Feedback Report

The breakout for this citation is as follows: Represent the value of the digit in decimals through the thousandths using numerals. The screen capture provided goes to the ten thousandths place and extends past the 5th grade student expectation. It is recommended that ten thousandths be removed to maintain alignment with the breakout and student expectations.

A major concern with Math 180 is that TEKS-aligned content is spread out inconsistently across multiple student workbooks, different modules within the digital platform, and unrelated units taught in isolation. This disjointed structure creates several problems for teachers and students. Teachers must hunt across resources to find instruction related to a single TEKs standard. Students are not presented with a coherent progression of content. Key TEKS standards may be addressed superficially or not at all depending on which path, module, or workbook the teacher assigns and/or the student is using. Because TEKS are designed to be taught in a logical, vertically aligned sequence, the fragmented way concepts are taught in isolation for long duration of time undermines the students ability to build and retain knowledge. In addition, this creates more work and unrealistic expectations for teachers attempting to remediate their students and preparing them to be successful with grade level TEKS to prepare them for their state exam.

Alignment Issues
HMH Math 180 Flex, while designed to support students struggling in mathematics, presents several alignment concerns when evaluated with the Texas Essential Knowledge and Skills (TEKS). The program teaches foundational skills, such as addition, subtraction, multiplication, and division, in isolation, rather than in the integrated, conceptually connected manner required by the TEKS.
1. Skills Taught in Isolation: Math 180 Flex segments math instruction into disconnected units, focusing on one operation or concept at a time without building meaningful relationships between them. For example, Multiplication and division are often taught as procedural tasks rather than as inverse operations. Additionally, Fractions are introduced separately from decimals, missing opportunities to explore their relationships.
2. Lack of Grade-Level Rigor: Math 180 Flex focuses primarily on remediation of earlier-grade content (typically aligned with grades 3–5), and does not provide access to ALL on-grade-level TEKS standards. With that, the program does not prepare students for the depth of knowledge and reasoning assessed on state assessments like the STAAR.
3. Limited Alignment with TEKS Mathematical Process Standards: Math 180 Flex places a heavy emphasis on computer-based response formats, limiting opportunities for students to engage in critical thinking, problem solving, and communication as outlined in the TEKS Mathematical Process Standards.
4. TEKS are not addressed nor present in the Flex 180 program: The program does not include TEKS references in the lessons, workbooks, teacher guides, or digital platform. There is no way for teachers to match instruction to grade-level standards, no crosswalk showing how lesson align to individual TEKS, no evidence of vertical alignment with the TEKS.
While HMH Math 180 Flex may provide valuable intervention for students who lack basic numeracy skills, it does not align with grade-level TEKS in either content coverage or instructional approach. Its isolated skill instruction, lack of conceptual connections, and limited alignment with mathematical process standards make it insufficient as a core or comprehensive instructional resource in Texas classrooms. To meet TEKS expectations, supplemental instruction and targeted intervention aligned with grade-level rigor and integrated problem solving will be necessary.