Factual Errors Report
Mathematics (English)
Publisher: Accelerate Learning Inc.
Spanish Math, Grade 1 (IMRA25)
Program: STEMscopes Texas Math - Grade 1 Spanish
Component: N/A (ISBN: N/A)
"cesta de basura"
should be
"cesto de basura"
Grade 1 > Explain> Vocabulary Strategies - Trashketball> Ver en español >
Vocabulary Strategies - Básquetbol en la cesta de basura, throughout the page.
Thank you for catching that for us! We changed all instances of "la cesta" to "el cesto". Please see the following file: MATH_K-2_LaunchintoSTEMscopesMath_EXPLAIN_VocabularyStrategies_Trashketball_Markdown_SPA.pdf
"una hilo" should be "un hilo"
Preparacion, 1st bullet.
Thank you for catching that for us! We changed "una" to un" under Preparacion, 1st bullet. Please see the following file: MATH_1_DailyNumeracy_BlankNumberLine_Markdown_SPA.pdf
In the Slideshow (Spanish), slide 21 is in English. There are words in English "50 is less than 93". This should be in Spanish.
Grade 1 > Daily Numeracy: First Grade > Activities >
Daily Numeracy - Not Like the Others > Ver en español >
Daily Numeracy - No como los otros > Print Files > Slideshow (Spanish)
Thank you for catching that for us! We changed "is less than" to "es menor que" on Slide 21. Please see the following file: MATH_1_DailyNumeracy_NotLiketheOthers_Slideshow_SPA.pdf
"…el duct tape sobre una cartulina laminada."
duct tape needs to be translated.
Grade 1 > Daily Numeracy: First Grade > Activities > Daily Numeracy - Blank Number Line > Ver en español > Daily Numeracy - Recta numérica en blanco
Thank you for catching that for us! We changed that section of the 1st bullet to "la cinta adhesiva industrial". Please see the following file: MATH_1_DailyNumeracy_BlankNumberLine_Markdown_SPA.pdf
“el grupo de estaciones puede continuar el juego…”
should be
“el grupo en la estación puede continuar el juego…”
Grade 1 > Daily Numeracy: First Grade > Sums within 5 > Fact Fluency - Game 1 > Ver en español >
Fact Fluency - Juego 1, Instrucciones de la estacion.
Thank you for catching that for us! We changed “El grupo de estaciones puede continuar el juego…” to “El grupo en la estación puede continuar el juego…” under Instrucciones de las estaciones #3, 6, and 8. Please see the following file: MATH_2_FACTFLUENCY_Sumswithin5_Game1_Markdown_SPA.pdf
"dibuje los términos de vocabulario" Error: No se pueden dibujar términos abstractos directamente.
Corrección:
"dibuje representaciones de los términos de vocabulario"
Grade 1 > Launch Into Grade 1> Explain>
Vocabulary Strategies - What Am I?> Ver en español > Vocabulary Strategies - ¿Qué soy?, Preparacion, 2nd bullet.
Thank you for catching that for us! We changed "dibuje los términos de vocabulario" to "dibuje representaciones de los términos de vocabulario" under Preparacion. Please see the following file: MATH_K-2_LaunchintoSTEMscopesMath_EXPLAIN_VocabularyStrategies_WhatAmI_Markdown_SPA.pdf
Redondeo del reloj
should be
Ronda del reloj or Revisión de relojes
"Redondeo" in Spanish refers to rounding (like rounding numbers), which is not the intended meaning in this context. The phrase in this context refers to "reviewing" or "checking" clocks around the house.
Time >Acceleration >choice board> Print Files > Choice Board (Spanish), Card 1.
Thank you for catching that for us! We changed "Redondeo del reloj" to "Revisión de relojes" in the 1st column, 1st card. Please see the following file: TXMR_1_Time_ACCELERATION_ChoiceBoard_SPA.pdf
“triangulo” should be “triángulo”
and
“circulo” should be “círculo”
Two-Dimensional Shapes > Explore > Explore 4 - Create 2-D Shapes > Ver en español > Explore 4 - Crear figuras, Math Chat, 5th question, answer.
Thank you for catching that for us! We added accents to "Triángulo y círculo" in the sample answer for Question 5 in the Math Chat. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE4_Create2DShapes_Markdown_SPA.pdf
"Marco doble diez"
Missing : "de"
Add and Subtract Within 20 > Intervention >
Supplemental Aids - Frames > Ver en espanol >
Supplemental Aids - Frames (Spanish) > Print Files > Double Ten Frame (Spanish)
Thank you for catching that for us! We changed "Marco doble diez" to "Marco de doble diez" on the Double Ten Frame Supplemental Aid. Please see the following file: Math_Frame_DoubleTen_SupplementalAids_SPA.pdf
"Hay 2 patosflotandoen el estanque."
Error: sin espacio entre las palabras
Add and Subtract Within 10 > Evaluate > Technology-Enhanced Questions> Ver en espanol > Technology-Enhanced Questions (Spanish) > Question 3
Thank you for catching that for us! We changed the first sentence to read "Hay 2 patos flotando en el estanque." for Question #3. Please see the following file: G01_R18_Add and Subtract Within 10-Spanish.docx.pdf
“marco doble del diez”
should be
“marco doble de diez”
Fact Fluency: Addition and Subtraction > Minus 0, 1, 2 > Fact Fluency - Mini-Lesson > Ver en espanol > Fact Fluency - Minilección, Procedure and Facilitation Points, 1c.
Thank you for catching that for us! We changed all instances of “marco doble del diez” to “marco doble de diez”. Please see the following file: MATH_2_FACTFLUENCY_Minus012_MiniLesson_Markdown_SPA.pdf
“2 bolsa resellables”
Corrección: 2 bolsas resellables
Compose and Decompose Numbers to 120 > Intervention > Small-Group Intervention > Ver en espanol > Small-Group Intervention (spanish), Materiales, Reutilizables.
Thank you for catching that for us! We changed "bolsa" to "bolsas" under Materiales, Reutilizables. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“en el día 12”
Corrección: “en el número 12”
El minutero no apunta a “el día 12” sino al número 12 del reloj.
Time > Explore > Skill Basics - Read, Say, and Write Time on Digital and Analog Clocks > Ver en espanol >
Skill Basics - Leer, decir y escribir la hora en relojes digitales y analógicos
Thank you for catching that for us! We changed "día" to "número" under Procedimiento y puntos de facilitación #7. Please see the following file: TXMR_1_Time_EXPLORE_SkillBasics1_ReadSayWriteTimeonDigitalandAnalogClocks_Markdown_SPA.pdf
“todo tipos de problemas” Debe decir: “todo tipo de problemas”
Addition and Subtraction Problem Solving > Explain > Anchor Chart > Ver en español > Anchor Chart (Spanish), Exploracion 1 heading.
Thank you for catching that for us! We changed “todo tipos de problemas” to “todo tipo de problemas” in the title for Explore 1. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“marco doble diez”
Falta la preposición "de".
Corrección: "marco doble de diez"
Add and Subtract Within 20 > Explore > Explore 1 - Join and Separate – Result Unknown (to 20) > Ver en espanol > Explore 1 - Unir y separar: Resultado desconocido (hasta 20), Preparacion, 3rd bullet.
Thank you for catching that for us! We changed "marco doble diez" to "marco doble de diez" under Impreso Materiales. Please see the following file: TXMR_1_AddandSubtractwithin20_EXPLORE1_JoinandSeparateResultUnknown(to20)_Markdown_SPA.pdf
“1 folleto del estudiantes (por estudiante)”
Corrección: “1 folleto del estudiante (por estudiante)”
Add and Subtract Within 10 > Engage > Foundation Builder > Ver en espanol > Foundation Builder (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_AddandSubtractwithin10_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
“1 folleto del estudiantes a nivel del dominio”
Corrección: “1 folleto del estudiante a nivel del dominio”
Personal Financial Literacy > Explain >Language Connections > Ver en español > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreson Materiales. Please see the following file: TXMR_1_PersonalFinancialLiteracy_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“por todo lado”
should be “por todos lados”
Length > Acceleration > Choice Board > Print Files > Choice Board (Spanish), 2nd column. 1st card.
Thank you for catching that for us! We changed "todo lado" to "todos lados" in the 2nd column, 1st card. Please see the following file: TXMR_1_Length_ACCELERATION_ChoiceBoard_SPA.pdf
“1 folleto del estudiantes”
Corrección: “1 folleto del estudiante”
Fractions > Home > Explain > Language Connections > Ver en espanol > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_Fractions_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
This sentences are not translated into Spanish.
Jojo used his geometric language to describe a two-dimensional shape. His description stated: “It is a polygon. It has 6 sides and 6 vertices.” Circle the shape he described, and label the attributes. Jojo described the attributes of a _______.
Two-Dimensional Shapes > Explain >
My Math Thoughts> ver en espanol >
My Math Thoughts (Spanish) & Print Files > Student Handout (Spanish)
Thank you for catching that for us! We translated the first part of page 1. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLAIN_MyMathThoughts_SPA.pdf
"1 folleto del estudiantes"
Correction: "del estudiante"
Addition and Subtraction Strategies > Explain > Language Connections > Ver en espanol > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“Indique a los estudiantes a que utilicen...”
Corrección: “Indique a los estudiantes que utilicen...”
Data Analysis > Explore > Explore 3 - Collect Data and Create Bar-Type Graphs > Ver en espanol >
Explore 3 - Recolectar datos y crear gráficas de barra, Despues de Explorar, #4
Thank you for catching that for us! We deleted "a" before "que" in the Post-Explore #4. Please see the following file: MATH_AllGrades_EXPLORE_Markdown_Post-Explore_SPA.pdf
"Prepara 15 contadores de dos colores para cada jugador."
should be
"Prepare 15 contadores de dos colores para cada jugador."
Fact Fluency: Addition and Subtraction >Making Ten> Fact Fluency - Game 1 > Ver en espanol > Fact Fluency - Juego 1, Preparacion, 2nd bullet.
Thank you for catching that for us! We changed "Prepara" to "Prepare" under Preparacion. Please see the following file: MATH_2_FACTFLUENCY_MakingTen_Game1_Markdown_SPA.pdf
“cuarto de dolar”
should be “cuarto de dólar” (missing accent on "dólar").
Money > Explore > Skill Basics - Value of Each Coin and How to Draw the Cent Symbol > Ver en español >
Skill Basics - Valor de cada moneda y cómo dibujar el signo del centavo, Materiales, Reutilizable, 5th item on the list.
Thank you for catching that for us! We added an accent to "dólar" under Reutilizable. Please see the following file: TXMR_1_Money_EXPLORE_SkillBasics1_ValueofEachCoinandHowtoDrawtheCentSymbol_Markdown_SPA.pdf
“indique a los estudiantes a que utilicen”
"a" is not necessary and should be deleted.
Corrección: “indique a los estudiantes que utilicen”
Add and Subtract Within 10 > Explore > Add and Subtract Within 10 > Explore >
Explore 5 - Compose Ten with More than Two Addends> Ver en espanol > Explore 5 - Componer diez con más de dos sumandos, Despues de explorar, #4.
Thank you for catching that for us! We changed #4 under Después de explorar to read "Regrese a la sección de «Hook» e indique a los estudiantes que utilicen las habilidades recién adquiridas para completar con éxito la actividad." Please see the following file: MATH_AllGrades_EXPLORE_Markdown_Post-Explore_SPA.pdf
“Prepara 15 contadores…”
should be
“Prepare 15 contadores…”
Fact Fluency: Addition and Subtraction > Related Facts within 10 > Fact Fluency - Game 1 > Ver en espanol > Fact Fluency - Juego 1, Preparacion, 2nd bullet.
Thank you for catching that for us! We changed “Prepara 15 contadores…” to “Prepare 15 contadores…” under Preparacion. Please see the following file: MATH_FACTFLUENCY_AdditionandSubtraction_RelatedFactswithin10_Game1_Markdown_SPA.pdf
«marcador borrable(por estudiante)»
Falta espacio entre palabras.
“marcador borrable (por estudiante)”
Compose and Decompose Numbers to 120 >Explore >Skill Basics - Strategies for Skip Counting by Twos, Fives, and Tens> Ver en espanol > Skill Basics - Estrategias para contar salteado de dos en dos, cinco en cinco y diez en diez
Thank you for catching that for us! We put a space between "borrable" and the open parentheses in the Materiales section. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLORE_SkillBasics1_StrategiesforSkipCountingbyTwosFivesandTens_Markdown_SPA.pdf
« Cómo te ayuda…”
Corrección: «¿Cómo te ayuda…”
Falta el signo de interrogación inicial
Time > Explore > Explore 1 - Hour-Hand Clocks> Ver en espanol > Explore 1 - Relojes con manecillas, Charla de Matematicas, 1st question.
Thank you for catching that for us! We added a question mark before "Como" in the first question under Charla de matemáticas. Please see the following file: TXMR_1_Time_EXPLORE1_HourHandClocks_Markdown_SPA.pdf
“Dividir la clase en grupos de 2 ó 3.”
“ó” no lleva tilde entre números
Corrección: Divida la clase en grupos de 2 o 3.
Three-Dimensional Solids > Engage >Accessing Prior Knowledge > Ver en espanol >
Accessing Prior Knowledge (Spanish), Procedure and Facilitation Points, #1
Thank you for catching that for us! We removed the tilde above the "o" under Procedimiento y puntos de facilitación #1. Please see the following file: TXMR_1_Three-DimensionalSolids_ENGAGE_AccessingPriorKnowledge_Markdown_SPA.pdf
“los osos hacian todo tipo de trucos...”
Falta tilde
Debe decir: “hacían”
Addition and Subtraction Problem Solving > Explore > Explore 2 - Generate Problems > Ver en español > Explore 2 - Generar problemas, Procedure and Facilitation Points, #2.
Thank you for catching that for us! We added a tilde to "hacían" under Procedimiento y puntos de facilitación #2. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLORE2_GenerateProblems_Markdown_SPA.pdf
“Los menor número de cubos...”
Corrección: “El menor número de cubos…”
Data Analysis >Intervention > Small-Group Intervention > Ver en espanol >
Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part II, #2d and Part III, #2d.
Thank you for catching that for us! We changed "Los" to "El" in Parte II #2d and Parte III #2d. Please see the following file: TXMR_1_DataAnalysis_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“marcos doble de de diez”
Corrección sugerida: “marcos dobles de diez”
Fact Fluency: Addition and Subtraction >Sums within 20>
Fact Fluency - Mini-Lesson > Ver en espanol >
Fact Fluency - Minilección, Descripcion.
Thank you for catching that for us! We changed all instances of “marcos doble de de diez” to “marcos dobles de diez”. Please see the following file: MATH_2_FACTFLUENCY_Sumswithin20_MiniLesson_Markdown_SPA.pdf
“similar a lo del documento «Práctica interactiva».”
"lo" is referring to the collection of coins in Spanish, so it should be "la"
should be “similar a la del documento 'Práctica interactiva’.”
Money > Acceleration > Choice Board > Print Files > Choice Board (Spanish), 1st column, 3rd card.
Thank you for catching that for us! We changed "lo" to "la" on the bottom card, 1st column. Please see the following file: TXMR_1_Money_ACCELERATION_ChoiceBoard_SPA.pdf
“Explorar 3: Medir lo mismo con diferentes unidades”
should be
“Exploración 3: Medir lo mismo con diferentes unidades”
to match Exploracion 1 y Exploracion 2.
Length > Explain > Anchor Chart > Ver en español > Anchor Chart (Spanish), heading for Exploracion 3.
Thank you for catching that for us! We changed "Explorar" to "Exploración" for Exploración 3: Medir lo mismo con diferentes unidades. Please see the following file: TXMR_1_Length_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“para repartir el waffle para compartirlo con cuatro amigos”
"para repartir" means to "distribute" not to "partiition". Dividan is the translation of "partition" in this case.
correction: "y dividan el waffle para compartirlo con cuatro amigos."
Fractions > Home > Engage >
Hook - ¡A compartir un waffle! > Ver en espanol >
Hook - Let’s Share a Waffle!
Procedure and Facilitation Points, Part II, #5
Thank you for catching that for us! We changed "para repartir" to "y dividan" under Parte II #5. Please see the following file: TXMR_1_Fractions_ENGAGE_Hook_Markdown_SPA.pdf
Geoboard Tutorial for students is not offered in Spanish, just in English.
Two-Dimensional Shapes > Explore > Virtual Manipulative - Geoboard > Geoboard Tutorial
Thank you for your feedback! Once this change is approved by the SBOE, we will publish the Spanish tutorial video.
“...mostrar en el marco de diez...”
should be
...mostrar en el marco doble de diez...
this is an error in both Spanish and English.
Addition and Subtraction Strategies > Explore > Skill Basics - Strategies to Use to Subtract within 20 > Ver en espanol > Skill Basics - Estrategias a utilizar para restar hasta 20, Procedure and Facilitation Points, Part I, #3
Thank you for catching that for us! We changed "ten frame" to "double ten frame" under Part I #3 in both English and Spanish. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLORE_SkillBasics2_StrategiestoUsetoSubtractwithin20_Markdown_SPA.pdf
TXMR_1_AdditionandSubtractionStrategies_EXPLORE_SkillBasics2_StrategiestoUsetoSubtractwithin20_Markdown_A.pdf
“generar sus propios pregunta”
Corrección: “generar su propia pregunta”
In the English version they are supposed to generate a single question.
Data Analysis > Engage > Hook - Favorite Colors> Ver en espanol > Hook - Colores favoritos
Thank you for catching that for us! We changed “generar sus propios pregunta” to “generar su propia pregunta” under Parte II #5. Please see the following file: TXMR_1_DataAnalysis_ENGAGE_Hook_FavoriteColors_Markdown_SPA.pdf
“mezcla todas las tarjetas A y las B juntas”
"las" before "B" is not necessary and should be
“mezcla todas las tarjetas A y B juntas”
Fact Fluency: Addition and Subtraction >Doubles > Fact Fluency - Station 2 > Ver en espanol > Fact Fluency - Estación 2 > Print Files > Game Cards (Spanish), #1
Thank you for catching that for us! We deleted "las" before "B" in the first line of directions. Please see the following file: Math_K-5_FACTFLUENCY_Doubles_Station2_GameCards_SPA.pdf
“raíces de la oración”
Traducción literal de “sentence stems”, needs to be corrected to:
“fragmentos de oración” o “inicios de oración”
Compare and Order Numbers to 120 > Explore > Skill Basics - How to draw and read comparison symbols > Ver en espanol > Skill Basics - Cómo dibujar y leer signos de comparación, Procedure and Facilitation Points, #4.
Thank you for catching that for us! We changed “raíces de la oración” to “fragmentos de oración” under Procedimiento y puntos de facilitación #4. Please see the following file: TXMR_1_CompareandOrderNumbersto120_EXPLORE_SkillBasics2_HowtoDrawandReadComparisonSymbols_Markdown_SPA.pdf
"análogo"
should be "analógico"
“reloj analógico”
Time > Elaborate > Problem-Based Task - Activity Planner> Ver en español > Problem-Based Task - Calendario de actividades, 3rd bullet after procedure and facilitation points.
Thank you for catching that for us! We changed "análogo" to "analógico" at the end of the 3rd bullet. Please see the following file: TXMR_1_Time_ELABORATE_ProblemBasedTask_StudentHandout_SPA.pdf
“Kim sus figura” Debe decir: “Kim sus figuras”
Two-Dimensional Shapes > Engage > Hook - Shape Sort > Ver en español > Hook - Clasificación de figuras, Procedure and Facilitation Points, Part II, 4c
Thank you for catching that for us! We changed "figuras" to "figura" under Parte II #4c. Please see the following file: TXMR_1_Two-DimensionalShapes_ENGAGE_Hook_Markdown_SPA.pdf
“Hago las siguientes preguntas...”
should be "Haga las siguientes preguntas..."
Add and Subtract Within 20 > Explain > Anchor Chart > Ver en espanol > Anchor Chart (Spanish), Exploracion 1, #3
Thank you for catching that for us! We changed "Hago" to "Haga" under Explore 1 #3. Please see the following file: TXMR_1_AddandSubtractwithin20_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“las sección «Recopilar datos…”
Corrección: “la sección «Recopilar datos…”
Data Analysis > Explain > Anchor Chart > Ver en espanol >Anchor Chart (Spanish), Exploracion 3, #1
Thank you for catching that for us! We changed "las" to "la" under Explore 3 #1. Please see the following file: TXMR_1_DataAnalysis_EXPLAIN_AnchorChart_Markdown_SPA.pdf
the heading “Instrucciones de la estaciones”
should say: “Instrucciones de las estaciones”
Fact Fluency: Addition and Subtraction >Plus/Minus Ten> Fact Fluency - Game 2 > Ver en espanol > Fact Fluency - Juego 2, Instrucciones de las estaciones, actual heading.
Thank you for catching that for us! We changed "la" to "las" in the heading "Instrucciones de las estaciones". Please see the following file: MATH_2_FACTFLUENCY_PlusMinusTen_Game2_Markdown_SPA.pdf
“folleto del estudiantes”
should be “folleto del estudiante”
Money > Explain > Language Connections > Ver en español > Language Connections (Spanish), Materiales Impreso
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreson Materiales. Please see the following file: TXMR_1_Money_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
Planifique que los estudiantes trabajen en parejas o completen esta actividad.”
should be “Planifique que los estudiantes trabajen en parejas para completar esta actividad.”
to match the intended translation of the English text.
Length > Explore > Explore 1 - Length Concept > Ver en español > Explore 1 - Concepto de longitud
Thank you for catching that for us! We changed "o completen" to "para completar" under Preparacion, 1st bullet. Please see the following file: TXMR_1_Length_EXPLORE1_LengthConcept_Markdown_SPA.pdf
“Imprime y corta”
should be
“Imprima y corte”
Two-Dimensional Shapes > Explore > Skill Basics - Identify Two-Dimensional Shapes and Their Attributes > Ver en español > Skill Basics - Identificar figuras bidimensionales y sus atributos, Preparacion, 2nd bullet.
Thank you for catching that for us! We changed "Imprime" to "Imprima" under Preparacion, 2nd bullet. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE_SkillBasics1_IdentifyTwo-DimensionalShapesandTheirAttributes_Markdown_SPA.pdf
“Discuta lo siguiente preguntas con la clase”
should be "Discuta las siguientes preguntas con la clase"
Addition and Subtraction Strategies > Home >
Hook - The Basketball Game > Ver en espanol >
Hook - El juego de básquetbol
Procedure and Facilitation Points, #5 instructions.
Thank you for catching that for us! We changed "lo" to "las" under Parte I #5. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_ENGAGE_Hook_TheBasketballGame_Markdown_SPA.pdf
"Marco doble diez"
Error: falta "de"
Add and Subtract Within 10 > Intervention >
Supplemental Aids - Frames > Ver en espanol >
Supplemental Aids - Frames (Spanish) > Print Files > Double Ten Frame (Spanish)
Thank you for catching that for us! We changed the title to "Marco de diez doble". Please see the following file: Math_Frame_DoubleTen_SupplementalAids_SPA.pdf
“las contadores” is incorrect because contador is masculine.
Correction: "los contadores"
Fact Fluency: Addition and Subtraction >Doubles > Fact Fluency - Mini-Lesson > Ver en espanol > Fact Fluency - Minilección, Procedure and Facilitation Points, 2d.
Thank you for catching that for us! We changed "las" to "los" under Procedimiento y puntos de facilitación #2d. Please see the following file: MATH_2_FACTFLUENCY_Doubles_MiniLesson_Markdown_SPA.pdf
“una vez que los alumnos hayan completado el un documento…”
"un" is not necessary and should be deleted.
“una vez que los alumnos hayan completado el documento…”
Compare and Order Numbers to 120 > Explore >
Explore 2 - Compare Numbers with Place Value > Ver en espanol > Explore 2 - Comparar números con el valor de posición, Procedure and Facilitation Points, #9.
Thank you for catching that for us! We deleted the "un" before "documento" under Procedimiento y puntos de facilitación #9. Please see the following file: TXMR_1_CompareandOrderNumbersto120_EXPLORE2_CompareNumberswithPlaceValue_Markdown_SPA.pdf
Clock Tutorial is not offered in Spanish.
Time > Explore > Virtual Manipulative - Clock > Clock Tutorial
Thank you for your feedback! Once this change is approved by the SBOE, we will publish the Spanish tutorial video.
“Escribe la oración numérica ‘8 + 4 =?...”
has a random quotation mark before the 8 and should be
“Escriba la oración numérica 8 + 4 = ?...”
Addition and Subtraction Problem Solving > Intervention > Small-Group Intervention> Ver en español > Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part II, #1
Thank you for catching that for us! We deleted the extra quotation mark before the "8" and changed "Escribe" to "Escriba" under Parte II #1. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
«¿Qué tipo de artículos se venden en». una panadería?»
«¿Qué tipo de artículos se venden en una panadería?»
The period after “en” is incorrect and breaks the sentence unnecessarily.
Add and Subtract Within 20 > Explore > Explore 4 - Part-Part-Whole – Whole or Part Unknown (to 20) > Ver en espanol > Explore 4 - Parte-parte-entero: Entero o parte desconocida (hasta 20), Procedure and Facilitation Points, #1c.
Thank you for catching that for us! We changed Question #1c under Procedimiento y puntos de facilitacion to "¿Qué tipo de artículos se venden en una panadería?" Please see the following file: TXMR_1_AddandSubtractwithin20_EXPLORE4_PartPartWholeWholeorPartUnknown(to 20)_Markdown_SPA.pdf
"donde resultado es desconocido”
Corrección: “donde el resultado es desconocido”
Add and Subtract Within 10 > Explore >
Explore 1 - Join and Separate – Result Unknown (to 10)> Ver en espanol >
Explore 1 - Unir y separar: Resultado desconocido (hasta 10)
Thank you for catching that for us! We added "el" after "donde" in the Decripcion. Please see the following file: TXMR_1_AddandSubtractwithin10_EXPLORE1_JoinandSeparateResultUnknown(to10)_Markdown_SPA.pdf
“el número que 10 más, y el número que es 10 menos”
debe ser
“el número que es 10 más y el número que es 10 menos”
Compose and Decompose Numbers to 120 >Explore > Explore 3 - Relationships of 10 More and 10 Less > Ver en espanol > Explore 3 - Relaciones de 10 más y 10 menos, Procedure and Facilitation Points, #6.
Thank you for catching that for us! We inserted "es" before "10" under Procedimiento y puntos de facilitación #6 Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLORE3_Relationshipsof10Moreand10Less_Markdown_SPA.pdf
"Puedes por favor dividir la bolsa de semillas en mitades?"
Correction: "¿Puedes por favor dividir la bolsa de semillas en mitades?"
(The opening inverted question mark is missing.)
Fractions > Elaborate > Math Story - Feeding Time at the Zoo > Description > Hora de comer en el Zoológico, pg. 9, middle of the page.
Thank you for catching that for us! We added the question mark before "Puedes" on page 9. Please see the following file: TXMR_1_Fractions_ELABORATE_MathStory_SPA.pdf
“Pida a los estudiantes continúen...”
Falta la conjunción “que”
Corrección: “Pida a los estudiantes que continúen...”
Two-Dimensional Shapes > Intervention >Small-Group Intervention> Ver en espanol > Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part III, #1
Thank you for catching that for us! We added "que" between "estudiantes" and "continuen" under Parte III #1. Please see the following file: TXMR_1_Two-DimensionalShapes_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“Mientras los estudiantes representan los problemas pídales que reconozcan...”
Falta de coma después de oración subordinada
Debe decir: “...los problemas, pídales que reconozcan...”
Addition and Subtraction Problem Solving > Engage > Foundation Builder > Ver en español > Foundation Builder (Spanish), Posibles ideas preconcebidas, 1st bullet, 3rd sentence.
Thank you for catching that for us! We added a comma after "problemas" under Posibles ideas preconcebidas, 1st bullet. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
"Señala que vértices es la figura plural..."
Should be: "forma plural" not "figura plural."
Corrected: "Señala que 'vértices' es la forma plural de 'vértice'."
Two-Dimensional Shapes > Explore>
Explore 2 - Identify and Classify Shapes > Ver en español >
Explore 2 - Identificar y clasificar figuras, Apoyo con el idioma.
Thank you for catching that for us! We changed the sentence to read "Señala que vértices es la forma plural de vértice" under Apoyo con el idioma. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE2_IdentifyandClassifyShapes_Markdown_SPA.pdf
“marcador de borrable”
should be "marcador borrable"
Add and Subtract Within 20 > Intervention >
Small-Group Intervention > Ver en espanol >
Small-Group Intervention (Spanish)
Procedure and Facilitation Points, #7.
Thank you for catching that for us! We deleted "de" between "marcador" and "borrable" under Parte I #7. Please see the following file: TXMR_1_AddandSubtractwithin20_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“la siguiente fragmento de oración”
Corrección: “el siguiente fragmento de oración”
Add and Subtract Within 10 > Explain > Add and Subtract Within 10 > Explore >
Language Connections > Ver en espanol > Language Connections (Spanish), Hablar, Avanzado, 2nd bullet, 2nd sentence.
Thank you for catching that for us! We changed "la" to "el" under Hablar, Avanzado, 2nd bullet, 2nd sentence and 3rd bullet, 3rd sentence. Please see the following file: TXMR_1_AddandSubtractwithin10_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“usa una de los siguientes fragmentos de oraciones”
should be
“usa uno de los siguientes fragmentos de oraciónes”
Fact Fluency: Addition and Subtraction > Plus 0, 1, 2 > Fact Fluency - Station 2> Ver en espanol > Fact Fluency - Estación 2, Procedure and Facilitation Points, 2di and 2dii.
Thank you for catching that for us! We changed "una" to "uno" under Procedimiento y puntos de facilitación #2d.i, 2d.ii. Please see the following file: MATH_2_FACTFLUENCY_Plus012_Station2_Markdown_SPA.pdf
"forma estandarizada"
Should be "forma estándar"
Compose and Decompose Numbers to 120 > Elaborate > Math Story - Saturdays with Aunt Nora > Description > Sábados con la tía Nora, pg. 5.
Thank you for your feedback! We changed "estandarizada" to "estándar" of page 5 and the second sentence on page 4 to "¿Puedes contar por mí, por favor?" Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_ELABORATE_MathStory_A_SPA.pdf
“la hora y la hora y media”
Corrección: “la hora y la media hora”
"hora y media" means "hour and a half", not "half hour", which is "media hora".
Time > Explore >
Explore 3 - Digital Clocks and Analog Clocks > Ver en espanol >
Explore 3 - Relojes digitales y relojes analógicos
Thank you for catching that for us! We changed “la hora y la hora y media” to “la hora y la media hora” under Descripcion. Please see the following file: TXMR_1_Time_EXPLORE3_DigitalClocksandAnalogClocks_Markdown_SPA.pdf
“¿Cuantas
Falta de tilde
Corrección: ¿Cuántas
this happens 5 times in 2c, 3c, 4a, 5a, and 6a.
Three-Dimensional Shapes > Intervention >
Small-Group Intervention> Ver en espanol >
Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part II, 2c, 3c, 4a, 5a, and 6a
Thank you for catching that for us! We added an accent to "Cuántas" under Parte II 2c, 3c, 4a, 5a, and 6a. Please see the following file: TXMR_1_Three-DimensionalSolids_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“1 folleto del estudiantes” Debe decir: “1 folleto del estudiante”
Addition and Subtraction Problem Solving > Explore >
Skill Basics - How to Write a Word Problem > Ver en español >
Skill Basics - Cómo escribir un problema escrito
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLORE_SkillBasics3_HowtoWriteaWordProblem_Markdown_SPA.pdf
“Planeé para mostrar el fenómeno.”
should be
"Planee mostrar el fenómeno."
Add and Subtract Within 20 > Engage > Hook - Trading Card Troubles > Ver en espanol > Hook - Problemas con tarjetas coleccionables, Preparacion, 1st bullet.
Thank you for catching that for us! We changed “Planeé para mostrar el fenómeno.” to "Planee mostrar el fenómeno." under Preparacion. Please see the following file: TXMR_1_AddandSubtractwithin20_ENGAGE_Hook_TradingCardTrouble_Markdown_SPA.pdf
“dibujen modelos topográficos”
Error: “Modelos topográficos” no es el término adecuado en este contexto matemático.
Corrección: “modelos pictográficos”
Add and Subtract Within 10 > Engage > Accessing Prior Knowledge > Ver en espanol > Accessing Prior Knowlege (Spanish), Procedure and Facilitation Points, #3
Thank you for catching that for us! We changed "topográficos" to "pictográficos" under Procedimiento y puntos de facilitación #3. Please see the following file: TXMR_1_AddandSubtractwithin10_ENGAGE_AccessingPriorKnowledge_Markdown_SPA.pdf
“Dé tiempo a los estudiantes para que trabajen juntos para clasificar las tarjetas. y conversar cada situación…”
Hay un punto innecesario que rompe la frase.
Corrección: “…clasificar las tarjetas y conversar cada situación…”
Personal Financial Literacy > Explore > Explore 3 - Spending, Saving, and Charitable Giving > Ver en español > Explore 3 - Gastar, ahorrar y caridad, Procedure and Facilitation Points, Part II, #3
Thank you for catching that for us! We deleted the period after "tarjetas" under Parte II #3. Please see the following file: TXMR_1_PersonalFinancialLiteracy_EXPLORE3_SpendingSavingandCharitableGiving_Markdown_SPA.pdf
"cubos conectables que cubos en centímetros"
debe ser: "cubos conectables que cubos de centímetros"
Length > Evaluate > Small-Group Intervention > Ver en espanol> Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part III, #2
Thank you for catching that for us! We changed "en" to "de" under Parte III #2. Please see the following file: TXMR_1_Length_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“Podríamos dibujar una línea en el centro de un cuadrado”
Mejor como:
“Podemos trazar una línea por el centro de un cuadrado”
(Evita el condicional en instrucciones prácticas y mejora la fluidez del verbo “dibujar” → “trazar”)
“Una figura de media luna, un triángulo.”
Esta frase carece de verbo o conector lógico.
Revisión sugerida:
“Por ejemplo, una figura con forma de media luna o un triángulo.”
“Refuerce el vocabulario utilizado para dividir figuras, incluidas las palabras y frases…”
Mejor como:
“Refuerce el vocabulario relacionado con la división de figuras, incluyendo palabras y frases como…”
(Mejora la fluidez y claridad)
Fractions > Home > Explain > Anchor Chart > Ver en espanol > Anchor Chart (Spanish)
Thank you for your feedback! We changed the 3rd sentence in #1 to "Podemos trazar una línea por el centro de un cuadrado"; the red answer to #2b to "Una figura con forma de media luna o un triángulo."; and the second sentence under #3 to "Refuerce el vocabulario utilizado con la división de figuras, incluyendo palabras y frases como dividir, bidimensional, partes equitativas, partes iguales, mitades y cuartos." Please see the following file: TXMR_1_Fractions_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“1 folleto del estudiantes”
should be
“1 folleto del estudiante”
Two-Dimensional Shapes > Explain > Language Connections> ver en espanol > Language Connections (Spanish), Materiales, Impreso.
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“protector transparentes para hojas”
should be "protector transparente para hojas"
Addition and Subtraction Strategies > Explore > Skill Basics - Related Facts > Ver en espanol > Skill Basics - Operaciones relacionadas, Preparacion, 3rd bullet.
Thank you for catching that for us! We changed "transparentes" to "transparente" under Preparacion. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLORE_SkillBasics4_RelatedFacts_Markdown_SPA.pdf
“Indique a los estudiantes a utilizar...”
Corrección: “Indique a los estudiantes que utilicen...”
Data Analysis > Explore > Explore 2 - Collect Data and Create Picture Graphs > Ver en espanol > Explore 2 - Recolectar datos y crear gráficas pictográficas, Procedure and Facilitation Points, #5
Thank you for catching that for us! We changed “Indique a los estudiantes a utilizar...” to “Indique a los estudiantes que utilicen...” under Procedimiento y puntos de facilitación #5. Please see the following file: TXMR_1_DataAnalysis_EXPLORE2_CollectDataandCreatePictureGraphs_Markdown_SPA.pdf
"...usa una de los siguientes fragmentos de oraciones..."
should be
"...usa uno de los siguientes fragmentos de oraciónes..."
Fact Fluency: Addition and Subtraction >Making Ten> Fact Fluency - Station 2 > Ver en espanol > Fact Fluency - Estación 2, Procedure and Facilitation Points, 2e and 2f.
Thank you for catching that for us! We changed "una" to "uno" under Procedimiento y puntos de facilitación #2e,f. Please see the following file: MATH_2_FACTFLUENCY_MakingTen_Station2_Markdown_SPA.pdf
"el signo del céntimo"
should be "el signo del centavo"
Money > Explore > Explore 2 - Values of Coins > Ver en español >Explore 2 - Valores de las monedas, Descripcion.
Thank you for catching that for us! We changed "el signo del céntimo" to "el signo del centavo" under Description. Please see the following file: TXMR_1_Money_EXPLORE2_ValuesofCoins_Markdown_SPA.pdf
“uno conjunto” should be “un conjunto”
Time > Intervention > Small-Group Intervention > Ver en español > Small-Group Intervention (Spanish), Preparacion, 3rd bullet
Thank you for catching that for us! We changed "uno" to "un" under Preparacion, 3rd bullet. Please see the following file: TXMR_1_Time_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“El grupo de estaciones puede continuar el juego…”
should be
“El grupo en la estación puede continuar el juego…”
Fact Fluency: Addition and Subtraction > Sums within 5 >Fact Fluency - Game 1> Ver en espanol >
Fact Fluency - Juego 1, Instrucciones de la Estacion, #3
Thank you for catching that for us! We changed “El grupo de estaciones puede continuar el juego…” to “El grupo en la estación puede continuar el juego…” under Instrucciones de las estaciones #3, 6, and 8. Please see the following file: MATH_2_FACTFLUENCY_Sumswithin5_Game1_Markdown_SPA.pdf
"suma problemas"
should be
“problemas de suma”
Compose and Decompose Numbers to 120 >Explore >Explore 5 - Addition Using Place Value> Ver en espanol > Explore 5 - Uso del valor de posición para la suma, Apoyos educativos, #6
Thank you for catching that for us! We changed "suma problemas" to "problemas de suma" under Apoyos educativos. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLORE5_AdditionUsingPlaceValue_Markdown_SPA.pdf
"Manecilla de los minutos:Manecilla larga..."
Missing space after colon.
Correction: "Manecilla de los minutos: Manecilla larga..."
Time > HOme > Take-Home Letter > Print Files > Take_HOme Letter (Spanish), pg. 1, 4th bullet.
Thank you for catching that for us! We added a space after the colon in the 4th bullet for vocabulary. Please see the following file: TXMR_1_Time_HOME_TakeHomeLetter_SPA.pdf
“habéis decidido participar...”
"habeis" should be "han"
Three-Dimensional Solids > Engage > Hook - Toy Design Competition> Ver en espanol >
Hook - Competencia de diseño de juguetes, Procedure and Facilitation Points, Part I, #3
Thank you for catching that for us! We changed "habeis" to "han" under Parte I #3. Please see the following file: TXMR_1_Three-DimensionalSolids_ENGAGE_Hook_Markdown_SPA.pdf
“al menos de 20 tipos de manipulativos”
Debe decir: “al menos 20 tipos de manipulativos”
Addition and Subtraction Problem Solving > Explore > Explore 1 - Represent and Solve All Problem Types > Ver en español > Explore 1 - Representar y resolver problemas de todo tipo, Preparacion, 3rd bullet.
Thank you for catching that for us! We changed “al menos de 20 tipos de manipulativos” to “al menos 20 tipos de manipulativos” under Preparacion. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLORE1_RepresentandSolveAllProblemTypes_Markdown_SPA.pdf
“¡Su helado es el más dulce Sr. Dulce!”
Falta coma
Corrección: “¡Su helado es el más dulce, Sr. Dulce!”
Data Analysis > Ellaborate > Math Story - Sweetest Ice Cream > Description > El helado más dulce, Pg. 9.
Thank you for catching that for us! We added a comma after "dulce" on page 9. Please see the following file: TXMR_1_DataAnalysis_ELABORATE_MathStory_SPA.pdf
“Los estudiantes juegan Carrera hacia la meta donde suman 2 o 3 sumandos al formar diez y contar hacia adelante.”
should be:
“Los estudiantes juegan Carrera hacia la meta donde suman 2 o 3 sumandos al formar diez y cuentan hacia adelante.”
Fact Fluency: Addition and Subtraction >Using Ten> Fact Fluency - Game 2 > Ver en espanol >
Fact Fluency - Juego 2, Descripcion.
Thank you for catching that for us! We changed "contar" to "cuentan" in the Description. Please see the following file: MATH_2_FACTFLUENCY_UsingTen_Game2_Markdown_SPA.pdf
“25 monedas de un centavos” y “5 monedas de un centavos”
should be
“25 monedas de un centavo” y “5 monedas de un centavo”
Money > Intervention > Small-Group Intervention > Ver en español > Small-Group Intervention (Spanish), Procedure and Facilitation Points, Part III, 6a, answer.
Thank you for catching that for us! We changed “25 monedas de un centavos” y “5 monedas de un centavos” to “25 monedas de un centavo” y “5 monedas de un centavo” under Parte III #6a. Please see the following file: TXMR_1_Money_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“Guíe a los alumnos para que apliquen estas habilidades y mida los lápices...”
"mida" should be "midan" since it is asking the students to measure the pencils.
“Guíe a los alumnos para que apliquen estas habilidades y midan los lápices...”
Length > Explore > Skill Basics - Tiling vs. Iteration > Ver en español > Skill Basics - Fichas vs. repetición, Procedure and Facilitation Points, #3.
Thank you for catching that for us! We changed "mida" to "midan" under Procedimiento y puntos de facilitación #3. Please see the following file: TXMR_1_Length_EXPLORE_SkillBasics2_TilingvsIteration_Markdown_SPA.pdf
“Continúe en guiar…”
should be
“Continúe guiando…”
Two-Dimensional Shapes > Explore > Skill Basics - How to Use a Geoboard > Ver en español >
Skill Basics - Cómo usar un geotablero, Procedure and Facilitation Points, #7
Thank you for catching that for us! We changed “Continúe en guiar…” to “Continúe guiando…” under Procedimiento y puntos de facilitación #7. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE_SkillBasics3_HowtoUseaGeoboard_Markdown_SPA.pdf
“Proyecte una página documento titulado…”
Proyecte una página del documento titulado...
Falta preposición “del”.
Addition and Subtraction Strategies > Explore > Explore 3 - Properties of Operations > Ver en espanol > Explore 3 - Propiedades de las operaciones, Apoyos con el idioma.
Thank you for catching that for us! We added "del" after "pagina" under Apoyo con el idioma. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLORE3_PropertiesofOperations_Markdown_SPA.pdf
“Tabla en forma de T” last bullet is a duplicate of the 2nd to last bullet. Please delete last bullet.
Data Analysis > Home > Take-Home Letter > Print Files > Take-Home Letter (Spanish), pg. 1, last bullet.
Thank you for catching that for us! We deleted the duplicate definition for "Tabla en forma de T". Please see the following file: TXMR_1_DataAnalysis_HOME_TakeHomeLetter_A_SPA.pdf
“una de los siguientes fragmentos de oraciones”
should be
“uno de los siguientes fragmentos de oraciónes”
Fact Fluency: Addition and Subtraction >Doubles > Fact Fluency - Station 2 > Ver en espanol > Fact Fluency - Estación 2, Procedure and Facilitation Points, 2e and 2f.
Thank you for catching that for us! We changed "una" to "uno" under Procedimiento y puntos de facilitación #2e,f. Please see the following file: MATH_2_FACTFLUENCY_Doubles_Station2_Markdown_SPA.pdf
“Regrese a la sección de ‘Hook’ e indique a los estudiantes a que utilicen…”
"a" before "que" is not necessary and should be deleted.
“Regrese a la sección de ‘Hook’ e indique a los estudiantes que utilicen…”
Compare and Order Numbers to 120 > Explore > Explore 4 - Order Numbers > Ver en espanol >
Explore 4 - Ordenar números, Despues de explorar, #4
Thank you for catching that for us! We changed #4 under Después de explorar to read "Regrese a la sección de «Hook» e indique a los estudiantes que utilicen las habilidades recién adquiridas para completar con éxito la actividad." Please see the following file: MATH_AllGrades_EXPLORE_Markdown_Post-Explore_SPA.pdf
“folleto del estudiantes”
should be
"folleto del estudiante"
Time > Explain > Language Connections> Ver en español > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_Time_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
"digale que él nombre una figura”
Debe decir: “diguale el nombre de una figura”
since the English version is instructing to tell the student the name of a shape.
Two-Dimensional Shapes > Home > Take-Home Letter > Print Files > Take-Home Letter (spanish), pg. 3, 3rd column, 2nd row.
Thank you for catching that for us! We changed #2 under Figuras sensoriales to "dígale el nombre de una figura" Please see the following file: TXMR_1_Two-DimensionalShapes_HOME_TakeHomeLetter_A_SPA.pdf
Mientras haces una pausa después de cada oración a dejar estudiantes representar lo que sucede...
should be:
Mientras hace una pausa después de cada oración para dejar a los estudiantes representar lo que sucede...
Add and Subtract Within 20 > Skill Basics - Act Out Problems > Ver en espanol > Skill Basics - Representar problemas, Procedure and Facilitation Points, #5.
Thank you for catching that for us! We changed #5 under Procedimiento y puntos de facilitación to "Mientras hace una pausa después de cada oración para dejar a los estudiantes representar lo que sucede, evalúe su comprensión con las siguientes preguntas". Please see the following file: TXMR_1_AddandSubtractWithin20_EXPLORE_SkillBasics2_ActOutProblems_Markdown_SPA.pdf
“Entregue a cada alumnos el documento”
Corrección: “Entregue a cada alumno el documento”
Add and Subtract Within 10 > Explore > Explore 3 - Part-Part-Whole – Whole Unknown (to 10) > Ver en espanol > Explore 3 - Parte-parte-entero: Entero desconocido
Thank you for catching that for us! We changed "alumnos" to "alumno" under Procedimiento y puntos de facilitación #5. Please see the following file: TXMR_1_AddandSubtractwithin10_EXPLORE3_Part-Part-Whole-WholeUnknown(to 10)_Markdown_SPA.pdf
"100 conectables (por pareja)"
should say
"100 cubos conectables (por pareja)"
Fact Fluency: Addition and Subtraction >Plus/Minus Ten> Fact Fluency - Station 1 > Ver en espanol > Fact Fluency - Estación 1
Thank you for catching that for us! We added "cubos" before "conectables" under Reutilizable Materiales. Please see the following file: MATH_2_FACTFLUENCY_PlusMinusTen_Station1_Markdown_SPA.pdf
“tiren las monedas y lugar en orden…”
should be
“tiren las monedas y colóquenlas en orden…”
The word verb "place" from English was translated incorrect as the noun "place" to lugar in Spanish.
Money > Explore >
Skill Basics - How to Use a Hundreds Chart to Find the Value of a Collection of Coins > Ver en español >
Skill Basics - Cómo utilizar una tabla de centenas para encontrar el valor de una colección de monedas, Procedure and Facilitation Points, #4
Thank you for catching that for us! We changed "lugar" to "colóquenlas" under Procedimiento y puntos de facilitación #4. Please see the following file: TXMR_1_Money_EXPLORE_SkillBasics2_HowtoUseaHundredsCharttoFindtheValueofaCollectionofCoins_Markdown_SPA.pdf
“Prepárate para proyectar la presentación de diapositivas para estudiantes.”
should be
“Prepárese para proyectar la presentación de diapositivas para los estudiantes.”
"Imprime" should be "Imprima"
to match the verb "Reuna" in the last bullet.
Length > Engage > Foundation Builder > Ver en español > Foundation Builder (Spanish), Preparacion, bullets 2-4
Thank you for catching that for us! We changed the 2nd bullet under Preparacion to "Prepárese para proyectar la presentación de diapositivas para los estudiantes." and "Imprime" to "Imprima" in the 3rd bullet. Please see the following file: TXMR_1_Length_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
“figuraa”
delete the extra "a" at the end of the word.
"componer una figuraa diferente"
should be "figura"
Two-Dimensional Shapes > Explore > Explore 5 - Compose 2-D Shapes > Ver en español > Explore 5 - Componer figuras 2D, Procedure and Facilitation Points, 5c.
Thank you for catching that for us! We deleted the extra "a" at the end of "figura" under Procedimiento y puntos de facilitación #5c. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE5_Compose2-DShapes_Markdown_SPA.pdf
“dijespara” needs a space should be "dijes para"
Addition and Subtraction Strategies > Home > Foundation Builder > Ver en espanol > Foundation Builder (Spanish), Procedue and Facilitation Points, Part I, #3
Thank you for catching that for us! We put a space between "dijes" and "para" under Parte 1 #3. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
“protectores transparente para hojas”
Corrección: “protectores transparentes para hojas”
Add and Subtract Within 10 > Intervention > Small-Group Intervention> Ver en espanol >Small-Group Intervention (Spanish), Preparacion, 4th bullet.
Thank you for catching that for us! We changed "transparentes" to "transparente" under Preparacion. Please see the following file: TXMR_1_AddandSubtractwithin10_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
“usa una de los siguientes fragmentos de oraciones”
should be
“usa uno de los siguientes fragmentos de oraciónes”
Fact Fluency: Addition and Subtraction > Minus 0, 1, 2 > Fact Fluency - Station 2 > Ver en espanol > Fact Fluency - Estación 2, Procedure and Facilitation Points, 4a and 4b.
Thank you for catching that for us! We changed "una" to "uno" under Procedimiento y puntos de facilitación #4a,b. Please see the following file: MATH_2_FACTFLUENCY_Minus012_Station2_Markdown_SPA.pdf
“lenguaje comparativos”
should be
“lenguaje comparativo”
Compare and Order Numbers to 120 > Engage > Foundation Builder > Ver en espanol > Foundation Builder (Spanish), Preparacion, 5th bullet.
Thank you for catching that for us! We changed "comparativos" to "comparativo" under Preparacion, 5th bullet. Please see the following file: TXMR_1_CompareandOrderNumbersto120_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
“converse los conceptos básicos…”
Corrección: “explique los conceptos básicos…”
Time > Explore > Skill Basics - How to Use a Geared Clock > Ver en espanol > Skill Basics - Cómo utilizar un reloj con engranajes, Procedure and Facilitation Points, #2.
Thank you for catching that for us! We changed "converse los conceptos básicos…” to “explique los conceptos básicos…” under Procedimiento y puntos de facilitación #2. Please see the following file: TXMR_1_Time_EXPLORE_SkillBasics2_HowtoUseaGearedClock_Markdown_SPA.pdf
“1 folleto del estudiantes”
Debe decir: “1 folleto del estudiante”
Addition and Subtraction Problem Solving > Explain > Language Connections > Ver en español > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
"Pusimos la cantidad de aborios en la pulsera..."
"aborios" should be "abalorios"
"Pusimos la cantidad de abalorios en la pulsera..."
Add and Subtract Within 20 > Explore > Explore 2 - Join and Separate – Change Unknown (to 20) > Ver en espanol > Explore 2 - Unir y separar: Cambio desconocido (a 20), Math Chat, 2nd question, answer.
Thank you for catching that for us! We changed "aborios" to "abalorios" in the sample answer for Question 2 under Charla de matematicas. Please see the following file: TXMR_1_AddandSubtractwithin20_EXPLORE2_JoinandSeparateChangeUnknown(to20)_Markdown_SPA.pdf
“6.a fiesta de cumpleaños”
Corrección: “sexta fiesta de cumpleaños”
Add and Subtract Within 10 > Engage >
Hook - Birthday Party > Ver en espanol >
Hook - Fiesta de cumpleaños, procedure and facilitation points, part I, #3.
Thank you for catching that for us! We changed “6.a fiesta de cumpleaños” to “sexta fiesta de cumpleaños” under Parte I #3. Please see the following file: TXMR_1_AddandSubtractwithin10_ENGAGE_Hook_BirthdayParty_Markdown_SPA.pdf
“Podemos dibujar tres líneas que atraviesen el cuadrado.”
Esta afirmación puede ser confusa ya que normalmente se necesitan solo dos líneas perpendiculares para dividir en cuatro partes iguales.
Revisión sugerida:
“Podemos dibujar dos líneas que se crucen en el centro del cuadrado para obtener cuatro partes iguales.”
Fractions > Home > Explain > Anchor Chart > Ver en espanol > Anchor Chart (Spanish)
Thank you for your feedback! We changed the 3rd sentence in #1 to "Podemos trazar una línea por el centro de un cuadrado".
“66 ligas o pequeñas bolsas resellable”
Debe decir: “66 ligas o pequeñas bolsas resellables”
Compose and Decompose Numbers to 120 >Explore > Explore 2 - Represent Numbers in Different Ways
> Ver en espanol > Explore 2 - Representar números de diferentes maneras, Mataeriales, Consumibles.
Thank you for catching that for us! We changed "resellable" to "resellables" under Consumible Materiales. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLORE2_RepresentNumbersinDifferentWays_Markdown_SPA.pdf
"si les muestran a las escuelas cuántas figuras se pueden dividir..."
"les" is not necessary and should be deleted.
Corrección : si muestran a las escuelas cuántas figuras se pueden dividir..."
Fractions > Elaborate > Problem-Based Task - Gizmo Geoboards > Ver en espanol >
Problem-Based Task - Geotablero Gizmo, 2nd sentence after Procedure and Facilitation Points.
Thank you for catching that for us! We deleted "les" in the 2nd sentence of the first paragraph. Please see the following file: TXMR_1_Fractions_ELABORATE_ProblemBasedTask_StudentHandout_SPA.pdf
“héxagono” en “¿Puedes hacer un héxagono de otra manera?”
tilde is on the wrong vowel/syllable.
Corrección: “¿Puedes hacer un hexágono de otra manera?”
Two-Dimensional Shapes > Evaluate >Show-and-Tell > Print Files > Teacher Prompts (Spanish), Pg. 2, card 5, #3
Thank you for catching that for us! We corrected the tilde in the word "hexágono" under Tarjeta 5: Instrucciones del maestro #3. Please see the following file: TXMR_1_Two-DimensionalShapes_EVALUATE_ShowandTell_TeacherPrompts_A_SPA.pdf
"Imprimir"
Corrección: "Impreso"
Addition and Subtraction Strategies > Elaborate > Life Connections > Ver en espanol > Life Connections (Spanish), Materiales, Heading Imprimir
Thank you for catching that for us! We changed "Imprimir" to "Impreso" under Materiales. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_ELABORATE_LifeConnections_Markdown_SPA.pdf
“un juego de el documento titulado…”
Corrección: “un juego del documento titulado…”
Data Analysis > Explore > Skill Basics - T.A.L.K. About Your Graph> Ver en espanol >
Skill Basics - T.A.L.K. (habla de tu gráfica), Preparacion, 3rd bullet.
Thank you for catching that for us! We changed "de el" to "del" under Preparacion, 3rd bullet. Please see the following file: TXMR_1_DataAnalysis_EXPLORE_SkillBasics2_TALKAboutYourGraph_Markdown_SPA.pdf
“Pídale que use los manipulables”
debería ser “Pídales que usen los manipulables”
Add and Subtract Within 20 > Evaluate > Show-and-Tell > Print Files > Teacher Prompts (Spanish), #1, 2nd sentence.
Thank you for your feedback! We changed the first part of the second sentence to "Pídales que usen los manipulativos" under Tarjeta 1: Instrucciones del maestro #1. Please see the following file: TXMR_1_AddandSubtractwithin20_EVALUATE_ShowandTell_TeacherPrompts_B_SPA.pdf
“Cúal”
Tilde incorrecta en “Cuál”.
Corrección: “¿Cuál es una oración numérica…?”
Add and Subtract Within 10 > Explain > Add and Subtract Within 10 > Explore >
Anchor Chart > Ver en espanol > Anchor Chart (Spanish), Exploracion 1, 3c.
Thank you for catching that for us! We corrected the tilde on the word "Cuál" under Exploración 1 #3c. Please see the following file: TXMR_1_AddandSubtractwithin10_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“los marcos doble de diez”
should be
“los marcos dobles de diez”
Fact Fluency: Addition and Subtraction > Plus 0, 1, 2 > Fact Fluency - Mini-Lesson> Ver en espanol > Fact Fluency - Minilección, Procedure and Facilitation Points, #4.
Thank you for catching that for us! We changed "los marcos doble de diez" to "los marcos dobles de diez" under Procedure and Facilitation Points, #4. Please see the following file: MATH_2_FACTFLUENCY_Plus012_MiniLesson_Markdown_SPA.pdf
“1 folleto del estudiantes a nivel del dominio”
debe decir “1 folleto del estudiante a nivel del dominio”.
Compose and Decompose Numbers to 120 > Explain >Language Connections > Ver en espanol >Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“hora media”
Corrección: “media hora”
El orden correcto en español es “media hora” (no “hora media”).
Time > Explore > Explore 2 - Analog Clocks (Hour and Minute Hands)> Ver en espanol >
Explore 2 - Reloj analógico (manecillas de la hora y los minutos), Procedure and Facilitation Points, 1a
Thank you for catching that for us! We changed “hora media” to “media hora” under Procedimiento y puntos de facilitación #1a. Please see the following file: TXMR_1_Time_EXPLORE2_AnalogClocks(HourandMinuteHands)_Markdown_SPA.pdf
“Imprimir" heading should be "Impreso"
like in all the other sections in the materials.
Three-Dimensional Shapes > Elaborate >Life Connections > Ver en espanol >Life Connections (Spanish), Materiales, heading Imprimir.
Thank you for catching that for us! We changed the heading "Imprimir" to "Impreso". Please see the following file: TXMR_1_Three-DimensionalSolids_ELABORATE_LifeConnections_Markdown_SPA.pdf
“1 marcador borrable(por estudiante)”
Falta espacio
Debe decir: “1 marcador borrable (por estudiante)”
Addition and Subtraction Problem Solving > Explore >
Skill Basics - Problem-Solving Model > Ver en español >
Skill Basics - Modelo de resolución de problemas, Materiales, Reutilizable.
Thank you for catching that for us! We put a space between "borrable" and the open parentheses in the Materiales section. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_EXPLORE_SkillBasics2_ProblemSolvingModel_Markdown_SPA.pdf
“Haz una lisa de quién vive en tu casa”
“lisa” should be "lista"
“Haz una lista de quién vive en tu casa”
Data Analysis > Acceleration > Choice Board > Print Files > Choice Board (Spanish), 1st column, 3rd card.
Thank you for catching that for us! We changed "lisa" to "lista" in the 1st column, last card. Please see the following file: TXMR_1_DataAnalysis_ACCELERATION_ChoiceBoard_SPA.pdf
The third step is numbered as 2 but should be numbered as 3.
Add and Subtract Within 10 > Home > Take-Home Letter > Print Files > Take-Home Letter (Spanish), pg. 2, 1st column, 2nd card.
Thank you for catching that for us! We changed the third step to #3 under Escoger una oración numérica on the Intentar en casa: Tatetí. Please see the following file: TXMR_1_AddandSubtractwithin10_HOME_TakeHomeLetter_C_SPA.pdf
"grocery (supermercado)”
grocery se refiere al establecimiento o tienda, no al sustantivo incontable "comida".
Corrección: “grocery store (supermercado)”
Personal Financial Literacy > Explore > Explore 1 - Income > Ver español > Explore 1 - Ingresos, Apoyo con el Idioma, 3rd paragraph, last sentence.
Thank you for catching that for us! We changed "grocery" to "grocery store" in the 3rd paragraph under Apoyo con el idioma. Please see the following file: TXMR_1_PersonalFinancialLiteracy_EXPLORE1_Income_Markdown_SPA.pdf
“folleto del estudiantes”
debe decir “folleto del estudiante”.
Length > Explain > Language Connections > Ver en español > Language Connections (Spanish), Materials, Impreso.
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_Length_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“Describa mitades con tus propias palabras”
should say "Describe las mitades con tus propias palabras" o "Describan las mitades con sus propias palabras" (plural)
Fractions > Home > Explore > Skill Basics - Halves and Fourths > Ver en espanol > Skill Basics - Mitades y cuartos, procedure and facilitation points, 7d.
Thank you for catching that for us! We changed “Describa mitades con tus propias palabras” to "Describe las mitades con tus propias palabras" under Procedimiento y puntos de facilitación #7d. Please see the following file: TXMR_1_Fractions_EXPLORE_SkillBasics1_HalvesandFourths_Markdown_SPA.pdf
“una figuras para crear”
should be
“una figura para crear”
Two-Dimensional Shapes > Explain > Anchor Chart > ver en espanol > Anchor Chart (Spanish), Procedure and Facilitation Points, Part V, #3.
Thank you for catching that for us! We changed "figuras" to "figura" under Exploración 5: Componer figuras 2D #3. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLAIN_AnchorChart_Markdown_SPA.pdf
“Cubos de 40 centímetros” should be "40 cubos de un centímetro"
“Cubos de 40 centímetros (por maestro)” should be "40 cubos de un centímetro (por maestro)"
Addition and Subtraction Strategies > Explore > Skill Basics - How to Use a Pan Balance and/or Number Balance > Ver en espanol > Skill Basics - Cómo utilizar una balanza y/o una balanza numérica, Materiales.
Thank you for catching that for us! We changed “Cubos de 40 centímetros” to "40 cubos de un centímetro" and “Cubos de 40 centímetros (por maestro)” to "40 cubos de un centímetro (por maestro)" under Materiales, Preparacion (2nd and 3rd bullet), and Procedimiento y puntos de facilitación #2. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLORE_SkillBasics3_HowtoUseaPanBalanceandorNumberBalance_Markdown_SPA.pdf
“Después de que los estudiantes hayan completado el ‘Diario del estudiante’. reúne a la clase...”
Corrección: “Después de que los estudiantes hayan completado el «Diario del estudiante», reúna a la clase...”
Data Analysis > Explore > Explore 1 - Sort and Organize > Ver en espanol > Explore 1 - Clasificar y organizar
Thank you for catching that for us! We changed “Después de que los estudiantes hayan completado el ‘Diario del estudiante’. reúne a la clase...” to “Después de que los estudiantes hayan completado el «Diario del estudiante», reúna a la clase...” under Procedimiento y puntos de facilitación #7. Please see the following file: TXMR_1_DataAnalysis_EXPLORE1_SortandOrganize_Markdown_SPA.pdf
Heading "Imprimir" should be "Impreso"
Fact Fluency: Addition and Subtraction >Making Ten> Fact Fluency - Station 1 > Ver en espanol > Fact Fluency - Estación 1, Materiales, Impreso heading.
Thank you for catching that for us! We changed "Imprimir" to "Impreso" under Materiales. Please see the following file: MATH_2_FACTFLUENCY_MakingTen_Station1_Markdown_SPA.pdf
“anunciela”
should be
“anúnciela”
Money > Engage > Foundation Builder > Ver en español > Foundation Builder (Spanish), Procedure and Facilitation Points, Part II, #3
Thank you for catching that for us! We added an accent to "anúnciela" under Parte II #3. Please see the following file: TXMR_1_Money_ENGAGE_FoundationBuilder_Markdown_SPA.pdf
“un cronograma seguir”
should be "un cronograma que seguir" o "un cronograma para seguir"
Time > Elaborate > Life Connections> Ver en español > Life Connections (Spanish), Procedure and Facilitation Points, Part II, 4d.
Thank you for catching that for us! We added "que" before "seguir" under Parte II #4d. Please see the following file: TXMR_1_Time_ELABORATE_LifeConnections_Markdown_SPA.pdf
“Imprime un juego...”
Debe decir: “Imprima un juego...”
Two-Dimensional Shapes > Explore> Explore 1 - Sort Shapes> Ver en español >
Explore 1 - Clasificar figuras
Preparacion, 2nd bullet.
Thank you for catching that for us! We changed "Imprime" to "Imprima" under Preparacion, 2nd bullet. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE1_SortShapes_Markdown_SPA.pdf
“Cilíndro”
Corrección: Cilindro (sin tilde)
Three-Dimensional Solids > Home > Take-Home Letter > Print Files > Take-Home Letter (Spanish), word before green cylinder.
Thank you for catching that for us! We deleted the tilde from "Cilindro". Please see the following file: TXMR_1_Three-DimensionalSolids_HOME_TakeHomeLetter_SPA.pdf
“una colecta de abrigos o un unidad de mochila”
Debe decir: “una colecta de abrigos o una colecta de mochilas”
Addition and Subtraction Problem Solving > Hook - Donating Stuffed Animals > Ver en español > Hook - Donar peluches, Procedure and Facilitation Points, Part II, #5.
Thank you for catching that for us! We changed “una colecta de abrigos o un unidad de mochila” to “una colecta de abrigos o una colecta de mochilas” under Parte II #5. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_ENGAGE_Hook_DonatingStuffedAnimals_Markdown_SPA.pdf
"1 folleto del estudiantes..."
Corrección: “1 folleto del estudiante”
Data Analysis > Explain > Language Connections > Ver en espanol > Language Connections (Spanish)
Thank you for catching that for us! We changed "estudiantes" to "estudiante" under Impreso Materiales. Please see the following file: TXMR_1_DataAnalysis_EXPLAIN_LanguageConnections_Markdown_SPA.pdf
“1 conjunto de tableros de juego de adición de 3 sumandos (por estación”
Error: Falta el paréntesis de cierre.
“1 conjunto de tableros de juego de adición de 3 sumandos (por estación)”
Fact Fluency: Addition and Subtraction >Using Ten> Fact Fluency - Game 1 > Ver en espanol >
Fact Fluency - Juego 1, Materiales, Impreso, 2nd line.
Thank you for catching that for us! We added the close parentheses under Materiales. Please see the following file: MATH_2_FACTFLUENCY_UsingTen_Game1_Markdown_SPA.pdf
"Prepare en una bolsa con cierre de monedas de un centavo, cinco y diez centavos para cada grupo."
needs to be corrected to:
“Prepare una bolsa con cierre que contenga monedas de un centavo, cinco y diez centavos para cada grupo.”
To keep the original meaning from the English version.
Money > Elaborate > Life Connections > Ver en español > Life Connections (Spanish), Preparacion.
Thank you for catching that for us! We changed the 1st bullet under Preparacion to "Prepare una bolsa con cierre que contenga monedas de un centavo, cinco y diez centavos para cada grupo." Please see the following file: TXMR_1_Money_ELABORATE_LifeConnections_Markdown_SPA.pdf
¿Cómo mediste las lombrices de tierra?». Tenemos que medir la longitud de la lombriz con alinear nuestras unidades…”
"con alinear" should be "alineando"
Correction: “…medir la longitud de la lombriz alineando nuestras unidades…”
Length > Explore > Explore 3 - Measure the Same Thing with Different Units > Ver en español > Explore 3 - Medir lo mismo con diferentes unidades, Procedure and Facilitation Points, Part I, MathChat after #10, question 1, answer.
Thank you for catching that for us! We changed "con alinear" to "alineando" in the answer to Question 1 under Charla de matemáticas. Please see the following file: TXMR_1_Length_EXPLORE3_MeasuretheSameThingwithDifferentUnits_Markdown_SPA.pdf
“crear 3 o 4 figuras...”
should be
“cree 3 o 4 figuras...”
Two-Dimensional Shapes > Explore > Skill Basics - How to Label Sides and Vertices > Ver en español > Skill Basics - Cómo etiquetar lados y vértices, Preparacion, 3rd bullet,
Thank you for catching that for us! We changed "crear" to "cree" under Preparacion, 3rd bullet. Please see the following file: TXMR_1_Two-DimensionalShapes_EXPLORE_SkillBasics2_HowtoLabelSidesandVertices_Markdown_SPA.pdf
“colóquelos en un vaso sobre una mesa al frente de la sala”
should be "colóquelos en un vaso sobre una mesa al frente del salón de clases"
Addition and Subtraction Strategies > Home > Explore 1 - Basic Fact Strategies – Use 10 for Addition> Ver en espanol > Explore 1 - Estrategias de operaciones básicas: Utilizar 10 para sumar, Preparacion, 2nd bullet.
Thank you for catching that for us! We changed “colóquelos en un vaso sobre una mesa al frente de la sala” to "colóquelos en un vaso sobre una mesa al frente del salón de clases" under Preparacion. Please see the following file: TXMR_1_AdditionandSubtractionStrategies_EXPLORE1_BasicFactStrategiesUse10forAddition_Markdown_SPA.pdf
“parear” (en “hacer un dibujo de tacos para parear”)
Corrección: “para acompañar” o “para combinar”
Frase corregida: “...y que haga un dibujo de tacos para acompañarlo.”
Add and Subtract Within 10 > Acceleration > Choice Board > Print Files > Choice Board (Spanish), 2nd column, 3rd row card.
Thank you for catching that for us! We changed the last part of bottom card in 2nd column to "y que haga un dibujo de tacos para acompañarlo." Please see the following file: TXMR_1_AddandSubtractwithin10_ACCELERATION_ChoiceBoard_SPA.pdf
“marcos doble de diez”
should be
“marcos dobles de diez”
Fact Fluency: Addition and Subtraction >Doubles > Fact Fluency - Station 1 > Ver en espanol > Fact Fluency - Estación 1, Descripcion.
Thank you for catching that for us! We changed “marcos doble de diez” to “marcos dobles de diez” in the Description. Please see the following file: MATH_2_FACTFLUENCY_Doubles_Station1_Markdown_SPA.pdf
“obtuve la misma respuesta porque estoy comparo los mismos números”
“estoy comparo” should be "estoy comparando"
Compare and Order Numbers to 120 > Explore > Explore 3 - Use Comparison Symbols > Ver en espanol > Explore 3 - Usar signos de comparación, Procedure and Facilitation Points, 6g, answer.
Thank you for catching that for us! We changed "comparo" to "comparando" under Procedimiento y puntos de facilitación #6g. Please see the following file: TXMR_1_CompareandOrderNumbersto120_EXPLORE3_UseComparisonSymbols_Markdown_SPA.pdf
“la manecillas más corta”
Debe decir: “la manecilla más corta”
Time > Explain > Anchor Chart > Ver en español > Anchor Chart (Spanish), Exploracion 1, 2c.
Thank you for catching that for us! We changed "manecillas" to "manecilla" under Exploración 1: Manecillas de las horas de los relojes #2c. Please see the following file: TXMR_1_Time_EXPLAIN_AnchorChart_Markdown_SPA.pdf
"usa la suma y la resa”
Debe decir: “usa la suma y la resta”
Addition and Subtraction Problem Solving > Acceleration > Choice Board> Print Files > Choice Board (Spanish), 1st column, 1st card.
Thank you for catching that for us! We changed "resa" to "resta" in the 1st column, 1st card. Please see the following file: TXMR_1_AdditionandSubtractionProblemSolving_ACCELERATION_ChoiceBoard_SPA.pdf
"para pareja"
debe ser "por pareja"
Add and Subtract Within 20 > Explore >
Explore 5 - Join and Separate – Start Unknown (to 20)> Ver en espanol > Explore 5 - Unir y separar: Inicio desconocido (hasta 20), Preparacion, 2nd bullet.
Thank you for catching that for us! We changed "para pareja" to "por pareja" under Preparacion, 2nd bullet. Please see the following file: TXMR_1_AddandSubtractwithin20_EXPLORE5_JoinandSeparateStartUnknown(to 20)_Markdown_SPA.pdf
“preguntas guías”
Corrección: “preguntas guía”
“
Add and Subtract Within 10 > Explore >
Explore 2 - Compare – Difference Unknown (to 10) > Ver en espanol >
Explore 2 - Comparar: Diferencia desconocida (hasta 10), Procedure and Facilitation Points, #5 Instructions.
Thank you for catching that for us! We changed “preguntas guías” to “preguntas guía” under Procedimiento y puntos de facilitación #5. Please see the following file: TXMR_1_AddandSubtractwithin10_EXPLORE2_CompareDifferenceUnknown_Markdown_SPA.pdf
“representar las vegetales”
“vegetales” es un sustantivo masculino.
Corrección: “representar los vegetales”
Compose and Decompose Numbers to 120 >Explore >
Explore 4 - Compose and Decompose in More Than One Way > Ver en espanol > Explore 4 - Componer y descomponer de más de una manera, Procedure and Facilitation Points, #4.
Thank you for catching that for us! We change "las" to "los" under Procedimiento y puntos de facilitación#4. Please see the following file: TXMR_1_ComposeandDecomposeNumbersto120_EXPLORE4_ComposeandDecomposeinMoreThanOneWay_Markdown_SPA.pdf
“el otro dos juegos”
Corrección:
“los otros dos juegos”
FRACTIONS > Intervention > Small Group Instruction > Ver en espanol > Small Group Instruction (Spanish), Procedure and Facilitation Points, Part II, #1
Thank you for catching that for us! We changed “el otro dos juegos” to “los otros dos juegos” under Parte II #1. Please see the following file: TXMR_1_Fractions_INTERVENTION_SmallGroupIntervention_Markdown_SPA.pdf
Component: STEMscopes Texas Math - Grade 1 Spanish (ISBN: N/A)
The first question asks "Colorea las figuras que tienen 6 lados y 6 esquinas." However, the answer key crosses out all the figures that have 6 sides and six corners instead of coloring them, which makes the answer appear to be the trapezoid with only 4 sides and 4 vertices.
Two-Dimensional Shapes - Evaluate - Skills Quiz - Print Files
Thank you for your feedback! We deleted the X's and replaced with circles instead. Please see the following file: TXMR_1_Two-DimensionalShapes_EVALUATE_SkillsQuiz_AnswerKey_A.pdf