectives, while section B, “Comparar y clasificar,” provides an overview of lessons 7–8 and includes one learning objective.

In unit 7, lesson 1, “Juntar,” 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 emergent bilingual (EB) students and students with disabilities, assessment guidance, and key instructional structures within the course.

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 educators. 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 unit 4 overview for grade K provides background content knowledge by explaining key mathematical concepts such as comparing quantities, subitizing, one-to-one correspondence, ordering numbers, and understanding more, less, and the same number. It also describes developmental progressions such as moving from 1–10 to 20 and 30 and from small sets to larger quantities, and explains how these skills build toward future concepts like addition and subtraction.

The materials identify and embed the academic vocabulary necessary to teach the unit within the unit overviews. For example, in unit 1, “Matemáticas en nuestro mundo,” the Overview tab contains the objectives and narrative for the unit and academic vocabulary such as herramientas matemáticas, conteo, cantidad, centros, geometría, medición, and datos. Additionally, academic vocabulary for the grade level is included in “Términos de glosario.”

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 K, 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.

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 K, 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 provide comprehensive, structured, and detailed lesson plans that include lesson objectives, TEKS correlation, tasks and questions aligned to the objectives, and instructional assessments aligned to the lesson objectives. For example, unit 1, lesson 1 covers TEKS K.1A, addresses the lesson objectives “Explorar y utilizar los cubos encajables” and “Describir oralmente una idea matemática,” and includes notes for evaluating responses aligned to TEKS K.1A.

The materials include comprehensive, structured, and detailed lesson plans that incorporate lesson objectives, guiding questions, instructional activities, required materials (such as presentations and printable resources), and evaluation questions. Each lesson clearly identifies the TEKS being addressed and includes informal assessments to check for student understanding throughout the lesson. For example, in unit 7, lesson 1, the identified TEKS are K.2B and K.3A. Required materials include linking cubes, two-colored counters, and additional colored counters. The lesson includes three instructional activities that build on one another to support student learning and the development of multiple strategies for solving word problems.

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.

In grade K, unit 1, lesson 4, the required materials needed to effectively deliver the lesson are listed in the section “Materiales requeridos.” For example, in lesson 4, these materials include “geobloques” and “figuras sólidas.” Additionally, the suggested timing for each lesson component is included. The warm-up is allocated 10 minutes, the activities are allocated 10 minutes, and the cooldown is allocated five minutes.

The materials include a lesson overview that lists the educator and student materials necessary to effectively deliver the lesson. For example, in unit 4, lesson 2, activity 2, the materials include a lesson overview, a list of required materials for each activity, and all supporting resources, such as PDFs and presentations, needed for implementation.

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, “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 2, lesson 10, activity 2, “Cuenta imágenes,” the “narrativa de la actividad opcional” provides explicit guidance for using the activity as extended practice, stating, “Esta actividad es opcional porque es una oportunidad para práctica adicional que no todos los estudiantes pueden necesitar.” The guidance directs educators to use the activity flexibly based on student needs by noting that it “puede usarse con un grupo pequeño o con toda la clase.” It also explains that students who do not need additional practice can engage in other learning opportunities, such as centers, while students needing reinforcement may complete the activity multiple times. This guidance supports educators in using lesson materials beyond initial instruction to provide targeted practice and strengthen students’ accurate counting skills.

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.

In unit 6, lesson 7, the materials include a cooldown titled “Enfriamiento: encuentra 2 soluciones,” in which grade K students are asked to identify two possible solutions to a word problem using objects, pictures, words, or numbers.

The materials include a variety of instructional assessments at both the lesson and unit levels, including diagnostic, formative, and summative assessments that vary in types of questions. For example, in grade K, unit 1, lesson 1, students participate in an “Observa y pregúntate” routine and record audio responses to open-ended questions. During the assessment titled “Enfriamiento: chequeo de la sección,” students complete drawing and observation-based tasks connected to counting and quantity concepts.

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 explain that the purpose of the assessment is for educators to use 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 provide guidance on the unit final assessment and include sample educator observations that highlight areas of incomplete student learning, along with targeted support strategies for the upcoming unit. The materials also demonstrate how assessment results are intended to inform future instruction by outlining connections between final assessment outcomes and upcoming learning experiences.

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 administration scripts that support consistent implementation of assessments. For example, the grade K, unit 9, “Evaluación de fin de unidad” directions state, “Para este problema, muestra una pelota y una caja para que todos los estudiantes las vean. Los estudiantes describirán cómo las dos formas tridimensionales son iguales y cómo son diferentes. Aunque los estudiantes puedan usar las palabras esfera o caja para describir los objetos, esto no es obligatorio. Los estudiantes deben usar el lenguaje que tenga sentido para ellos para describir cómo los objetos son iguales y cómo son diferentes.” These directions specify the materials to display, the task students are expected to complete, and the acceptable language students may use in their responses, supporting standardized assessment administration.

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

The materials include summative assessments or end-of-unit tests that are aligned to the TEKS and objectives of the unit. For example, unit 3, “Evaluación de fin de unidad,” is a four-question test, with questions 1–2 assessing TEKS K.2B and questions 3–4 assessing TEKS K.2C. TEKS K.2B assesses students’ ability to read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. TEKS K.2C states that the student will count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. This assessment aligns with the unit 3 objectives, “Contar y representar colecciones de objetos hasta 20” and “Escribir números hasta 20.”

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 “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 grade K, unit 2, “Problemas de práctica de la sección A,” each question includes a standard tag, which lists the TEKS being addressed (111.2.b.2.C).

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

The materials include summative assessments such as unit tests that include a variety of TEKS-aligned item types that vary in complexity. For example, unit 3, “Evaluación de fin de unidad,” is a four-question test, with questions 1 and 2 assessing TEKS K.2B and questions 3 and 4 assessing TEKS K.2C. The test assesses students using item types that vary in complexity, including drawing, multipart, and short-answer items.

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. The assessments are designed to measure different levels of cognitive demand, including procedural fluency, the application of multiple skills to solve problems, and open-ended tasks that require deeper reasoning. For example, the TX Math Teacher Course Guide K–5 ES
explains that end-of-unit evaluations include a variety of problem types, such as multiple-choice, multiple-response, short-answer, and other formats. 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 provide guidance for interpreting student performance in the educator-facing section of each unit exam titled “Note for Evaluating Responses.” For example, in unit 4, “Evaluación de fin de unidad,” after question 6 is a “Note for Evaluating Responses” that gives educators guidance related to evaluating student responses for writing numbers that come next in a counting sequence. The guidance for interpreting student performance on this question states, “2, 3, 4, 5, 6—Los estudiantes utilizan su conocimiento de la secuencia numérica para escribir los números que faltan. Como en otros problemas de la evaluación, los estudiantes pueden saber cómo decir la secuencia numérica pero pueden dibujar los números incorrectos. Los estudiantes que tienen dificultades para contar en el orden correcto probablemente tendrán problema con la mayoría de las preguntas en esta evaluación. Lee el enunciado de la tarea en voz alta.”

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 the 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 and activities 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, it does not provide explicit guidance for educators on how to respond to student assessment results or identify a task or activity that should follow.

The materials do not provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments. For example, in “Grading and Reporting,” the materials include a section titled “How Do I Provide Feedback to Students?” However, this section does not include explicit tasks and activities to respond to students based on their 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 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 materials include educator guidance for differentiation for students who have not yet reached proficiency on grade-level content and skills in a section of the materials called “Ampliar el pensamiento del estudiante.” For example, in unit 8, lesson 17, activity 1, the section provides guidance for educators to ask guiding questions when students have difficulty with categorization. These questions prompt students to consider what the items have in common and whether they can be grouped together. The materials state, “¿Qué tienen en común estos objetos?” and “¿Se pueden agrupar?” Additionally, if students have difficulty with visual representation, the materials suggest considering size or color as categorization criteria.

Grade K, unit 4, lesson 20 offers students who have not yet mastered a concept multiple supports through an activity with visual and concrete representations and collaborative peer discussions. The purpose of this activity is for students to use their knowledge of the number sequence to find the number that matches one-more and one-less clues. To differentiate, the materials state that the numbers from 1 to 20 can be displayed around the room in number order for students who have not yet mastered the correct order of numbers. For a greater challenge, the numbers can be mixed up. Students move around the room and have a discussion about the number sequence.

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 Teacher Guide includes a glossary of academic terms, supported by illustrations, to reinforce student comprehension of unfamiliar vocabulary within the text. Additionally, the materials provide sentence stems aligned to unit problem-solving tasks to support students in using academic language effectively. For example, in unit 8, lesson 10, activity 1, students create a shape using pattern blocks and then describe and compare their shapes. The materials include sentence frames to guide student responses, such as “Usé más _____ que _____.” The materials also provide educators with sample language that models how to use these sentence frames to support academic language during discussion. For instance, the materials provide the model “Usé más triángulos que cuadrados.” These supports help scaffold student language development and encourage meaningful mathematical discourse.

Lessons provide instruction and embedded supports of academic mathematical language through discussion, questioning, and concrete representations. For example, in unit 5, lesson 14, activity 2, the lesson introduces and defines the term expresión in context. The materials state, “Cuando escribimos 9 − 4, se llama una expresión.” The lesson also directs educators to clarify any student confusion about the context, encourage students to act out or model the situation with objects, and discuss how the story changes when ducks leave the pond.

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 unit 3, lesson 15, activity 3, “Conozcamos formar o descomponer números (11 al 19),” the materials provide opportunities for differentiated learning and continued application through student-selected math centers. After completing “Etapa 2 de formar o descomponer números,” students may continue the activity or choose from previously introduced centers, including “Bingo,” “Carrera numérica,” “Toma y cuenta,” and “Construcción de torres.” This flexible structure allows students to apply their understanding of composing and decomposing numbers 11–19 through multiple representations and mathematical experiences. By providing opportunities for students to continue exploring grade-level concepts through varied activities and representations, the materials support extension of mathematical understanding beyond the initial task.

In unit 4, lesson 19, “Cuenta y compara colecciones,” the materials provide educator guidance for an optional lesson that extends students’ mathematical understanding beyond the required grade K standards. The lesson states, “El propósito de esta lección es que los estudiantes cuenten y comparen colecciones de hasta 20 objetos. Esta lección es opcional porque los estándares no requieren que los estudiantes comparen grupos de objetos o números escritos más allá del 10.” By extending students’ counting and comparison skills to collections up to 20 objects, the lesson provides an opportunity for students to apply and deepen their understanding of grade-level concepts through more advanced mathematical experiences.

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 explicit prompts, questioning strategies, and educator language to support lesson delivery and student understanding. For example, in unit 5, lesson 5, activity 2, students represent subtraction using objects and a five-frame. The materials direct educators to say, “Vamos a aprender una manera nueva de hacer el centro de marcos de 5. Se llama marcos de 5 y restas,” and guide them to model filling a five-frame with counters and removing counters to represent subtraction. Educators then use structured prompts such as “¿Cuántas fichas teníamos al principio?,” “¿Cuántas fichas quitamos? ¿Cómo lo sabes?,” and “¿Cuántas fichas quedan?” The lesson also instructs educators to record and repeat expressions like “5 menos 2” with students. These supports help students connect subtraction actions, visual models, and mathematical expressions.

The materials offer guidance to help educators lead mathematical discussions and strengthen students’ conceptual understanding through instructional routines. They outline the purpose of each routine, explain how the routines promote student thinking, and describe how educators should observe and interact with students during instruction. For instance, the TX Math Teacher Course Guide K–5 describes the “Conversación numérica” routine as an opportunity for students to share strategies, identify connections, and deepen conceptual understanding, while educators guide conversations focused on mathematical structure and reasoning.

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

Unit 7, lesson 3, “Calentamiento” incorporates a structured instructional routine, “¿Cuál no pertenece?,” individual think time, partner discussion, whole-class discourse, visual analysis, and educator-facilitated questioning. The materials provide explicit directions for how educators should introduce the task, facilitate mathematical reasoning, and guide students toward comparing representations and decompositions. For example, the lesson directs the educator to display four representations, ask students to “Elige una que no pertenezca. Prepárate para compartir por qué no pertenece,” and then facilitate a synthesis discussion using questions such as “¿Qué herramientas de matemáticas muestran diferentes maneras de descomponer el 6?” to help students explain and compare multiple solution paths.

In grade K, unit 1, lesson 1, students explore linking cubes and share their work with peers. The materials state, “Hoy exploramos los cubos encajables y les contamos a nuestros compañeros lo que hicimos. Hagamos un cuadro sobre lo que tú hiciste y lo que yo hice mientras hacíamos matemáticas hoy.” The lesson guides educators to engage students in hands-on exploration, partner discussion, and whole-class reflection.

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 reflection, while also providing educators with recommended instructional structures for implementation. For example, grade K, unit 7, lesson 3, “Calentamiento” directs students to work in “grupos de 2,” includes “1 minuto: tiempo para pensar en silencio” for independent practice, followed by “2–3 minutos: conversación con un compañero” and a whole-group synthesis where students share and discuss their reasoning. These structures provide guidance for effective lesson facilitation and student engagement.

The materials promote a variety of learning experiences, including individual problem-solving, partner or group collaboration, and whole-class discussion, and provide clear guidance for implementation. The TX Math Teacher Course Guide K–5 explains that the inicio of an activity often includes suggested student groupings and that students work individually, with a partner, and in small groups at different times. The guide states, “El inicio de una actividad frecuentemente incluye sugerencias para agrupar a los estudiantes. En diferentes momentos, los estudiantes tienen oportunidades para trabajar de forma individual, con un compañero y en grupos pequeños.” These structures support varied instructional settings throughout lessons.

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 implementation guidance for supporting multilingual learners through embedded language-development strategies that help educators make grade-level mathematics content accessible. For example, grade K, unit 1, lesson 4, activity 1 includes the strategy “Math Language Routine 8: Apoyos para la conversación.” This conversation support strategy directs educators to create a visible display of student ideas and add drawings or annotations as students share their thinking with geobloques, supporting students’ abilities to discuss and represent mathematical ideas.

Within the Guía de recursos para maestros is a section titled “Rutinas de lenguaje matemático” that states, “Mathematical Language Routines (MLRs) are instructional routines that provide structured yet adaptable formats to amplify, assess, and develop students’ language. The MLRs included in this curriculum were selected because they simultaneously support student learning regarding mathematical practices, content, and language. They are particularly well-suited to meeting the needs of linguistically and culturally diverse students who are learning mathematics while simultaneously acquiring English. We can adapt these flexible routines to support students at all stages of language development in improving their use of English and disciplinary language.”

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.

In unit 1, activity 1, “Dibujar gráficos de imagen,” the materials provide embedded guidance through “Math Language Routine 8: Apoyos para la conversación” and “Conexiones translingüísticas.” Educators build comprehension and background knowledge by using an existing picture graph to discuss the features that make data understandable before students create their own graphs. Academic vocabulary is developed through terms such as gráfico, datos, tabla, categoría, título, símbolo, and etiqueta. The guidance explicitly identifies cognates, including gráfico/graph, datos/data, tabla/table, categoría/category, título/title. The guidance directs educators to display vocabulary in both languages, draw attention to similarities and differences between the languages, and allow students to label their graphs. Students apply this language through written representations and structured oral discourse as they create and label their graphs, exchange them with a partner, and use sentence frames such as “¿Por qué . . . ?” and “¿Puedes decir más sobre . . . ?” to provide feedback and explain their mathematical thinking.

In grade K, unit 1, lesson 4, activity 1, the “Math Language Routine 8: Apoyos para la conversación” directs educators to create a visible display of students’ ideas and include drawings or annotations as students discuss what they want to build with geoboards, supporting language development and comprehension through discussion and visual connections. The lesson also builds background knowledge by connecting the activity to familiar experiences with construction tools and building in the home and community through educator-led questioning and partner discussions.

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.

The materials provide practice opportunities that require students to demonstrate depth of understanding aligned to the TEKS by describing, comparing, and classifying shapes based on their attributes. These practice opportunities require students to analyze shapes, justify their classifications, compare similarities and differences, and use informal geometric language to explain their reasoning. For example, in unit 8, lesson 4, activity 2, “Clasificación de formas,” students classify irregular two-dimensional figures into categories of their own choosing and respond to questions such as “¿Por qué pusieron estas formas juntas? ¿Qué es lo mismo en estas formas?,” requiring them to identify and explain the attributes used to group the shapes. The instructional assessments also require students to demonstrate depth of understanding aligned to the TEKS. In the multipart assessment for activity 2, students practice classifying figures into groups and explain which group contains more figures and how they determined the comparison.

The materials include practice opportunities that require students to demonstrate depth of understanding aligned to the TEKS by counting organized groups of up to 10 images in different arrangements and explaining why the total quantity remains the same regardless of the counting order. These practice opportunities require students to work with multiple representations, including dot arrangements, matrices, and picture collections, and communicate their reasoning through partner and whole-group discussions. For example, in grade K, unit 2, lesson 10, activity 1, “Síntesis de la actividad: imágenes en estaciones,” students compare different counting methods using an array of eight dots and discuss why “aunque contemos los puntos en un orden diferente, siguen siendo 8 puntos.” This requires students to demonstrate an understanding of cardinality by recognizing that quantity is preserved when objects are arranged or counted in different ways rather than simply reciting counting sequences.

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

In grade K, unit 3, lesson 15, students interpret expressions and equations representing numbers 11–19. Students connect their understanding of a ten as a unit of 10 ones and additional ones to expressions in the form “10 + _____” and relate these equations to ten-frame representations. This progression moves students from modeling quantities with concrete tools to represent their thinking symbolically, strengthening place-value understanding. Throughout the unit, students engage in centers that reinforce and extend previously learned skills, including composing and decomposing numbers with Unifix cubes, representing quantities with ten-frames, and participating in activities such as “Number Bingo.” These tasks increase in complexity as students move from manipulating objects and recognizing quantities in visual models to explaining and representing relationships through equations.

In grade K, unit 3, lesson 15, students move from concrete story situations to symbolic equations and expressions as they develop mathematical understanding. Students begin by modeling real-world problems with concrete representations, such as two-color counters and Unifix cubes, to explore and explain mathematical relationships. The tasks then increase in complexity as students transition from hands-on models to pictorial representations, including ten-frames, and finally to writing and interpreting equations and expressions independently. Students use verbal reasoning, visual models, and symbolic notation to justify their thinking, make connections among representations, and solve problems.

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

The materials demonstrate coherence by connecting counting, cardinality, and mathematical representation. Students apply previously learned counting skills to images arranged in different configurations and develop an understanding that the total quantity remains the same regardless of the arrangement or counting order. For example, in grade K, unit 2, lesson 10, “Narrativa de la lección,” students count groups of up to 10 images arranged in lines, matrices, groups of five, and other configurations. The lesson emphasizes that “el orden en que se cuentan no cambia el número de imágenes,” connecting counting strategies to the concept of cardinality and reinforcing the relationship between counting procedures and understanding quantity.

The materials demonstrate coherence by explicitly connecting the big ideas of identifying, describing, comparing, and classifying shapes. Students build on previously learned shape recognition and apply these understandings to analyze attributes, compare figures, and classify shapes based on shared characteristics. For example, in grade K, unit 8, lesson 4, the “Narrativa de la lección” explains that students use mathematical language to describe shape attributes while determining whether shapes can be grouped or classified together. The lesson synthesis reinforces that shapes can be classified based on common attributes, such as the number of sides.

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.

The materials demonstrate coherence across units and grade levels by connecting mathematical content related to number sense and quantity across units. For example, in unit 4, students develop foundational understanding by comparing, ordering, and representing numbers and quantities within 10 using terms such as more, less, and the same number. Through experiences with objects, images, spoken number words, and written numerals, students connect quantities to their corresponding representations and build understanding of number relationships. Students develop skills with subitizing, comparing groups, and identifying one more and one less, reinforcing patterns in quantities and counting. As the unit progresses, students apply these concepts to larger quantities while continuing to use mathematical language to describe and compare sets, including terms such as quantity and comparison.

In grade K, unit 9, lesson 1, students connect previously learned number sense and counting strategies to geometric concepts by subitizing and using grouping strategies to determine the number of triangles shown. In activity 1, “Cuadrados, cuadrados, cuadrados,” and activity 2, “Rompecabezas de formas,” students use triangular and rhombus pattern blocks to compose larger shapes, then count and record the number of blocks used. These activities connect geometry and spatial reasoning with counting, composing shapes, and representing quantities. By analyzing how shapes are combined to create larger figures and relating the parts to the whole, students recognize patterns within geometric structures and make connections between numerical relationships and spatial reasoning across mathematical concepts.

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..

The materials demonstrate coherence at the lesson level by connecting students’ prior understanding of addition and subtraction story problems to new learning about mathematical expressions. For example, in unit 5, lesson 16, students build on earlier lessons in which addition and subtraction expressions were introduced as representations of story problems. In this lesson, students extend their understanding by interpreting expressions and connecting them to real-world contexts. Students use connecting cubes and counters to explain how the numbers and operations in an expression represent the actions and quantities described in a story problem and identify which expression matches a given situation. This learning builds on prior experiences with representing problems using objects, drawings, and numbers while extending students’ understanding to symbolic representations.

In grade K, unit 2, students build on prior experiences with counting concrete quantities and spoken number words while transitioning to representing and counting visual quantities. Students use familiar resources from previous lessons, such as five-frames, counting mats, fingers, and objects, to count and rearrange quantities, developing an understanding that changing the arrangement of objects does not change the total quantity. The materials then extend this understanding by introducing students to counting pictures, including images arranged in lines, arrays, five-frames, number cubes, and fingers. Because pictures cannot be physically moved as students count, students apply previously learned counting strategies in a new representation. Throughout these tasks, students are encouraged to use subitizing to recognize quantities without counting each object individually, connecting prior counting experiences to more advanced number-sense strategies.

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

The materials provide spaced retrieval opportunities with previously learned skills and concepts across lessons and units by revisiting shape identification, shape attributes, counting, comparing, and classifying. Students retrieve prior understanding of circles, rectangles, and shape attributes while applying this knowledge to new classification tasks and mathematical discussions. For example, in grade K, unit 8, lesson 4, the “Narrativa de la lección” states that students “clasifican objetos del salón de clases así como formas con las que han trabajado en lecciones anteriores” and continue using mathematical language to describe, compare, and classify shapes based on their attributes. The lesson also connects prior shape knowledge to new contexts by having students classify real-world objects and geometric figures. Additionally, the lesson assessment and synthesis require students to describe similarities and differences among shapes and classify figures into groups, providing repeated opportunities to retrieve and apply previously learned concepts over time.

The materials provide spaced retrieval opportunities that revisit and reinforce previously learned skills across units. For example, in grade K, unit 4, lesson 19, students return to centers introduced in earlier units, including comparing quantities using terms such as menos, igual, and más, representing numbers with fingers, composing numbers by building towers to 10, and identifying attributes of shapes. These activities provide repeated opportunities for students to apply concepts such as counting, comparing, number composition, and shape recognition across lessons. The choice-based structure of the centers allows students to practice skills at different levels while connecting prior learning to current work.

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

The materials provide interleaved practice opportunities with previously learned skills and concepts across lessons and units by requiring students to count organized groups of objects in multiple arrangements, apply one-to-one correspondence, use counting strategies from prior lessons, and connect counting to data collection and mathematical stories. Students apply counting concepts across varied contexts and representations rather than practicing a single skill in isolation. For example, in grade K, unit 2, lesson 10, activity 1, “Narrativa de la actividad,” students count groups of up to 10 images arranged in different ways and explain how they know the quantity remains the same. Activities 2 and 3 extend this learning by incorporating structured dot arrangements and mathematical-story contexts. These tasks require students to retrieve and apply previously learned counting concepts and strategies across different situations, providing interleaved practice opportunities throughout the unit.

The materials provide interleaved practice opportunities across lessons by requiring students to revisit previously learned shape-identification skills while applying them to compare, describe, and classify shapes based on their attributes. Students move beyond recognizing shapes by using geometric language to explain similarities, differences, and classifications. For example, in grade K, unit 8, lesson 4, activity 2, “Narrativa de la actividad,” students classify figures into categories of their choosing, identify shared attributes, and explain why shapes belong together. This activity requires students to retrieve prior learning about shape recognition and attributes while applying those concepts in new classification contexts.

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

In unit 4, lesson 13, “Calentamiento: Represéntalo: reparte bocadillos,” students interpret a mathematical situation by acting out the problem and analyzing how objects are distributed before determining a solution. In activity 1, the question “¿Cuál tiene más?” prompts students to analyze visual representations of groups by determining the quantity in each set, recording the corresponding numbers, and comparing the groups to identify which has more. Students then evaluate the representations by using the quantities they determined to justify their comparisons. Across the lesson, tasks ask students to interpret, analyze, and evaluate mathematical models and representations by making sense of situations, analyzing visual models, and justifying relationships between quantities.

The materials require students to interpret, analyze, and evaluate representations by identifying attributes of shapes, comparing classroom objects to shape models, and determining which category a shape belongs to based on its attributes. Students analyze similarities and differences among shapes and justify classification decisions. For example, in grade K, unit 8, lesson 4, activity 1, “Búsqueda de formas en el salón,” students search for classroom objects that match specific shapes, compare attributes, and explain whether an object belongs in Forma A or Forma B based on its characteristics.

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

In unit 2, lesson 5, activity 1, “Contemos colecciones: muestra cuántos hay,” students create models to represent a mathematical situation by counting a collection of objects and representing the quantity in ways that make sense to them. Students may model their thinking by drawing a picture, creating a matching set of objects, or demonstrating their counting strategy. The lesson narrative notes that students will later transition to written numerical representations, while this activity emphasizes concrete and pictorial models to represent quantities. Educator guidance supports observation of how students create and use these models to represent their thinking.

In grade K, unit 4, lesson 15, “Compara números,” students create models using objects, drawings, and connecting cubes to represent numbers from 1–20. Students build and use these models to represent quantities and support comparisons of “greater than” and “less than.” As they construct representations and use the counting sequence, students model number relationships and use their models to justify comparisons.

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

In unit 6, lesson 5, activity 2, “Más de una manera,” students build on prior experiences decomposing collections of objects by applying their understanding of part-whole relationships to written numbers. The lesson explicitly shifts students from decomposing visible groups to decomposing numbers such as 4, 5, 6, 7, 8, and 9 into two parts in multiple ways. Students use tools such as connecting cubes, pattern blocks, and two-color counters to represent their thinking and are asked to “Muestra más de 1 forma de descomponer cada número en 2 partes.” As students generate multiple decompositions and represent their reasoning using objects, drawings, numbers, or words, they apply their conceptual understanding of number composition and decomposition in a new problem situation and across multiple mathematical representations.

The materials provide opportunities for students to apply conceptual understanding to a new problem situation by analyzing and comparing different representations of the number 6. Rather than recalling facts, students reason about how each representation shows the same quantity in different ways and justify their thinking. For example, in unit 7, lesson 3, “Calentamiento,” the “Narrativa de la actividad” states that students “consideran diferentes representaciones de descomposiciones” and compare four representations of the number 6. Students then identify which representation does not belong and justify their reasoning based on the mathematical relationships shown. This requires students to apply their understanding of decomposition in an unfamiliar comparison task and evaluate multiple representations of the same quantity.

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

In unit 5, lesson 8, “Calentamiento: ¿Cuántos ves? Suma más,” students use subitizing and grouping strategies to quickly recognize quantities. Within this task, students identify dot patterns representing 4 + 1, 4 + 2, and 4 + 4 without counting each dot individually. As they recognize the structure of the dot arrangements and observe how additional dots change the total, students develop efficient strategies for composing numbers. This repeated practice strengthens fluency with addition facts and supports the automaticity needed for grade-level computation.

In unit 5, lesson 18, students build automaticity and fluency through repeated practice interpreting and solving addition and subtraction expressions. Students use multiple strategies such as drawing, using concrete objects, fingers, and writing equations to connect models to abstract expressions. For example, the task prompt asks students to “Muestra 4 + 2. Dile a tu compañero 2 maneras diferentes en que puedes hallar el valor de esta expresión.” Students solve the expression using more than one strategy and explain their thinking. These materials support fluency by providing repeated opportunities to develop flexible, accurate, and efficient strategies for grade-level computation.

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 5, lesson 11, activity 1, “Marcadores en la escuela,” students practice applying efficient, flexible, and accurate addition procedures by solving the story problem 4 + 3 using two-color counters, connecting cubes, or digital manipulatives. Students choose the representation that best supports their thinking while modeling the addition situation. During the “Síntesis de la actividad,” the educator invites a student to share their model and asks, “¿Cómo muestran las fichas lo que ocurrió en el problema narrativo?” This discussion encourages students to explain how their representation matches the context of the problem and reinforces the accurate application of addition strategies using concrete models.

In unit 6, lesson 10, “Ecuaciones que muestran 10,” students practice multiple ways to compose and decompose 10 by using ten-frames, their fingers, and equations. By choosing strategies that are more efficient, students build efficiency by quickly recognizing familiar number pairs instead of counting each time. Flexibility is developed as students connect different representations of the same number relationship. The educator supports accuracy by guiding students to match representations and explain their reasoning. Through repeated practice, students become more fluent in connecting visual models with symbolic equations for 10.

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.

The materials provide opportunities for students to evaluate flexible and accurate counting processes by counting images arranged in different ways and discussing how the total remains the same even when the order or arrangement changes. Students compare counting strategies and explain how they know the total number of images. For example, in grade K, unit 2, lesson 10, activity 1, “Imágenes en estaciones,” students count the same group of images in different arrangements and discuss how they know there are still eight images even when counted in a different order.

In unit 6, lesson 6, activity 1, “Patrones en descomposiciones,” students evaluate a hypothetical student’s method for finding addition expressions that equal 8 using connecting cubes. Students analyze a sequence of decompositions such as 1 + 7, 2 + 6, and 3 + 5 to identify patterns, such as one addend increasing while the other decreases. Students use these patterns to determine whether additional decompositions are possible and to evaluate the effectiveness of the strategy. During the lesson synthesis, students examine the cubes and expressions and discuss the patterns they notice, reinforcing their ability to evaluate mathematical procedures for accuracy, efficiency, and flexibility.

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

In unit 5, lesson 5, activity 1, “Resta de fichas,” the materials provide embedded educator supports that guide students in using concrete actions to represent subtraction situations. Educators are prompted to use simple language such as quita to connect actions with mathematical meaning. Students act out subtraction scenarios, such as “Tienes 4 fichas. Ahora quita 2 de las fichas,” to determine the remaining amount. Educator prompts such as “¿Qué fichas quedan?” guide students to focus on the result of the action and describe the outcome of the subtraction task.

In unit 6, lesson 11, activity 2, “¿Cuántos para llenar el marco de 10?,” students determine how many counters are needed to complete a ten-frame. The lesson allows students to use multiple approaches, including filling empty spaces with counters, counting empty spaces, or identifying the number needed to make 10. Educator guidance supports discussion of equations that represent the relationship between the counters already in the frame and those needed to make 10. Through repeated experiences composing 10 in different ways, students use increasingly efficient strategies to determine the number needed to complete the ten-frame.

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

In the TX Math Teacher Course Guide K–5, the section “Desarrollando comprensión conceptual y fluidez procedimental” explains that conceptual understanding, procedural fluency, and application are developed simultaneously throughout the materials. It describes that conceptual understanding is built through connections between new representations, mathematical language, and prior learning, while procedural fluency is developed through warm-ups, routines, practice problems, and centers. The guide further explains that students apply both conceptual understanding and procedural fluency to new mathematical problems in real-world and non-real-world contexts, showing how the materials are designed to integrate conceptual and procedural expectations of the TEKS across instruction.

The materials explicitly address the conceptual emphasis by explaining that students understand a ten-frame as two five-frames and connect it to the fingers on two hands. The procedural emphasis is addressed as students represent numbers using five-frames and ten-frames, organize quantities, and begin recognizing amounts in relation to 5 and 10. For example, in grade K, unit 6, lesson 9, the “Narrativa de la lección” states that students create a ten-frame and begin to see numbers 1–9 in relation to 10, while also recognizing quantities in a ten-frame without counting or by counting on from 5.

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 2, lesson 7, activity 1, “Formemos objetos del salón,” students select mathematical tools introduced throughout the unit to create concrete models of classroom objects using manipulatives such as pattern blocks and other math materials. Students then represent their models through drawings and explain how their representations correspond to the real-world objects. By creating concrete models and connecting them to pictorial representations, students represent real-world situations using mathematical representations.

The materials include concrete models, pictorial representations, and abstract representations as students determine one more and one less. Students use cubes or counters, draw or show changes to a quantity, and represent the changes with numbers. For example, in grade K, unit 5, lesson 7, activity 1, “Cuenta y muestra uno más o uno menos,” students use connecting cubes and two-color counters to show a number, add or remove one, and then use drawings or numbers to show what happened. This supports students in moving from concrete counting experiences to pictorial and numerical representations.

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 grade K, unit 2, lesson 5, “Representa nuestras colecciones,” students create and explain concrete and representational models as they count collections of objects and show how they counted. Students use tools such as five-frames, counting mats, egg cartons, and collections of objects to organize and represent quantities. The lesson provides opportunities for students to represent their collections and describe the strategies they used to keep track of the objects while counting. As students share and discuss their representations, they explain their reasoning and how their models show the quantity in the collection.

The materials support students in connecting, creating, defining, and explaining concrete and representational models to abstract numeric concepts through the use of five-frames, ten-frames, counters, and numbers. Students build understanding of 10 as two groups of 5, create ten-frame representations, and explain how the model represents a given number. For example, in unit 6, lesson 9, activity 1, “Conozcamos los marcos de 10,” students cut and paste five-frames to form each number and connect two five-frames to the structure of a ten-frame, helping them represent quantities from 5 to 10 with models and numbers.

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

The materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language development strategies as students explore five-frames and ten-frames. Students use counters, five-frame and ten-frame structures, and discussion prompts to describe how numbers relate to 5 and 10. For example, in grade K, unit 6, lesson 9, activity 1, students cut and arrange five-frames to form numbers while responding to prompts about how two frames of 5 make a ten-frame and how the structure represents quantities. These activities provide opportunities for students to use mathematical language while working with visual representations and concrete materials.

In grade K, unit 7, lesson 12, activity 2, “Escribe problemas narrativos sobre nuestra escuela,” students develop academic mathematical language as they create and communicate story problems based on familiar school experiences. Using the prompt, “Piensa en un problema narrativo que puedas contar sobre nuestra escuela. Puedes registrar tu problema con dibujos, números o palabras,” students represent mathematical situations using drawings, numbers, and words and formulate mathematical questions. Students share and discuss their ideas with a partner, providing opportunities to explain quantities, actions, and relationships within their stories.

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

In unit 4, lesson 7, activity 1, “¿Hay suficientes?,” the materials include embedded educator guidance that scaffolds students’ development and use of academic mathematical vocabulary in context through “Math Language Routine 8: Conversation Supports.” The educator is directed to model and have students repeat the comparison terms más and menos, using precise mathematical language such as “Hay más personas que sillas” and “5 personas es más que 4 sillas.” The embedded prompts, including “¿Hay más sillas o más personas? ¿Cómo lo sabes?” and “¿Hay menos _____ o _____?,” support students in applying comparison vocabulary as they discuss the quantities represented in the images and justify their reasoning.

In grade K, unit 5, lesson 8, educator guidance directs educators to repeatedly read and discuss word problems, keep the text visible for students to revisit, and support recognition of common mathematical words such as muchos, más, cómo, and ahora. The lesson also guides educators to model mathematical language by using and reading expressions such as “4 y 3,” “4 más 3,” “7 menos 2,” and “7 menos 5” while connecting those expressions to the actions in the story. Students represent story situations with connecting cubes and discuss the actions occurring in the stories, connecting mathematical vocabulary to concrete experiences and representations.

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 8, lesson 3, activity 1, “Busca formas para comparar,” students compare shapes using informal mathematical language to describe how the figures are alike and different. The educator uses the “Math Language Routine 8: Apoyos para la conversación” to support mathematical discourse by paraphrasing students’ observations into complete mathematical sentences, such as “_____ y _____ son iguales porque . . .” and “_____ y _____ son diferentes porque . . . ,” and inviting the class to repeat the statements chorally. This embedded guidance provides opportunities for students to hear, refine, and use mathematical language during peer discussions while using sentence frames to support mathematical vocabulary and syntax.

The materials include embedded educator guidance that supports vocabulary, syntax, and discourse through the use of terms such as más, menos, uno más, and uno menos in context. Students hear and use mathematical language with a partner as they read the starting number aloud, decide whether to add or remove one, and explain what changed. The “Math Language Routine 8: Apoyos para la conversación” guidance supports students in listening, clarifying, and using precise language during partner conversations. For example, in grade K, unit 5, lesson 7, activity 1, the educator guidance directs students to work with a partner, read each starting number aloud, listen and clarify while adding or subtracting one, and highlight the vocabulary words más and menos. The materials also provide exemplar responses such as “15 es 1 más que 14,” which guide educators in supporting student responses.

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

The materials integrate the TEKS process standards by engaging students in the use of tools, representations, and mathematical communication to understand quantities in relation to 5 and 10. Students create and use five-frames and ten-frames, discuss what they notice, and explain how the structures represent numbers. Students connect concrete tools, visual representations, and number relationships as they describe their thinking. For example, in grade K, unit 6, lesson 9, activity 1, “Conozcamos los marcos de 10,” students cut and arrange five-frames to form numbers and begin connecting two five-frames to the structure of a ten-frame.

In grade K, unit 7, lesson 12, activity 2, “Escribe problemas narrativos sobre nuestra escuela,” the materials integrate the TEKS process standards by providing opportunities for students to create, represent, and communicate mathematical ideas in a real-world context. Students develop their own word problems based on familiar school experiences and represent them using drawings, numbers, or words. Students share their word problems with a partner and the class, explaining mathematical situations and listening to the ideas of others.

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 TEKS 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, the TX Math Teacher Course Guide K–5, “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. These recurring lesson components describe how process standards are incorporated across lessons throughout the course.

The Guía de recursos para maestros, section “Qué hay en una lección de matemáticas de Kiddom,” describes how the “Calentamiento” phase incorporates and reinforces mathematical processes throughout the course. The guide explains that these routines provide opportunities for students to draw on personal experiences and mathematical knowledge while communicating ideas, asking questions, justifying reasoning, critiquing the reasoning of others, and developing number sense and procedural fluency through mental computation and mathematical reasoning. The guide also describes recurring warm-up routines, including “Represéntalo,” “Conteo grupal,” “Exploración de estimación,” “¿Cuántos ves?,” “Observa y pregúntate,” “Conversación numérica,” “Preguntas sobre nosotros,” “¿Verdadero o falso?,” “¿Qué sabes sobre _____?,” and “¿Cuál no pertenece?,” and explains that these routines are used throughout the curriculum to incorporate problem-solving, reasoning, communication, representation, and mathematical connections across grade levels and units.

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

The materials describe how the TEKS process standards are incorporated and connected throughout the unit as students count, represent, and write numbers from 11 to 20. The guide explains how students use strategies developed with smaller collections and apply those strategies to larger groups, organized images, ten-frames, drawings, and written numbers. The unit progression connects concrete counting experiences to visual representations and written numerical forms. For example, in grade K, unit 3, Guía de planificación a nivel de sección, section B, the narrative explains that students count organized images in lines, sets, circles, and ten-frames to build understanding of numbers 11–19.

In unit 2, Guía de planificación a nivel de sección, the guide describes how the TEKS process standards are incorporated and connected throughout the unit as students develop an understanding of counting and cardinality. In section A, students count collections of up to 10 objects, use tools such as counting mats and five-frames, and develop one-to-one correspondence and cardinality while answering questions about quantities. In section B, students extend these understandings by connecting quantities to spoken number words, counting organized arrangements of images, recognizing that rearranging objects does not change the quantity, and using subitizing when appropriate. In section C, students build on this foundation by writing numerals to represent quantities, counting more complex arrangements such as circular collections, and creating or drawing collections to match a given number. Across the unit, the guide describes how students represent quantities in multiple ways, reason about number relationships, and use structures to support counting strategies.

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

The materials include an overview of the TEKS process standards incorporated into each lesson through the grade K scope and sequence table. The table lists each unit, section, lesson title, the TEKS addressed, ELPS, lesson purpose, and learning objectives, providing educators with a clear lesson-by-lesson reference for how the standards are incorporated into instruction. For example, in grade K, the unit 1 scope and sequence, lessons such as “Exploremos los cubos encajables” identify the TEKS process standards K.1A and K.1D in the TEKS column, demonstrating where the process standards are integrated throughout instruction.

The materials include an overview of the TEKS process standards incorporated into each lesson through the “Abordando” section, which identifies the TEKS addressed for the lesson, including the applicable process standards. The lesson narrative and activities demonstrate how these standards are integrated into instruction through student tasks, representations, and mathematical discussions. For example, in grade K, unit 6, lesson 9, “Conozcamos el marco de 10 casillas,” the “Abordando” section identifies the TEKS addressed, and the lesson engages students in representing quantities with five-frames and ten-frames and explaining how two groups of 5 relate to the structure of 10, supporting the identified process standards through mathematical reasoning and communication.

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

In grade K, unit 8, lesson 4, activity 1, “Búsqueda de formas en el salón,” the materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics by describing, comparing, and classifying shapes based on their attributes. Students make sense of mathematics as they search for classroom objects that match given shapes, sort objects into groups, and explain why each object belongs in a particular group. The task supports perseverance as students determine which attributes are important, compare objects, and revise their thinking when deciding how objects are alike or different rather than simply identifying shape names. Through discussion and justification, students develop an understanding that shapes can be analyzed and classified based on their defining characteristics.

In grade K, unit 7, lesson 11, “¿Dónde están las matemáticas?,” the materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics by investigating questions connected to their school community. During activity 1, “Otra caminata por la escuela,” students generate mathematical questions they want to explore and determine what information they need to answer them. In activity 2, “Responde nuestras preguntas matemáticas,” students create a plan, choose mathematical tools that can help them solve their problem, and represent and communicate their solutions using drawings, numbers, or words. During the activity synthesis, educator prompts such as “¿Hubo algún desafío inesperado que enfrentaste al tratar de responder la pregunta que elegiste?” and “¿Hubo alguna pregunta que no pudiste responder? ¿Por qué no? ¿Qué información o herramienta te ayudaría a responder esa pregunta?” encourage students to reflect on their problem-solving process, persist through challenges, and consider how different strategies and tools can support their mathematical thinking.

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 K, unit 6, lesson 9, “Conozcamos el marco de 10 casillas,” students explore how fingers, five-frames, and ten-frames can represent the same quantity and connect two groups of 5 to the structure of 10. As students compare these representations, they explain what the fingers, frames, and counters represent and justify how each model shows the same number. These experiences help students recognize that mathematical ideas can be represented in different ways and that multiple representations can be used to communicate and solve mathematical tasks.

In grade K, unit 10, lesson 1, “Muéstrame el dinero,” students use hands-on materials and visuals to identify and count coins, organizing pennies, nickels, and dimes on a coin diagram that groups coins by type and the side shown. During class discussions, students explain how different counting strategies can lead to the same total and compare the ways they organized and counted the coins. These opportunities help students understand that there are multiple valid ways to represent quantities, organize information, and solve money-related problems.

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 K, unit 8, lesson 9, “Las formas están por todas partes,” the materials provide opportunities for students to make sense of mathematics through multiple experiences doing, writing about, and discussing mathematics with peers and educators. Students do mathematics by identifying, naming, and describing shapes found in their school environment and creating a drawing or model of a shape they observe. Students write about mathematics by recording their observations through drawings and representations that show the shapes they identify. Students discuss mathematics as they share their work with classmates, respond to questions about their shapes, and use attributes such as sides and corners to describe and explain their thinking.

In unit 3, lesson 15, activity 1, “Clasificación de tarjetas: organiza expresiones y números,” the materials provide opportunities for students to make sense of mathematics through doing, writing about, and discussing mathematical ideas. Students do mathematics by sorting expression and number cards into groups based on matching values and identifying relationships among quantities. Students write about mathematics by recording or organizing their card matches and showing which expressions and numbers belong together. Students discuss mathematics in small groups as they explain why cards match and describe how expressions connect to numbers, such as why 10 + 1 matches 11. During the activity synthesis, students share their classifications and discuss patterns they notice, providing opportunities to communicate their reasoning and deepen their understanding through mathematical discussion with peers and educators.

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 K, unit 8, lesson 18, activity 2, “Responde las preguntas,” the materials support educators in guiding students to share and reflect on their problem-solving approaches through explanations, arguments, and justifications. Students work independently to use a pictograph to answer questions and determine whether questions can be answered using the information provided, then compare their responses with a partner. Educator prompts such as “¿Cómo sabemos que estas preguntas pueden ser respondidas por el gráfico?” and “¿Por qué no se pueden responder estas preguntas con el gráfico?” encourage students to justify their reasoning using evidence from the graph. Students engage in mathematical argumentation as they discuss whether questions are answerable with the available data and defend their thinking during partner and whole-group discussions. Additionally, the synthesis prompt “La próxima vez que responda una pregunta sobre un gráfico de imagen, buscaré . . .” supports reflection by encouraging students to identify strategies and observations that help them interpret graphs and solve problems.

In unit 8, lesson 21, activity 1, “Dibujar gráficos de imagen,” the materials support educators in guiding students to share and reflect on their problem-solving approaches through explanations, comparisons, and justifications. Students create picture graphs to represent data and then exchange graphs with a partner to discuss the clarity and accuracy of their representations. Educator guidance supports students in providing feedback by asking them to identify one aspect their partner did well and one question they still have about the graph, using conversation stems such as “Lo hiciste _____ muy bien en tu gráfico,” “¿Por qué . . . ?,” and “¿Puedes decir más sobre . . . ?” During the “Síntesis de la actividad,” the educator selects student graphs for comparison and asks questions such as “¿Qué tienen en común estos gráficos? ¿Qué es diferente?,” “¿Por qué elegiste ese símbolo?,” and “¿Qué otras características agregaste a tu gráfico para ayudar a que otros lo entiendan?” These supports guide students to explain their representations, justify their design choices, compare approaches, and reflect on how mathematical representations communicate information clearly.

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

In grade K, unit 10, lesson 3, activity 1, “Regalos vs. ingresos,” students explain their reasoning as they determine whether a scenario represents earned income or a gift and share their thinking during class discussions. The lesson anticipates the misconception that students may confuse gifts with income and provides the educator prompt “¿La persona hizo un trabajo para obtener este dinero?” to help students reconsider their reasoning and clarify the difference between receiving a gift and earning income. Additional discussion questions, such as “¿Por qué se considera el dinero un regalo?” and “¿Por qué se considera el dinero un ingreso?,” help educators build on student responses, address misunderstandings, and provide feedback that strengthens students’ understanding through explanation and discussion.

In unit 6, lesson 8, activity 2, “Dátiles para rellenar,” students share multiple solutions, and the guidance directs educators to record student strategies and facilitate discussions about patterns using prompts such as “¿Qué observas? ¿Qué preguntas?” and “¿Hay otras formas en que podemos resolver el problema? ¿Qué te hace pensar eso?” The lesson anticipates that students may question whether combinations such as three dates with cheese and five with almonds are equivalent to five dates with cheese and three with almonds and provides opportunities for students to explain and justify their reasoning within the context of the problem. Educator guidance emphasizes that there can be multiple correct solutions and supports educators in helping students connect different combinations to the same total of eight dates, refining their understanding through discussion and feedback.