Progressions por Alba Math Grado 1

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

The "Descripción y ritmo de la unidad" gives a summary of the student expectations in each unit. This description also lists a range of instructional days for each unit. The "Mapa de unidades del programa" document provides a more detailed scope and sequence for the reader. The "Vistazo" table also serves as a scope and sequence. It outlines the "Destrezas de contenido" section, which contains the TEKS taught in each unit.

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 direct teachers to view the "Descripción general y ritmo de la unidad," which provides a pacing guide. This pacing guide suggests an approximate number of instructional days for each unit. The "Justificación del programa" section of the "Mapa de unidades del programa" provides a pacing of 145 and 210 days of instruction. This document provides an overview of what will be covered in the unit. The "Mapa de unidades del programa" unit descriptions, such as the description for "Suma y resta, parte 1," provide a suggested number of days for the unit (e.g., "22–32 días"). This suggested pacing helps teachers allocate time for instruction.

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 "Mapa de actividades" table for each unit. In Unidad 8: Medición, the table lists extension activities. This resource helps teachers streamline lesson planning by reducing guesswork in assigning enrichment tasks. For example, the extension lesson titled "Objetos de la cada del ratón" extends content for students who are ready. Educators can access the "Apoyo adicional" resource, which includes targeted lessons for additional support. These lessons help teachers more effectively differentiate instruction by selecting lessons and materials for students who need additional practice. For example, in the "Cinco monos traviesos" lesson, students complete a graphic organizer regarding events that occurred yesterday, today, or that will occur tomorrow. Students practice using language that is associated with the passing of time throughout the day. The lesson also helps to fill in students' knowledge gaps that previous assessments or evaluations have highlighted.

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

The materials include a "Lesson Internalization" section to use while planning individual lessons. The materials suggest that this template should be paired with the "Suggested Lesson Component Timing" resource. The materials also include a "Unit Internalization" template for all units. The materials include "Internalization Reflection Questions." Each unit has a series of questions for educators to consider before teaching the unit. These are questions specific to the unit's content and are meant to promote deeper thinking about the content. The teacher refers to the "Unit Overview and Lesson Plans" to help answer these questions. More information regarding these questions can be found using the resources listed in the "References" section of the "Program Overview." The materials include a "Year-at-a-Glance" template for both nine-week and six-week grading periods. The template offers guidance for unit internalization. The materials encourage educators to select the template that best aligns with their district’s instructional calendar.

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

The materials include opportunities for instructional leaders to support teachers. The "Apoyo para la implementación" resource allows leaders and teachers to work together to complete the "Year-at-a-Glance" template, which is customizable to the district's instructional days. The materials include a section that provides guidance for district mathematics leaders, instructional coaches, and teachers on using the "Year-at-a-Glance," "Unit-at-a-Glance," and "Lesson Internalization" templates. The materials also include recommendations for instructional leaders to use "SMART Goals Observation Forms" to observe the teacher and look for evidence to support progress toward their SMART goal.

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.

Unidad 6: Progresión de números hasta el 120 outlines how students use their knowledge of place value to generate and represent numbers up to 120 in different ways. The unit also introduces relational symbols and connections to future learning in grade 2. Unidad 7: Dinero y educación financiera personal guides teachers by explaining that, in grade 1, students will expand their knowledge of money regarding coins and dollars. Previously, in grade K, students learned to identify the penny, nickel, dime, and quarter. In grade 1, students use a cuadrícula along with these coins to explore the relationship between the value of the coins. The materials provide academic vocabulary as well. For example, in Unidad 7, direct instruction includes the following academic vocabulary words: centavos, donaciones benéficas, moneda, diez centavos, dólar, ganar, dinero, necesidad, moneda de cinco centavos, pago, centavo, servicios, habilidad, deseo, and trabajo. The materials instruct teachers to utilize this vocabulary during instruction, along with the students' informal language, to help them better understand and connect with learned experiences throughout the unit. Teachers add this vocabulary to the muro de palabras. They teach the vocabulary along with the concepts in the unit.

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 guide educators to access the "Family Letters" located in the "Cartas a las familias" section of the "Apoyo a las familias" resource. These letters are available in English and Spanish. The "Family Letter" for Unidad 1: Suma y resta, parte 1 includes an activity in English and Spanish. This activity provides story problems focused on reading comprehension, helping students understand the relationship between the numbers in the story problem. The activity instructs families to have their child use crayons to solve the story problems and to watch as their child acts out each story problem. In another example, the "Family Letter" for Unidad 2: Geometría provides activities for families to support student learning, such as shape hunts, creating shapes, and discussing math concepts. The "Family Letter" for Unidad 4: El reloj explains to families that their children are learning to tell time to the nearest hour and half-hour on both analog and digital clocks. The "Math Outside the Classroom" section encourages families to help their children make observations about the faces of analog clocks. The section also encourages families to discuss how the hour and the minute hands work together. The "Activity" section of this letter asks the student to compare clock images.

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).

In Unidad 4: El reloj, the lesson plans include tasks designed to facilitate mastery, such as creating an analog clock, telling time, and playing a memory game. Lesson plans consistently list the required materials. For example, the Unidad 4 lesson plans list "1 juego—Tarjetas el reloj evaluación de unidad" and "Hoja de registro: completa el reloj." The Unidad 8: Medición lesson on measurement lists the following daily objective: "Los estudiantes compararán las longitudes de los objetos y registrarán las comparaciones." In grade 1, the English Language Proficiency Standards (ELPS) are not scored in Spanish math. The "Sorporte adicional" section of the lesson plan also lists the materials needed for the lesson. The materials include questions from the lesson plan to check for understanding of the lesson objective. In this lesson, "mastery" of the objective is measured by students’ use of palitos to explore and measure objects in the classroom. The "Sugerencias" section explains that it is acceptable if the measurements are not exactly correct because the purpose of this particular lesson is to expose students to measuring objects and comparing their lengths. A lesson on collecting data in Unidad 9: Análisis de datos includes the following daily objective: "Los estudiantes recopilarán datos, los organizarán mediante marcas de conteo, crearán una gráfica de barras y analizarán los resultados." The lesson lists Math TEKS 1.8(A), 1.8(B), and 1.8(C). The lesson plan includes a list of materials and questions to check for understanding of lesson objectives. The lesson closure asks students to generate ideas and respond to questions that they will answer using bar graphs. The lesson thus uses a task to promote mastery of the lesson objective. The materials note that the lesson can be expanded to two days and can be enriched by having students create their own pictographs and/or bar graphs.

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 Unidad 4: El reloj, a lesson on fractions lists the following teacher materials to effectively deliver the lesson: "1—Página para recortes pizzas en fracciones"; "2—Página para recortes pizzas en fracciones: cuartos para uso del maestro"; "1—Hoja de papel de póster para uso del maestro, marcadores para uso del maestro, cinta adhesiva de pintor para uso del maestro." The materials list the following student materials: "1—Página para recortes pizzas en fracciones, 1—cuarto por estudiante, 1 par—tijeras por estudiante." The materials suggest that, if time permits, the lesson can be completed on the same day as a lesson titled "Córtala por la mitad fracciones de pizza." The materials do not include a suggested time allocation for each lesson component. In Unidad 4: El reloj, the materials list both the teacher and student materials required for each lesson. In particular, the "Creando el reloj" lesson lists necessary materials such as "tarjetas numéricas: el reloj" and "cinta adhesiva de pintor." The materials also include a lesson overview that lists the teacher and student materials necessary to effectively deliver the lesson. The materials do not list the suggested timing for each lesson component. The "Implementation Support" document for grade 1 provides specific guidance and recommendations for each lesson component's suggested timing.

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 a "Mapa de actividades" table for each unit. For example, in Unidad 8: Medición, the table shows extension activities, which help teachers streamline lesson planning by reducing guesswork in assigning enrichment tasks. The materials provide an extension lesson titled "Objetos de la cada del ratón" to amplify content for students who are ready. The lesson moves from concrete to representational to abstract content. Students design a room, comparing the length of objects with the room's width and height. Students use items in the classroom such as crayons, glue bottles, and pencils to measure using small paper clips, determining if the object will fit in the room they are designing. The extension lesson also provides a writing sentence stem and area for students to write about what they learned. The "Extension" section of the "Mapa de actividades" document provides activities to extend content for students who are ready. The materials include "Apoyo adicional" sections to support students who need help catching up to grade-level standards.

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 "Sentido numerico evaluacion previa de la Unidad 1" pretest includes a class sheet. This sheet tracks what students already know about the unit. Unidad 7: Análisis de datos includes an "Evaluación previa de la unidad" for diagnostic purposes and an "Evaluación de la unidad" for summative assessment. The unit also includes "Boletos de salida" and "Controles de progreso" that collectively represent a variety of assessment types at both the unit and lesson levels. Teachers can access the "Descripción del programa" tab within the digital teacher guide and locate the "Componentes del programa" section. This section notes that the materials include evaluations in each unit that vary in type and complexity levels. In the examples provided, diagnostic assessments occur prior to each unit in order to determine students' prior knowledge and skills, as well as to provide continuous feedback.

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

In the "Program Overview" section of grade 1, the materials describe the intent and purpose of exit tickets, pre-assessments, and unit assessments. In grade 1, Unidad 5: Suma y resta, parte 2, a lesson on using models to solve joining problems provides an exit ticket as a formative assessment. Step 8 of the "Lesson Facilitation" section directs teachers to distribute the "Boleto de salida torre de manzanas, parte 1" and ask students to solve the problem, complete the sentence, and write an equation for each problem. In grade 1, Unidad 6: Números hasta el 120, a lesson on patterns when adding a digit to 20 includes a think-pair-share activity as a formative assessment. The activity asks students what they remember about the number path. This activity allows teachers to observe students' verbal feedback, which helps teachers adjust, identify misconceptions, gauge progress, and guide instructional decisions.

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

The unit pre-assessment for Unidad 4: El reloj includes teacher instructions and guidance to ensure correct assessment administration. The materials provide explicit "Instrucciones para la evaluación" for both student and class progress sheets. These instructions detail how to read questions, allow student response time, and record performance, ensuring consistent assessment administration. The "Resumen de medición" table features a "Días de instrucción sugeridos" section for each lesson. Individual lesson plans offer "Sugerencias" sections for facilitation that guide teachers in monitoring student understanding and addressing misconceptions, thus supporting accurate implementation. In grade 1, the materials include unit pre-assessments to provide insight into students' knowledge and skills. The pre-assessments include an "Instrucciones para la evaluación" section, which lists the steps the teacher will follow.

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

The "Progresión de medición—mapa de contenido de 1er grado" explicitly lists the TEKS that the unit's diagnostic assessments and activities address, ensuring clear alignment. Progress monitoring diagnostic assessments such as the "Fracciones evaluación previa de la unidad" can help identify where students excel or struggle. Such identification allows teachers to adjust teaching strategies accordingly. In Unidad 3, the unit pre-assessment identifies the TEKS covered in the unit in the "Destrezas evaluadas" section. The materials list the TEKS number next to the prompt. Progress monitoring formative assessments (such as the exit ticket titled "¿Más corto o más largo?") provide an understanding of students' progress toward meeting the learning objective. One lesson's objective is for students to compare the lengths of objects and record the comparisons. The lesson includes the following TEKS: K.7(A) and K.7(B).

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

The "Progresión de medición" section of each unit outlines a clear sequence in which students move from identifying measurable attributes to using formal tools and comparing units of different sizes. The materials thus integrate TEKS-aligned tasks with progressively increasing levels of complexity. In grade 1, Unidad 4: El reloj, the materials include a summative unit assessment. For example, in "Pregunta 2: Leer la hoja en un reloj analógico—TEKS 1.7(E)," students must correctly read the time on all tasks. To apply Bloom's taxonomy, the student reads the time shown on the analog clock and analyzes the clock by differentiating between the hour and minute hands. In grade 1, Unidad 5, the materials include a "Suma y resta, parte 2" pre-unit assessment. To respond to Prompt 2, students apply their learned knowledge (counting backward) to solve a problem in a new situation (without counters). This prompt requires using information and skills to solve a problem. By requiring students to verbalize the solution in relation to the context, this prompt relates to the "Understand" and "Apply" levels of complexity.

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

The pre-assessment for grade 1, Unidad 1 states that if students are struggling with Prompt 1, teachers may provide them with opportunities to engage with "Ten-Frame" lessons. These lessons focus on joining problems according to student performance on assessments. Units include both a pre-assessment and post-assessment with corresponding student and class progress-tracking sheets (such as Unidad 7's "Evaluación previa" and "Evaluación de la unidad"). These assessments provide structured tools and guidance for interpreting student performance, as well as help in identifying instructional needs. The assessments thus align with rubric expectations for detailed scoring and interpretation support. The program includes diagnostic, formative, and summative assessments such as unit pre-assessments, exit tickets, and unit assessments. Each includes rubrics and trackers, providing comprehensive guidance for interpreting student performance in alignment with rubric expectations. For example, the grade 1 "Descripción del programa" includes "Evaluaciones previas de la unidad" and "Evaluaciones de unidad." In grade 1, the materials include a "Descripción del programa" tab, in which educators can access the "Evaluaciones de unidades" section to learn about instructional assessments and scoring information. For example, the unit pre-assessment includes prompts that instruct teachers on introducing performance tasks to students. The materials also provide guidance in the form of a scoring rubric with proficiency levels, helping teachers determine the proficiency level of each student based on performance. Unidad 2: Geometría provides teachers with a class tracker for each prompt of the pre-assessment, allowing them to interpret student data through an item analysis that examines student performance on specific skills. One example is the "Geometría - Evaluación previa de la unidad - "Hoja de progreso de la clase Pregunta 1: identificar figuras K.6(A)."

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

Each unit assessment contains a "Responding to Student Performance" section, which presents activities tailored to specific prompts where students may encounter difficulties, offering further practice. For example, in grade 1, Unidad 2: Geometría, Assessment 2, the "Responding to Student Performance" section indicates that students who have difficulty with Prompt 3 should be given opportunities to engage with the lessons "Space Shapes" and "Composing Animals." Teachers are provided with guidance on how to respond to data concerning students who have mastered the assessment content and are ready for an extension. For instance, in the unit assessment for grade 1, Unidad 9: Análisis de datos, the materials recommend that students who demonstrate proficiency with Prompts 1–3 should participate in a "Scaffold-Forward" lesson titled "Vacation Time." Units provide explicit guidance for reteaching based on assessment results by linking specific questions to targeted lessons. Examples of such lessons include "¿Qué hay en mi alcancía?" and "Ganar, gastar y ahorrar" (see the "Evaluación previa" and "Evaluación de la unidad" in Unidad 7). This inclusion demonstrates alignment with rubric expectations for responsive instructional planning. Teachers can reference the "Lecciones y controles de progreso" section of the teacher guide, which is located under the "Descripción del programa" tab. The visual titled "Evaluación previa unidad de suma y resta, parte 1" contains "Instrucciones para el seguimiento de clases," indicating that the tracker (rastreador) can be used to inform small group decisions. The "Respondiendo al desempeño de los estudiantes" suggestions provide suggested activities that teachers can use to fill in any student knowledge gaps.

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 data trackers for the students to monitor their own progress, which include prompts and models for the pre-assessments and end-of-unit tests. For example, the materials provide a student tracker for the "Geometry Assessment" at the end of Unidad 3. In Unidad 7, the "Evaluación previa" and "Evaluación de la unidad" includes a student-facing progress sheet and a teacher-facing class progress tracker. These resources allow both teachers and students to monitor growth over time, fulfilling rubric criteria for dual tracking tools. The program includes student progress sheets and class trackers that allow both teachers and students to monitor progress and growth over time, satisfying rubric expectations for dual tracking tools. For example, see the "Hoja de progreso de los estudiantes" and "Hoja de progreso de la clase" in the "Descripción del programa." In Unidad 4, teachers can access the "Evaluación previa de la unidad—Hoja de progreso de la clase" to monitor student progress, including the growth of individual students and the entire class.

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.

In grade 1, the "Descripción del programa" tab includes the "Progresiones de aprendizaje" section, which explains that the "Soporte adicional" lessons allow teachers to differentiate instruction to meet student needs. The "Soporte adicional" lessons can be used to fill in knowledge gaps that the unit pre-assessments have revealed. Unidad 1 provides scaffolded supports through lessons such as "¿Cuántos pastelitos?," "La mariquita y sus puntos," and "Hablemos del marco de diez," which are explicitly linked to assessment items and offer targeted reteaching opportunities based on student performance. These lessons include concrete manipulatives, visual models, and structured routines (such as think-pair-shares) to support conceptual understanding. Unidad 4 provides scaffolded supports through lessons such as "¡Ayer, hoy y mañana también!" and "Contando el tiempo," which are explicitly linked to pre-assessment results and offer targeted reteaching opportunities. These lessons use visual aids, manipulatives, and structured routines (such as think-pair-shares) to support students' conceptual understanding of time.

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).

In Unidad 4, the "Vocabulario/lenguaje académico" and "Marcos de oraciones para el desarrollo del lenguaje" sections embed academic vocabulary such as reloj análogo, minutero, and y media through word walls, sentence frames (e.g., "El reloj marca las ___ y media. Lo sé porque…"), and contextualized instruction. These sections use real-world tools such as teaching clocks and digital displays. Grade 1, Unidad 5 includes a "Resumen de suma y resta, parte 2" document, which contains a "Vocabulario/lenguaje académico" section. This section highlights how using vocabulary words bridges students' understanding from informal to formal language. Educators are guided to create a muro de palabras (word wall), which contains the vocabulary word, a student-friendly definition, and a picture. Educators add words to the word wall as they are introduced. Grade 1 includes a "Resumen de dinero y educación financiera personal" document, which contains a "Marcos de oración para el desarrollo de lenguaje" section. This section explains that utilizing sentence stems allows students to use "routine language for classroom communication to expand on and internalize vocabulary associated with math concepts."

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.

The materials include a variety of differentiated lessons for students who lack proficiency in the grade-level content area vocabulary. For instance, in grade 1, Unidad 2: Geometría, the "Vocabulario/lenguaje académico" section includes definitions that clarify key vocabulary. For example, the section describes an angle as "a figure formed by two rays or lines that share a common endpoint." The materials enhance learning for students proficient in grade-level content through engaging enrichment activities. For example, in grade 1's "Measurement Assessment," students who excel on Prompts 1 and 2 can participate in a lesson involving playful objects. This lesson features the book If the Shoe Fits (Nonstandard Units of Measurement) and combines writing with essential math concepts. Unidad 1 includes clearly marked extension lessons such as "Pastelitos perdidos (extensión)," "Manzanas en la cabeza: piezas faltantes," and "¿Cuál es mi valor?" These lessons deepen students' conceptual understanding and are recommended for students who demonstrate mastery on formative assessments.

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.

In Unidad 4: El reloj, the lesson "Cuenta alrededor del reloj" provides explicit teacher guidance for modeling how the minute hand moves in five-minute increments and how it relates to the hour hand. The materials thus align with Guidance 3.2a by including structured modeling, teacher-led questioning, and the repeated use of academic vocabulary to explain the concept of elapsed time. The lesson components of Unidad 1: Suma y resta, parte 1 (e.g., "Cuántos pastelitos" and "El carrusel loco"), include explicit teacher prompts such as "Lea un problema a los estudiantes y déles tiempo para construir un modelo y resolverlo." The lesson components also include model-based questioning such as "¿Cómo se relaciona esta ecuación con el cuento?" Such questioning supports teacher modeling and the explanation of mathematical concepts. Unidad 4: El reloj includes a lesson titled "Instrumentos para decir la hora." The lesson supports teachers with prompts that explain the concepts to be learned. For example, the "Facilitación de la lección" section prompts the teacher to use sentence stems such as "Noto que estos relojes son iguales porque . . ." and "Notó que estos relojes son diferentes porque . . ." The section includes sample student responses to the prompts. The sentence stems also support think-alouds to model understanding. In Step 4 of the "Facilitación de la lección" section, the materials guide the teacher in explaining to students the different types of clocks that are used to measure and tell time.

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

In Unidad 1: Suma y resta, parte 1, the materials include teacher guidance for delivering lessons using varied instructional approaches, including direct instruction, hands-on modeling, storytelling, partner games, and collaborative routines such as think-pair-shares. The materials thus incorporate at least two instructional methods and support effective facilitation. In Unidad 4: El reloj, lessons such as "Golpéalo," "Juego de memoria: el reloj," and "Adivinanzas del reloj" incorporate direct instruction, kinesthetic games, partner collaboration, and visual supports. Such lessons satisfy the requirements of Guidance 3.2b by offering teachers guidance on delivering instruction through a variety of developmentally appropriate approaches that support engagement and comprehension. In Unidad 4, the "Creando el reloj" lesson incorporates a think-pair-share routine for students to reflect on and discuss the previous day's lesson. Steps 5 and 6 of the lesson incorporate collaborative learning as an instructional approach, as students work together in pairs to create a clock. Bullet 3 of the "Suggestions" section directs the teacher to avoid helping students while they work on placing each number on the clock in order. This direction allows students to solve problems, ask their peers for assistance, and experience productive struggle.

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.

In Unidad 4: El reloj, lessons such as "Dime la hora" provide guided, independent, and collaborative practice with clear teacher facilitation and structures for whole group, small group, and center-based learning. In grade 1, Unidad 6: Números hasta el 120, a lesson titled "Uno más o menos" includes whole group and individual structures to support lesson implementation. The educator provides guided, collaborative, and independent practice during Steps 1–6 of the lesson's facilitation. The materials also provide center practice, which allows students to apply the concepts they learn. The "Sugerencias" section includes teacher guidance that supports lesson implementation. In grade 1, Unidad 2: Geometría, a lesson titled "Círculos y triángulos" involves small and whole group practice. The materials support guided and collaborative types of practice during the lesson facilitation steps. The "Sugerencias" section of the lesson includes teacher guidance that supports lesson implementation.

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.

In Unidad 1: Sentido numérico, the "Unit Overview" and "Lesson Facilitation" notes provide clear guidance for implementing instruction in bilingual and dual language classrooms, including the use of bilingual read-alouds, vocabulary walls, and sentence stems in both English and Spanish. The materials thus support effective integration into state-approved bilingual/ESL instructional models. The "Program-Level Embedded Supports" and "Multilingual Supports Planning" documents offer clear strategies for implementing instruction in bilingual and dual language settings. The materials include guidance on using read-alouds, anchor charts, and sentence stems in both English and Spanish to support language development and content mastery. The "Additional Suggested Program-Level Supports" section, located within the "Apoyo multilingüe" resource, includes guidance for bilingual and dual language programs. The "Apoyo multilingüe" resource, located within the "Apoyo multilingüe" tab, contains teacher guidance dedicated to addressing implementation. For example, the "Overview" and "Background" sections contain information on promoting bilingualism and biliteracy in dual language programs. The materials provide multilingual supports for each unit.

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 "ELPS Connections" section states that students will engage in shared writing to create anchor charts for the 2D and 3D figures they explore. The materials include embedded supports for developing academic vocabulary and comprehension through oral and written discourse. Such supports include structured sentence frames, vocabulary development routines, cross-linguistic connections (such as cognates), and opportunities for students to explain and justify their thinking using mathematical language. Grade 1, Unidad 2: Geometría includes a lesson on creating figures. The lesson includes small group activities in which students create figures from constellations. The lesson thus offers opportunities for students to collaborate and increase their comprehension through oral and written discourse. Steps 1 and 2 of the lesson include embedded guidance for teachers to build students' background knowledge. Unidad 2: Geometría also includes a lesson titled "Cubos y esferas." Step 3 of the lesson provides guidance on supporting student comprehension. Teachers support students by building their background knowledge on cubos and esferas.

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, the "Apoyo para la implementación" guide contains "Internalization Reflection" questions. Each unit includes a similar series of questions for educators to consider before teaching the unit. More information regarding these questions can be found using the resources listed in the "References" section of the "Program Overview." These questions are specific to each unit's content and are meant to promote deeper thinking about the content. Unidad 8: Medición consistently requires students to analyze the relationship between different units of measurement and how unit size affects quantity. The materials thus encourage students to demonstrate deeper understanding beyond rote memorization.

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, the "Mapa de contenido" section of the "Progresión de medición" outlines a systematic progression from basic identification and attribute comparison. This progression clearly increases the rigor and complexity of the learning objectives. Unidad 3 provides an end-of-unit assessment on fractions. Students separate two-dimensional shapes into two and four equal parts, describing the parts using words. Students also identify examples and non-examples of two-dimensional shapes. The end-of-unit assessment indicates that if students are successful in separating two-dimensional shapes into four equal parts, teachers should utilize the lessons to extend learning. Unidad 2 includes a lesson titled "Clasificación de figuras, parte 1." Students analyze a variety of shapes, utilizing their observation skills to order and classify the shapes.

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

The "Resumen de contenido" section of Unidad 2 describes how students move from classifying objects to creating real-object graphs and pictorial graphs. The materials explicitly connect foundational classification skills to data representation and analysis, thus aligning with rubric expectations for conceptual coherence. The program emphasizes conceptual connections across units through "Learning Progressions" and "Concept Development" sequences (see the "Progresión de aprendizaje" and "Los conceptos matemáticos están entrelazados" sections of the "Descripción del programa"). The program thus aligns with rubric expectations for coherence across mathematical ideas. In grade 1, the "Descripción del programa" tab includes a section titled "Calentamientos diarios." This section explains that the calentamientos diarios (daily energizers) can be used to foster students' creative thinking about the mathematical concepts they have been learning. The energizers can also be used as a method of coherence in reviewing prior concepts. The energizers are designed to promote conversations in which students share ideas and learn from one other. When students see connections between concepts, they are more likely to remember and apply their learning to new situations. In grade 1, the materials guide educators to a "Resumen de dinero y educación financiera personal" content summary section, which explains the unit's big ideas. For example, students learn to identify U.S. coins. Students then use this knowledge to explore ways to make money and understand the difference between goods and services.

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 "Program Overview Unit Map" details how concepts are intertwined. The map treats math concepts in each grade level as connected, which leads to procedural fluency. The unit map introduces concepts that students continue to engage with throughout the year. In Unidad 6, the "Resumen de contenido" section states that students will extend their graphing skills in grade 1 using T-charts and bar graphs. The section references prior knowledge from classification activities, demonstrating vertical alignment in content and language as required by the rubric. The program builds student coherence across grade levels by referencing prior standards in "Soporte adicional" lessons and previewing future content in "Extensión" lessons. At the same time, the program maintains consistent academic vocabulary and models. The program thus satisfies rubric expectations for vertical alignment. In Unidad 6, teachers can reference the "Mapa de contenido" section to understand how content to be learned in future grade levels connects to the content to be learned in the current grade level. For example, Unidad 6 presents the four primary U.S. coins to students. In grade K, students learn to identify the coins. In grade 1, students explore how the coins relate and the value of each coin. Students also learn the purpose of earning income and how to make an income. In grade 1, the materials emphasize explaining how to allocate income among expenses, savings, and donations.

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..

Lessons such as "Hacer centavos con monedas de uno y cinco centavos" and "Cubre 100¢" build on students' prior knowledge of coin identification and counting strategies. These lessons use scaffolding and repeated routines to connect current and prior grade-level concepts and procedures, satisfying rubric expectations for lesson-level coherence. Each lesson includes clear connections to prior knowledge, scaffolded instruction, and opportunities for extension, supported by sentence stems, vocabulary, and process standards (see the "Facilitación de la lección" and "Sugerencias de la lección" sections of the "Descripción del programa"). The materials thus align with rubric expectations for lesson-level coherence. In grade 1, Unidad 2: Geometría, the "Resumen de contenido" section describes how students extend their current knowledge of 2D shapes to identify, order, and classify solid 3D shapes. Grade 1, Unidad 2 includes a lesson titled "Bolsas misteriosas." In this lesson, students identify a mystery shape and explain their reasoning. Students must utilize their prior knowledge of concepts regarding 2D and 3D shapes, use observations to communicate with their partner, and record what the mystery shape is. Teachers promote connections by asking, "What helped you decide what shape was inside the bag?"

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

Unidad 7 incorporates daily warm-ups, spiral review through prior unit centers, and culminating activities such as games (e.g., "Carrera a 100¢" and "Juego de dinero"). The materials thus provide repeated exposure to previously learned skills and concepts across lessons and units, as required by the rubric. The program incorporates daily energizers, interleaved practice, and centers that revisit previously learned concepts across units (see the "Energizadores matemáticos diarios" and "Práctica sugeridas en espiral e intercaladas" sections of the "Descripción del programa"). The program thus provides robust spaced retrieval opportunities in alignment with rubric expectations. Grade 1, Unidad 2: Geometría includes a "Resumen de geometría" document. The "Oportunidades de práctica en espiral e intercalada" section explains that the calentamientos diarios (daily energizers) offer constant opportunities for review and spaced retrieval (recuperación espaciada) during the program. Grade 1, Unidad 4: El reloj includes a "Resumen de el reloj" document. The "Oportunidades de práctica en espiral e intercalada" section explains that the calentamientos diarios (daily energizers) offer constant opportunities for review and spaced retrieval (recuperación espaciada) during the program.

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

The unit includes interleaved practice through activities such as "Adivina la moneda" and "Dinero o ruina." These activities require students to apply multiple coin values and financial concepts in varied contexts, aligning with rubric expectations for interleaved practice across lessons and units. The program includes interleaved practice through fluency-building activities, centers, and mixed-content tasks such as "Actividades de desarrollo de fluidez" and "Evaluaciones de progreso" (see the "Objetivos para la fluidez" and "Centros" sections of the "Descripción del programa"). The program thus aligns with rubric expectations for interleaved practice across lessons and units. In grade 1, the "Descripción del programa" tab includes a "Componentes del programa" document, which explains the formative assessments used to monitor student learning. The formative assessments include interleaved practice (práctica intercalada) opportunities to engage with concepts.

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

In Unidad 1, students interpret and analyze models such as ten-frames, rekenreks, and Cuisenaire rods to understand part-part-whole relationships and operations within 20. Lessons such as "Diez luciérnagas" and "Vaso de 20 contadores" require students to evaluate how different combinations represent the same total. In Unidad 4, students interpret and analyze both analog and digital clocks, comparing how each represents time. Lessons such as "Cuenta alrededor del reloj" and "Dime la hora" require students to evaluate the relationship between the hour and minute hands and how they correspond to digital time. Grade 1, Unidad 7 includes a lesson on financial literacy in which students must justify their thinking between "needs" and "wants" (necesidades and deseos). The guiding questions require students to interpret what needs and wants are and analyze examples. Students determine whether the things they want are things they really need. Students are tasked with classifying objects on a T-chart, evaluating whether something is missing from the list or needs to be added.

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

In Unidad 1, students consistently create models using manipulatives and drawings to represent addition and subtraction scenarios. For example, in the "Pingüinos divertidos" and "Hornear y comer pastelitos" activities, students build and explain models that reflect the structure of a problem. In Unidad 4, students create models using teaching clocks, drawn clock faces, and digital time boards to represent time to the hour and half-hour. In the "Creando el reloj" activity, students physically construct a clock and justify their number placement, reinforcing spatial and numerical reasoning. Grade 1, Unidad 1 includes a lesson on counting. In this lesson, students count objects and share ideas in order to organize objects into groups. The "Suggestions" section of the "Contando colecciones" lesson encourages students to create mathematical drawings on a recording sheet.

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

Grade 1, Unidad 8: Medición includes a "¿Cuánto mide?" lesson. Students learn to measure objects using nonstandard units, such as craft sticks. They practice measuring by placing the units on top of one other without leaving any gaps. Students determine that the unit of measurement must be smaller than the object. They then apply this knowledge to measure classroom objects using paper clips. Unidad 1 includes tasks that require students to apply their understanding to novel contexts, such as "Más problemas de pastelitos" and "El carrusel loco, parte 2." In these tasks, students use flexible strategies to solve problems with unknown variables or parts. Unidad 4 includes tasks such as "Listos para el timbre" and "Más cercano a _____," which ask students to apply their understanding of time approximation to real-life scenarios. These tasks require students to round time and explain their reasoning, demonstrating a transfer of learning. The materials provide an "Investigation" section within the "Descripción del programa" tab in the teacher guide. The "Exploración de conceptos y lucha productiva" section states the following: "La lucha productiva significa permitir que los estudiantes luchen con una tarea o pregunta dentro de su alcance cognitivo para desarrollar su capacidad de resolución de problemas." Unit questions and tasks allow students to develop flexible thinking and target critical thinking skills in order to apply these skills to new situations.

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

In grade 1, the materials provide daily exercises to build student fluency and automaticity. The "Grade 1 Program Overview" outlines fluency targets for each unit and includes an "End-of-Year Fluency Assessment." Lessons marked with a large "F" serve as workstations throughout the year. Students focus on place value, addition and subtraction, identifying two- and three-dimensional figures, and constructing two-dimensional shapes. The "Overview" section of Unidad 2: Geometría features dynamic spiral and interleaved practice opportunities. This section prompts students to learn geometry effectively and helps reinforce key concepts. These methods make the learning process engaging and help students remember what they have learned, thus allowing them to explore and understand geometry in a fun, effective way. In grade 1, Week 2, a daily energizer includes a task in which students count aloud by tens, stopping at 100. In Week 3, students count aloud while the teacher writes the numbers on the board. In Week 5, students count aloud by tens, beginning with 50 and ending at 120. The process of counting aloud while the teacher writes the corresponding numbers on the board helps students build fluency in counting. This process helps students develop critical thinking skills to solve more complex mathematical tasks.

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.

Week 16 of the Grade 1 Facilitation Guide for Daily Energizers includes an activity titled "Puzzling Problems," in which students share problem-solving strategies. Students visualize the activity's scenario or count from 11 to understand that five more cones make 16. This process connects the equation "11 + ___ = 16" to real life. The activity features an image of 16 cones, enhancing students' learning experience and fostering their creativity in math. In Unidad 4: El reloj, lessons such as "Dime la hora" and "Cuenta alrededor del reloj" prompt students to apply accurate and flexible strategies for reading and writing time in both analog and digital formats. The materials thus satisfy Guidance 5.2b by encouraging students to use efficient procedures and justify their reasoning with academic language. Grade 1, Unidad 6: Números hasta 120 includes a lesson titled "¿Cuántos miras?" The lesson includes opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures. For example, the materials prompt students to use efficient strategies to count objects on each page. Questions such as "¿Cuál les pareció más fácil de contar?" help students identify methods that reduce their cognitive load while maintaining accuracy. Grade 1, Unidad 6: Números hasta 120 also includes a lesson titled "Agitar y comparar." The lesson includes opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures. For example, the materials prompt students to use efficient strategies to compare amounts. The lesson also includes questions such as the following: "Qué otras herramientas o estrategias podrían ayudarnos a comparar estas cantidades?"

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.

Unidad 5: Suma y resta, parte 2 includes a lesson titled "Line Up Cows," which allows students to collaborate in pairs. Students use a set of cow cards as their main resource. They actively participate in a think-share-pair routine to determine the number of black and tan cows a cowgirl possesses. By utilizing the necessary tools with their partners, students work to solve the problem and share their solution strategies with others. In Unidad 4: El reloj, the lesson "Listos para el timbre" requires students to approximate time and reflect on elapsed time intervals. The lesson prompts students to evaluate and justify their time estimates using both analog and digital representations. In grade 1, the "Descripción del programa" tab includes a "Colaboración y conversación de los estudiantes" section, which explains that students have opportunities to converse about mathematical ideas during lessons. Such collaboration and communication enhances students' knowledge and understanding, allowing them to learn from one other. This process strengthens students' flexible thinking and their ability to creatively solve problems. Students learn that there is more than one way to approach problems.

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

The teacher notes and "Sugerencias" sections of Unidad 1: Sumas y restas, parte 1 include supports such as strategy comparisons, efficiency-focused questioning (e.g., "¿Cómo es más eficiente contar desde el número más grande?"), and scaffolding suggestions to guide students toward more efficient approaches. These supports showcase embedded teacher guidance. In Unidad 4: El reloj, teacher prompts in lessons such as "Presentamos el minutero" and "Cuenta alrededor del reloj" guide students to recognize the relationship between the hour and minute hands of clocks. Such prompts embed supports that help students develop increasingly efficient strategies for telling time. The materials in Unidad 8: Medición include embedded supports for the teacher. Students measure objects using color tiles and explain how they used the tiles to measure each object. Supports guide students towards an efficient approach for measuring the length of objects. The materials provide supports in the "Sugerencias" section of the lesson.

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

Unidad 1: Suma y resta, parte 1 includes a lesson titled "Hornear y comer pastelitos, parte 1." This lesson explicitly balances conceptual understanding and procedural fluency by guiding students to model addition and subtraction within 20 using double ten-frames and counters. The lesson also prompts students to write and explain equations such as "17 – 5 = 12." The materials thus address both the "why" and the "how" of mathematical operations in alignment with the TEKS. Unit overviews consistently include visual models such as rekenreks, ten-frames, and shape cutouts, embedding tasks that require students to engage with multiple representations. The materials include "Desarollo del concepto" sections that are numbered according to the suggested teaching order. The activity order enables students to progress through the content in a sequence based on inquiry/investigation. This order allows students to develop conceptual understanding.

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.

Lesson materials include concrete objects, visual representations, and written expressions to illustrate concepts. For example, Unidad 3: Fracciones includes a lesson titled "Cuartos: Compartir un pastel." In this lesson, students use paper to create a pie, which they cut into four equal pieces. While the teacher shows several unrelated examples on a reference chart, students explore at least two different ways to cut the pie into fourths. Unidad 1: Suma y resta, parte 1 includes a lesson titled "La mariquita y sus puntos." This lesson requires students to use concrete manipulatives (bingo chips), pictorial models (ladybug wings), and abstract number sentences to compose and decompose numbers up to 10. This lesson illustrates a clear progression from concrete to pictorial to abstract representations as required by the TEKS. In the "Apoyo para la implementacion," section, the lesson internalization guidance directs teachers to analyze how lessons address both mathematical and language standards, including how students interact with materials and vocabulary. Unit-specific prompts such as "Pájaros en línea, parte 3" ask teachers to consider how tools such as rekenreks support students' understanding of comparison problems that require students to translate between visual, symbolic, and verbal 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.

Unidad 1: Suma y resta, parte 1 includes a lesson titled "Vaso de 20 contadores," which supports students in connecting, creating, and explaining concrete and representational models to abstract concepts. The lesson requires students to shake and spill two-color counters, record combinations on a double ten-frame, and write equations such as "20 = 14 + 6." Teacher prompts guide students to explain how their models represent the total. In a lesson on measuring by height in Unidad 8: Medición, students create a model of a skyscraper using blocks. Students are challenged to build the "tallest" skyscraper. Students work in small groups or pairs and, while building, explain their thinking using the following sentence stem: "Este rascacielos es _______ que mi rascacielos porque..." Bullet 1 in the "Suggestions" section states that "students make connections with the story." They compare their skyscrapers with other students' constructions before the structures fall. In Unidad 2: Geometría, a lesson requires students to create shapes, explain how they made them, and provide their reasoning. Students make connections between a square and a rectangle, as a "square is a special kind of rectangle."

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

The materials are designed to effectively develop mathematical vocabulary by establishing a clear need for language through carefully crafted tasks, visual aids, and manipulatives. These resources provide students with opportunities to read and hear new words in context, enabling them to use terms confidently in their oral communication. For instance, Unidad 2: Geometría features the lesson "Regular or Irregular?" In this lesson, teachers distribute a set of two-dimensional shape cutouts to each group of students, prompting them to engage in a think-pair-share routine to discuss the similarities and differences between the shapes. Teachers introduce the term regular polygons and actively encourage students to describe these shapes, highlighting what sets them apart. The "Lesson Suggestions" section instructs teachers to use the term pentagon when referring to that specific shape, although students are not required to master this term at this stage. According to the materials, mastery of polygon and non-polygon will occur in grade 1. Additionally, the materials mandate that teachers create a reference diagram during this lesson. To do so, they divide a sheet of paper in half, labeling one side "Regular Polygons" and the other side "Irregular Polygons." Teachers then draw examples of each and record students' ideas on the corresponding side. The "Apoyo para la implementación" document supports the development of academic mathematical language by embedding manipulatives, models, vocabulary, and visual tools such as anchor charts and lesson-specific materials across all unit overviews. In the "Unit Overview" section of Unidad 1: Suma y resta, parte 1, the materials provide visuals (e.g., ten-frames, rekenreks), manipulatives (e.g., counters, linking cubes), and language development strategies such as sentence frames and word walls to support students in developing academic mathematical language.

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

The "Apoyo para la implementación" document includes embedded teacher guidance through unit internalization templates and lesson planning prompts. These templates and prompts scaffold vocabulary development in context using prior knowledge, misconceptions, and instructional implications. Unidad 1: Suma y resta, parte 1 includes the lesson "¿Cuántos pastelitos?" This lesson guides the teacher to model vocabulary such as sumar, restar, and igual using manipulatives and oral language routines. The lesson also prompts students to explain their thinking with sentence stems. The materials thus include embedded support for vocabulary use in context. In a lesson on time in Unidad 4: El reloj, the lesson facilitation steps guide teachers to support students as they learn the academic vocabulary words ayer, hoy, and mañana. For example, the tarjetas de vocabulario (cards) contain the English word, the Spanish word, and a visual.

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.

The materials provide teachers with various types of questions designed to stimulate student discussion through partner and group activities. Unidad 7: Dinero y educación financiera personal includes a lesson titled "Ingresos, gastos, y ahorros." Steps 1 and 2 of the "Lesson Facilitation" section present a set of questions for students to answer after hearing two stories read aloud. Students use textual evidence to support their answers. In Unidad 4: El reloj, teachers can access a lesson titled "Instrumentos para decir la hora." To support language, the lesson guides the teacher to engage students in think-pair-share routines. Teachers provide students with the sentence stems "Noto que estos relojes son iguales porque..." and "Noto que estos relojes son diferentes porque..." Teachers then explain to students the different types of clocks and how they are used to measure time, emphasizing the vocabulary word reloj. In Unidad 4: El reloj, teachers can also access a lesson titled "Creando el reloj." Students participate in a think-pair-share routine that is rich in language and vocabulary. To support students, the teacher models guiding questions and tasks. Students complete the sentence stem "Estoy de acuerdo en que ____ pertenece allí en la esfera del reloj porque..." or "No estoy acuerdo en que _____ pertenece allí en la esfera del reloj porque..."

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

The "Apoyo para la implementación" document integrates TEKS process standards by aligning lesson internalization, vocabulary, and student expectations to mathematical reasoning, communication, and problem-solving across all units. The "Overview" section of Unidad 1: Suma y resta, parte 1 integrates TEKS process standards by embedding problem-solving models that require students to analyze, plan, solve, and justify their reasoning using real-world contexts, such as using cupcakes and penguins. Unidad 6: Números hasta el 120 includes a "Conexiones destrezas de proceso" section, which states that students have the opportunity to select tools to solve problems. Students also utilize a resolution model for solving problems. They count collections of objects and compare their process with peers. Students use multiple materials and models to represent numbers up to 120. They make connections between models in order to generalize that numbers are composed of ones and tens. For example, 98 is composed of nine tens and eight ones. The "Resumen de geometría" in Unidad 2 includes a "Conexiones de destrezas en proceso" section, which states that students will use a model for solving problems to determine how to classify and order 2D and 3D figures. Students analyze relationships to make connections between (and generalizations about) shapes. The teacher and students participate in shared writing to show, explain, and justify their mathematical ideas.

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

Unidad 9: Análisis de datos includes a "Read All About It" lesson. The lesson includes the TEKS math standards at the top of the page. The "Lesson Facilitation" section guides the teacher on lesson delivery in accordance with these standards. The "Apoyo para la Implementación" document describes how TEKS process standards are incorporated and connected throughout the course. The document uses "Year-at-a-Glance" and "Unit-at-a-Glance" templates that align pacing, vocabulary, and instructional focus. Unidad 3: Fracciones describes how TEKS process standards are connected across lessons. The materials ensure such connections through the consistent use of manipulatives, sentence frames, and structured routines (such as think-pair-shares) that support reasoning and communication throughout the course. Unidad 6: Números hasta el 120 includes a section titled "Conexiones destrezas de proceso." This section states that students have the opportunity to select tools to solve problems. Students utilize a resolution model for solving problems to count collections of objects and compare their process with peers. Students use multiple materials and models to represent numbers up to 120. They make connections between models in order to generalize that numbers are composed of ones (unidades) and tens (decenas). For example, 98 is composed of nine tens and eight ones.

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

The "Descripción del programa" document includes a "Mapa de la unidad destrezas de proceso." This resource describes how TEKS process standards are incorporated and connected through vocabulary, manipulatives, and student expectations for every unit in the program. The "Unit Overview" documents and "Internalization" sections are unit-specific and describe how TEKS process standards are incorporated and connected through vocabulary, manipulatives, and student expectations. For example, Unidad 5: Suma y resta, parte 2 includes lessons labeled with an "F" or "W." The materials state that the "F" label indicates a lesson that works toward grade-level fluency goals. These are activities that should be repeated until the student demonstrates fluency. The "W" label indicates a lesson that can be converted into a center, allowing for spiral review and practice throughout the year. The materials thus incorporate and connect process standards throughout the units. Unidad 2's "Resumen de geometría" includes a section titled "Conexiones de destrezas en proceso." This section states that students will utilize a model for solving problems to determine how to classify and order 2D and 3D figures. Students analyze relationships to make connections between (and generalizations about) shapes. The teacher and students participate in shared writing to show, explain, and justify their mathematical ideas.

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

The "Apoyo para la implementación" document offers comprehensive guidance for lesson-level internalization. This document unpacks the TEKS and ELPS, identifies key vocabulary, and provides strategic planning for student engagement. Additionally, the document ensures the integration of process standards into each lesson. Each lesson in Unidad 1: Suma y resta, parte 1 includes an overview of the TEKS process standards. The lessons identify the mathematical focus, language objectives, and expected student actions (such as composing numbers and explaining strategies). Unidad 4: El reloj includes a lesson titled "Dime la hora," which exhibits how the TEKS process standards are incorporated in the lesson. For example, the lesson requires students to learn how to read and write the times shown on both an analog and a digital clock, thus incorporating the TEKS process standards.

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

The materials include effective sentence stems that empower students to justify various approaches to problem solving. In the Unidad 3 lesson on fractions titled "Fraction Sort, Part 2," students confidently categorize various fraction models into three distinct groups: halves, fourths, and non-examples. After sharing their insights and reasoning, students document their findings on a recording sheet. The following sentence stems help students articulate their conclusions: "Card ___ represents ___. I know this because..."; "Card ___ does not represent halves or fourths. I know this because…" These open-ended sentence stems encourage students to express their reasoning for classifying fraction models as halves, fourths, or non-examples, showcasing their mathematical thinking in various ways and offering students the tools to persevere through problem solving. The "Apoyo para la implementación" document provides opportunities for students to think mathematically. The document enables students to make sense of math through structured lesson routines, manipulatives, and reflection questions that promote perseverance and conceptual understanding. Unidad 1: Suma y resta, parte 1 includes a lesson titled "Más problemas de pastelitos." The lesson prompts students to solve multistep problems with unknown variables. Students use manipulatives and models to make sense of the math and persevere using different solution paths. The Unidad 1 lesson "Subitización rápida" provides opportunities for students to explain their strategies for determining totals. The teacher models a think-aloud on how to determine a total by counting on from a known amount, allowing students to make sense of mathematics. The "Sugerencias" section directs teachers to challenge students to identify different quantities.

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.

The "Practica intercalada" section at the end of each unit challenges students to explore and articulate the multiple ways of approaching a problem. For example, in Unidad 5: Suma y resta, parte 2, students solve three word problems using ten-frames or by drawing. One of these problems asks: "Había 13 estudiantes en el carrusel. Luego se unieron 5 estudiantes más. ¿Cuántos estudiantes hay en el carrusel ahora?" This exercise allows students to apply the thinking strategies that they learned throughout the unit, reinforcing their understanding and problem-solving skills. The "Apoyo para la implementación" document supports students in understanding and justifying multiple representations and solutions by embedding lesson prompts, manipulatives, and student discourse strategies across units. Unidad 1 includes a lesson titled "Vaso de contadores." The materials ask students to compose and decompose numbers up to ten using concrete objects. As students count the number of yellow counters and red counters, they must determine how to represent the amount on the recording sheet and complete the expression. The lesson asks students to explain their model verbally. Students utilize a think-pair-share routine to demonstrate how to record their results. Grade 1, Unidad 1 includes a lesson titled "El carrusel loco, parte 1." The lesson requires students to represent joining and separating problems using combinations of ten. Students use words to describe the resolution process and work to solve each problem. There are multiple ways to represent joining and separating. Students explain that six students were on the carousel, four more got on, and now there are ten students on the carousel. Students analyze how the number sentence connects to the oral explanation. The teacher supports students by asking them guiding questions on how the different problem-solving examples compare to one another.

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.

Unidad 4 includes a lesson titled "Clock Count Around." In the lesson, students learn to tell time to the nearest hour and half-hour using a geared analog clock. They observe the relationship between the minute and hour hands while participating in a think-pair-share activity to express their thoughts on time. This lesson is an excellent opportunity for exploration, observation, and hands-on practice with analog clocks. To conclude the lesson, the class engages in a reflective debriefing session in which students share their insights, and the teacher captures their ideas on a chart. This lesson offers opportunities for students to do, write about, and discuss math with peers and teachers. The "Apoyo para la implementación" document requires students to do, write about, and discuss math through lesson facilitation routines, sentence stems, and small group instruction, promoting active engagement and mathematical communication. Unidad 3: Fracciones includes a lesson titled "Córtalo por la mitad: fracciones de pizza." In the lesson, students discuss math with peers and teachers, answering questions such as "¿Cómo es tu modelo parecido al malvavisco?" and "Si estuvieras compartiendo tu pizza con un amigo, ¿te parecería bien recibir cualquiera de las dos piezas? ¿Por qué o por qué no?" Students participate in a think-pair-share routine to answer the question "¿Cómo podría crear mitades que no sean ejemplos?" Students write about math as they contribute to making a "Mitades" poster. Unidad 3 also includes a lesson titled "Córtalo en cuartos: fracciones de pizza." In the lesson, students divide circles into fourths and describe their parts using words. Students participate in a think-pair-share routine on the previous lesson about cutting a pizza in half. The lesson asks students to predict how a pizza would be cut into fourths. Students then discuss possible solutions with peers. Finally, students write about math with peers and the teacher as they create a "Cuartos" poster.

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

Unidad 3: Fracciones includes the lesson "Candy Straws." This lesson prompts the teacher to ask students questions that require them to approach fractions using Cuisenaire rods. The teacher walks around the room and listens to student conversations. Teachers remind students to use correct academic vocabulary and justify their answers. Unidad 6 includes the lesson "El número más grande," which provides valuable guidance for teachers in the "Lesson Suggestions" section. If students find the symbols challenging, the materials encourage them to visualize the numbers by drawing two dots next to the largest number and one dot next to the smallest number. By connecting these dots, students can clearly see the relationship between the numbers, making the concept more accessible and engaging. This hands-on approach supports student comprehension and fosters a deeper understanding of numerical value. Unidad 1: Suma y resta, parte 1 includes the lesson "¿Cuántos pastelitos?" This lesson includes teacher guidance to address common misconceptions, such as the belief that subtraction always means "taking away." The lesson encourages students to focus on the context of the problem and use manipulatives to model part-part-whole relationships. The lesson thus enables targeted feedback that clarifies conceptual misunderstandings. The materials offer guidance to support teachers in providing feedback based on student responses and anticipated misconceptions. Unidad 7's "Resumen de dinero y educación financiera personal" includes a section titled "Conceptos erróneos comunes." This section guides the teacher on anticipated student misconceptions regarding money. For example, students may confuse the twenty-five-cent coin and the five-cent coin since they look similar. They may also associate the size of the coin with its value. Unit lessons offer guidance on providing feedback based on student responses.

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

Unidad 3: Fracciones includes a lesson titled "Fraction Bump." In this lesson, students sort examples and non-examples of fourths and halves. They then explain why each image represents a fourth, a half, or neither. The materials offer guidance on feedback educators should give students based on their responses. The lesson titled "Halves: Sharing a Cake" also offers an example of explanatory feedback based on student responses. This lesson requires students to partition paper into halves and describe the parts of the paper. The lesson offers guidance to teachers on the feedback they should give students, which depends on whether halves are represented. In the Unidad 2: Geometría lesson "Figuras de cuerda," students create shapes using a loop of string. They then explain their construction process and the reasoning behind it. The materials provide instructions that guide students on making a circle with their loops of string. Teachers observe student discussions and note comments that circles should be perfectamente redondo or no aplastado en absoluto. Teachers encourage students to share the steps they used to form their shapes and explain why their methods worked. The class continues this activity with other shapes, fostering dialogue and understanding. Unidad 1: Suma y resta, parte 1 includes a lesson titled "Más problemas de pastelitos." In this lesson, students explain how they solved problems involving unknown parts using sentence frames such as "¿Dónde ves el '12' en cada modelo?" and "¿Qué modelo es más fácil de visualizar en tu cabeza?" Such sentence frames support students' reflections and justifications of strategies through verbal and pictorial representations. A Unidad 5 lesson titled "El carrusel loco, parte 3" demonstrates that the materials support teachers in guiding students to share and reflect on explanations, arguments, and justifications. In the lesson, students describe the process of solving join-change-unknown problems. Students explain how a current math problem relates to the math problem in the lesson's story. Students participate in a think-pair-share routine by modeling a story problem and justifying unknown information (the number of students who started on the carousel). The materials support teachers in guiding students to share and reflect on their problem-solving approaches. For example, students participate in a think-pair-share routine to reflect on a prior lesson. Students explain how they solved the problem. Students then compare three different story problems to justify missing information.