Feedback Report
Mathematics (English)
Publisher: Discovery Education Inc
Supplemental Math, Grade 1 (IMRA25)
Program: DreamBox Math for Texas - Grade 1
Component: N/A (ISBN: N/A)
The directions say " Use counters to add ____, click done when you are finished" It doesn't tell the students how it should be done or which counters to use. The feedback when it is done incorrectly is minimal and doesn't give any clues as to how to fix the error.
The lesson for Sums within 40, Using a Counters and a Ten Frame Model.
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Thank you for your feedback. Before students encounter this lesson with the Ten Frame model, they receive a tutorial that clearly guides them through how to use counters to build numbers. This includes direct instruction on moving counters and understanding the model’s structure, ensuring they are well prepared by the time they reach this activity. You can play the tutorial here:
https://play.dreambox.com/student/remote_callout?try_a_lesson=TenframeE…
While the directions in this lesson are brief, they build on prior knowledge and repeated practice from earlier lessons focused on combining and composing numbers. The minimal feedback is intentional, designed to encourage students to reflect and self-correct based on their understanding.
Possibly adding unlabeled tick marks to the number line to help students count the jumps from one number to the next. Otherwise it looks like 1 big jump and can be confusing to a first grader.
Lesson 1.3B Practice Lesson
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Thank you for your feedback. We use tick mark labels in early lessons and intentionally move away from it in later lessons with the option of bringing them back as a scaffold when students are struggling. We intentionally avoid adding unlabeled tick marks to the number line in this lesson to support students in developing a more flexible understanding of number lines as tools for both measurement and abstract representation. This approach encourages students to focus on the relative spacing and magnitude of numbers rather than relying on counting discrete marks.
Labeling every tick mark is not always feasible, especially when representing larger numbers or varying intervals. Instead, we guide students to interpret jumps and distances conceptually, which aligns with long-term goals for number sense and spatial reasoning. While this may be challenging at first, it supports deeper mathematical thinking over time.
Component: DreamBox Math for Texas - Grade 1 Digital License (ISBN: N/A)
The lesson link takes me to a 3rd grade lesson plan and does not match the first grade TEKS.
The Sample Lesson Flow in this narrative has been updated to explicitly ask students to compare two sets (for example, comparing the number of dog treats Ruffles has to the number Tippy has). There are also scenarios provided in both the application and sample lessons that require students to compare sets with a different unknown term.