Bluebonnet Learning (BLUEBONNET LEARNING) K–5 Math has been specifically designed by the Texas Education Agency (TEA) for students served by Texas schools. This Texas-designed instructional material is committed to delivering a program enriched with a thorough scope and sequence and a systematic approach for developing fluency practice, concept development, and application problems guided by research from educational experts and valuable feedback from individuals across the state. The BLUEBONNET LEARNING K–5 Math instructional material is made freely available to Texas school districts and educators to enhance students’ daily learning experiences.
This guide is crafted to help you effortlessly navigate the tools and resources included in this product. Each section is tailored to provide information that will assist you during the review process.
The K–5 Math Team
Overview
Before Reviewing the Materials
This guide will help you in the review process:
• Access content through the Texas Gateway at https://texasgateway.org. The following Gateway Navigation Guide provides detailed information about how to review material within the Texas Gateway.
• Begin your review with the Program and Implementation Guide
• Use the Component Navigation Guide to understand the components of the instructional materials and how they are organized.
Teacher Materials Program and Implementation Guide
Materials
Additional Course-Level Materials
Math Family Guide
Manipulatives List
Digital-Only Materials
QTI Assessment File
Summary of Materials
The following components are included in Bluebonnet Learning (BLUEBONNET LEARNING) K–5 Math:
• A Program Implementation Guide provides overview information about the K–5 Math instructional materials
• A Course Guide provides overview information for each grade level.
• A Grade-Level Teacher Edition is provided for each module as the primary teacher-facing resource.
• A Grade-Level Assessments resource is provided for each grade level, including the Mid-Module Assessment Tasks and the End-of-Module Assessment Tasks.
• Student editions are provided for each module, including Learn, Practice, and Succeed. All modules have these resources, except the Additional Days School Year (ADSY) modules (which do not include Learn, Practice, or Succeed) and Grade 4 Module 4 Practice book. The Practice book is intended for Fluency templates. There are no templates needed for Fluency in Grade 4 Module 4 and, therefore, no Practice book.
• A K–5 Math Family Guide describes resources that assist families in supporting their children at homework time
• A K–5 Math Manipulatives List that includes hands-on math manipulatives that students need for each grade level.
• A QTI Assessment File is provided for each grade level for the implementation of digital assessments aligned to each print Mid- and End-of-Module Assessment Task. Grade
Product Design
Alignment to TEKS and Student Learning Research
The K–5 Math instructional materials align with the TEKS and the ELPS, as well as with student learning research. The modules and lessons are strategically and coherently sequenced to build upon learning within modules and across grades. All students are working on grade-level tasks, and time and effort are concentrated on going deep on the most important topics for the grade level. The product provides multiple opportunities for practice, discussion, representation, and writing, as well as balances conceptual understanding, procedural skill and fluency, and application.
Fluency Practice: Students engage in practice designed to promote automaticity that energizes them and prepares them for a computational foundation to enable deep understanding in flexible ways.
Application Problems: Directly related to the Concept Development, these problems may be used to activate schema or prepare students for new learning, with a systematic, transferable approach of Read-Draw-Write (RDW). Exercises are designed to help students understand how to choose and apply the correct mathematical concepts to solve real-world problems.
Concept Development: This primary lesson component introduces new learning with intentional sequencing of standards and topics to ensure students have full access to new learning goals and integrate them into their developing schemas. It includes time allotted for the Problem Set, an opportunity for independent practice.
Student Debrief: Students engage in discussion, reflection, and synthesis of the day’s learning, including completion of an Exit Ticket
Modules by Grade Level
Grade K
Grade Module Title
Grade K Module 1
Grade K Module 2
Numbers to 10
Two-Dimensional and ThreeDimensional Shapes
Grade K Module 3 Comparison of Length, Weight, Capacity, and Numbers to 10
Grade K Module 4
Grade K Module 5
Number Pairs, Addition and Subtraction to 10
Numbers 10–20, Counting to 100, and Understanding Work
Grade K Module 6 Analyzing, Comparing, and Composing Shapes
Grade K ADSY Module
Grade 1
Additional Days School Year (ADSY)
Grade Module Title
Grade 1 Module 1 Sums and Differences to 10
Grade 1 Module 2 Introduction to Place Value Through Addition and Subtraction Within 20
Grade 1 Module 3 Ordering and Comparing Length Measurements as Numbers
Grade 1 Module 4
Place Value, Comparison, Addition and Subtraction to 40
Grade 1 Module 5 Identifying, Composing, and Partitioning Shapes
Grade 1 Module 6
Grade 1 ADSY Module
Sample Image
Sample Image
Place Value, Comparison, Understanding Income with Addition and Subtraction to 100
Additional Days School Year (ADSY)
Grade 2
Grade Module Title
Grade 2 Module 1 Sums and Differences to 100
Grade 2
Module 2
Addition and Subtraction of Length Units
Grade 2 Module 3 Place Value, Counting, and Comparison of Numbers to 1,200
Grade 2 Module 4 Addition and Subtraction Within 200 with Word Problems to 100
Grade 2 Module 5 Addition and Subtraction Within 1,000 with Word Problems Within 1,000
Grade 2 Module 6 Foundations of Multiplication, Division, and Area
Grade 2 Module 7 Problem Solving with Length, Money, and Data
Grade 2 Module 8 Time, Shapes, and Fractions as Equal Parts of Shapes
Grade 2 ADSY Module Additional Days School Year (ADSY)
Grade 3
Grade Module Title
Grade 3 Module 1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
Grade 3 Module 2 Place Value and Problem Solving with Units of Measure
Grade 3 Module 3
Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10
Grade 3 Module 4 Multiplication and Area
Grade 3 Module 5 Fractions as Numbers on the Number Line
Grade 3 Module 6 Financial Literacy and Data
Grade 3 Module 7 Geometry and Measurement Word Problems
Grade 3 ADSY Module Additional Days School Year (ADSY)
Sample Image
Sample Image
Grade 4
Grade Module Title
Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction
Grade 4 Module 2 Unit Conversions and Problem Solving with Metric Measurements
Grade 4 Module 3 Multi-Digit Multiplication and Division
Grade 4 Module 4 Angle Measure and Plane Figures
Grade 4 Module 5 Fraction Equivalence, Ordering, and Operations
Grade 4 Module 6 Introduction to Decimals and Financial Literacy
Grade 4 Module 7 Exploring Measurement with Multiplication and Data
Grade 4
ADSY Module
Additional Days School Year (ADSY)
Sample Image
Grade 5
Grade Module Title
Grade 5 Module 1 Place Value and Decimals
Grade 5 Module 2 Multi-Digit Whole Number and Decimal Operations
Grade 5 Module 3 Addition and Subtraction of Fractions
Grade 5 Module 4 Multiplication and Division of Fractions
Grade 5 Module 5 Addition and Multiplication with Volume and Area
Grade 5 Module 6 Problem Solving with the Coordinate Plane and Data
Grade 5
ADSY Module
Additional Days School Year (ADSY)
Sample Image
Getting to Know the Program: Product Components
Program and Implementation Guide
The Program and Implementation Guide provides overview information about the K–5 Math instructional materials, including the components below:
• Introduction: Provides the program’s key features, including the way the units tell the unfolding story of mathematics, its major focus on meaningful assessment, and its engaging lesson structure.
• Rooted in Cognitive and Developmental Science: Provides the program’s grounding in updated cognitive and developmental science.
• Improving upon the Conventional Model of Math Education: Reflects on the program’s shift from a culture of compliance to a culture of learning
• A Culture of Learning: Further describes the shift to a culture of learning and its impact on teacher and student roles, view of mistakes, and response to mistakes.
• The Classroom Culture and Learning Pyramid: Describes how these materials are aligned to a culture of learning.
• Language and Communication: Describes the corresponding language and communication shifts that correspond to a culture of learning.
• Instructional Materials Design: Provides the program’s approach to the design of the instructional materials and its grounding in the principle that mathematics is most effectively taught as a logical, engaging story.
• TEKS Mathematical Process Standards: Describes how the TEKS Mathematical Process Standards are woven into the lesson structure.
• Module Structure: Describes the components of a module, including the overview of the module, topic, lesson, and answer keys, as well as student misconceptions and terminology.
• Lesson Structure: Describes the four-part lesson structure; opportunities for students to engage in discourse and reflection, high-level thinking, and flexible thinking; pedagogical supports; and approach to assessments.
• Sprints: Describes Sprints and their contribution to a culture of learning, as well as provides suggested methods of instructional delivery.
• Read-Draw-Write: Describes the RDW process and its contribution to a culture of learning.
• Personal Whiteboards: Provides directions for creating personal whiteboards, including frequently asked questions
• Differentiation and Scaffolds: Describes the approach to differentiation and scaffolds, including multiple means of representation, multiple means of action and expression, and multiple means of engagement; suggested teaching sequences that move from simple to complex; and recommendations for grouping students.
• Approach to Assessments: Provides the program’s approach to administering, reflecting, and responding to assessments and the inclusion of Problem Sets, Exit Tickets, Kindergarten
Interview and Observational Assessments, Mid-Module Assessment Tasks, and End-of-Module Assessment Tasks
• Support for Emergent Bilingual Students: Describes how the program supports the expectations outlined in the English Language Proficiency Standards (ELPS) and has built-in supports for emergent bilingual students.
• Resources: Details the resources available to support students, leaders, teachers, and families.
Course Guides
The Course Guides provide overview information for each grade level, including the components below:
• Introduction: Provides a brief introduction to the Course Guide, which is primarily designed to give teachers specific knowledge about the structure of the instructional materials.
• Profile of a Grade K–5 Math Learner: Details students’ development at a given grade level and how the instructional materials support their developmental needs.
• Culture of Learning: Included for Grades 2 through 5, describes the culture of learning, including the intersection across instructional materials, intention, and language.
• Collaboratively Troubleshooting Student Misconceptions: Lists three steps to collaboratively troubleshoot mistakes for each module, as well as includes an example using a common misconception from one of the grade-level modules.
• Assessment Reflection Tool: Provides a tool that helps the teacher guide discussions both before and after an assessment, as well as includes a grade-level specific example.
• Sequence of Modules: Provides a summary of the year for each grade level and a rationale for the sequence.
• Year-at-a-Glance: Includes a table with module name, number of days recommended for the module, and grade-level alignment to TEKS.
• Scope and Sequence: Includes a table with module name, topics and instructional days, knowledge and skills, and standards (with focus standards denoted).
• Standards by Lesson:
o TEKS Mathematical Process Standards by Lesson: Includes a table denoting mathematical process standards by lesson per module.
o TEKS Standards: Includes a table denoting TEKS standards by lesson per module.
o English Proficiency Language Standards: Includes a table denoting English Language Proficiency Standards by lesson per module.
• Grade K–5 Development of Fluency:
o Overview: Provides the program’s approach to designing fluency activities in each lesson of a given grade level.
o Fluency Year-at-a-Glance: Includes a module-level summary table that shows the multiple opportunities students have to develop their proficiency for every TEKS across all modules in the grade level.
o Fluency Close Up: Includes lesson-level tables that guide educators to the specific lesson(s) within each module where students have opportunities to develop their fluency with specific TEKS.
• Materials List: Includes a list of manipulatives and additional materials required for the given grade level, including items specific to the Additional Days School Year (ADSY) units.
• Tips for Families: Includes the Tips for Families pages developed in support of each core module. Tips for Families are available in English and Spanish.
Additional Course-Level Material
K–5 Math Family Guide
The K–5 Math Family Guide provides a description of resources that assist families in supporting their children at homework time, including Homework Helpers and Tips for Families The Family Guide is available in English and Spanish.
K–5 Math Manipulatives List
The K–5 Math Manipulatives List includes all hands-on math manipulatives that students need for each grade level. Each complete kit includes enough materials for a class of 24 students.
Grade-Level Modules
Grade-Level Teacher Edition for Each Module
The Teacher Edition is the primary teacher-facing resource and includes complete daily lesson plans, lesson facilitation guidance and pacing, and educative resources for teachers. Components include the following:
• Module Overview: Summarizes the development of student learning throughout each topic of the module, as well as helps teachers understand the module’s placement in the overall development of learning in and across grades. Includes the objectives table, terminology, identification of common misconceptions, instructional support for those misconceptions, and materials and representations.
• Topic Overview: Includes the focus standards, the number of instructional days, coherence links to previous and subsequent modules, a summary of the development of learning, and teacher-facing objectives. Lessons are provided within each topic.
• Answer Keys: Includes the answers for Sprints (if applicable), Problem Sets, Exit Tickets, and Homework.
Grade-Level Assessments
An Assessment resource is provided for each grade level, including the Mid-Module Assessment Task and the End-of-Module Assessment Task for all grade-level modules, along with exemplar responses and
scoring rubrics. The assessments provide students the opportunity to show their level of proficiency on the TEKS addressed within the module. A Progression Toward Proficiency accompanies each assessment and helps educators identify and celebrate what the students can already do and what they need to work on next. For grade K, the Observational Assessments are also part of the Assessment resource. These assessments provide a means of recording observations while students work on math tasks during the day and serve as a tool for formative assessment
K–5 Math Additional Days School Year (ADSY)
One ADSY module is provided for each grade level, which includes three days reserved for flexible use (i.e., flex days) to give students an extra push with content that needs reinforcement. Each ADSY lesson reviews a specific TEKS, chosen strategically based on its coherence with the mathematical understandings that span grade levels. ADSY lessons are supplemental to the core instructional materials, and topics can be taught independently based on students’ needs. These lessons can be used to respond to data after an assessment.
Student Editions for Each Module
Learn
Learn serves as a student’s in-class companion; it’s where they show their thinking, share what they know, and watch their knowledge build every day. Learn assembles the daily classwork Application Problems, Exit Tickets, Problem Sets, and templates in an easily stored and navigated volume.
Practice
Each lesson begins with a series of energetic, joyous fluency activities, including those found in Practice. Students who are fluent in their math facts can become proficient with more material more deeply. With Practice, students build competence in newly acquired skills and reinforce previous learning in preparation for the next lesson. Practice includes Sprints and is only included for lessons that have Sprints. Together, Learn and Practice provide students with all the print materials that they will use for their core math instruction.
Succeed
Succeed enables students to work individually toward proficiency. These additional problems align lesson by lesson with classroom instruction, making them ideal for use as homework or extra practice. Each homework assignment is accompanied by a Homework Helper, a set of worked examples that illustrate how to solve similar problems.
Lesson Structure and Features
Objectives
Outline of Lesson Structure
The Objective states the learning goal of the lesson and informs the major portion of instruction in the Concept Development.
The Lesson Structure is comprised of four critical components that promote balanced and rigorous instruction. A Suggested Lesson Structure shows the sequence and recommended time length of the components of the lesson. These four components include the following:
Fluency Practice: Energizing fluency activities provide distributed practice with previously learned material and prepare students for new learning by activating prior knowledge.
Application Problem: Application Problems are daily problem-solving practice that either reaches back to previous concepts as layered review or reaches back to a previous understanding that provides a stepping stone and/or a connection to the current day’s work.
Concept Development: The Concept Development is the primary lesson component in which new learning is introduced. Concept Development includes time allotted for the Problem Set, an opportunity for independent practice.
Student Debrief: Students engage in discussion, reflection, and synthesis of the day’s learning, including completion of an Exit Ticket.
Homework
Similar in content and format to the Problem Sets, the Homework gives students additional practice with the skills and concepts they learn in class each day.
Assessments
Assessments provide an opportunity for students to show their learning accomplishments in addition to offering students a pathway to monitor their progress, celebrate successes, examine mistakes, uncover misconceptions, and engage in self-reflection and analysis. Assessments in the K–5 Math instructional materials are driven by a continuous cycle: plan, teach, assess, and analyze. This highly effective structure provides crucial feedback to the teacher. Teachers adjust and respond, basing their instructional choices on the evidence they gather. Assessments include daily formative assessments, summative assessments, and diagnostic tools.
Daily Formative
Problem Set: Problem Sets are designed to move from simple to complex problems, building on previous knowledge in small attainable steps. Though designed for practice, Problem Sets can also serve as formative assessments that provide another opportunity to monitor student learning.
Student Debrief: Students engage in discussion, reflection, and synthesis of the day’s learning in the Student Debrief
Exit Ticket: Exit Tickets are brief, daily, formative assessments that typically contain one or two problems at a similar level of complexity as the Concept Development.
Kindergarten Interview and Observational Assessments: Interview-style Module Assessment Tasks afford students the unique opportunity to showcase what they know, can do, and can express through multiple modalities: writing, speaking, and demonstrating. Observational assessments are also available as another type of assessment tool to support ongoing, formative assessment practices as educators monitor student proficiency of the key concepts and skills over time. Interviewing and observing are ageappropriate means of assessment and provide a window into the approach that the student used (subitizing, counting all, or another strategy) to solve a problem.
Summative
Mid-Module Assessment Task: A Mid-Module Assessment Task is provided with most modules, along with scoring information. These tasks are specifically tailored to address approximately the first half of the student learning outcomes for that module
End-of-Module Assessment Task: A summative End-of-Module Assessment Task, along with a rubric for scoring, is also provided for each module. Tasks are specifically designed based on the standards addressed to gauge students’ understanding of the module as a whole. Some items test understanding of specific TEKS, while others are synthesis items that assess either understanding of the broader concept addressed in the module or the ability to solve problems by combining knowledge, skills, and understanding.
Diagnostic Tools
Fluency Practice: Energizing fluency activities provide distributed practice with previously learned material and prepare students for new learning by activating prior knowledge.
Application Problem: Application Problems are daily problem-solving practice that either reaches back to previous concepts as layered review or reaches back to a previous understanding that provides a stepping stone and/or a connection to the current day’s work.
Digital-Only Materials
QTI Assessments
Question & Test Interoperability (QTI) files are provided for the implementation of digital assessments aligned to each print Mid- and End-of-Module Assessment Task. It is recommended to administer either the print or the digital assessment method of the Mid- and End-of-Module Assessment Task. Students should not take both assessment types. For grades 1–5, there are many problem types that students could encounter on digital assessments: multiple-choice, multiselect, text entry/equation editor, graphing, inline choice, hot spot, drag and drop, and fractional model. For grade K, the digital assessments have fewer item types and are designed to be teacher-directed and delivered one-on-one with students.
These materials are made available by the Texas Education Agency under an open license. For information about the license and your rights to use the materials, visit: https://tea.texas.gov/K-5Math.
