This microcredential represents a teacher’s ability to understand and respond to progressions related to Algebraic Notation, Equality, Inequality, and Relational Thinking by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. This involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as being able to use an analyze formative and summative assessments to determine where students are in learning of Algebraic Notation, Equality, Inequality, and Relational Thinking. This is the first of three microcredentials in the Elementary Mathematics Endorsement: Algebraic Reasoning Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of patterns and their ability to understand and respond to progressions related to patterns by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using formative and summative assessments to determine where students are in learning patterns. This is the third of three microcredentials in the Elementary Mathematics Endorsement: Algebraic Reasoning Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of Multi-Tiered System of Supports (MTSS) and their ability to use MTSS at a classroom level. Effective use of MTSS involves gaining a deep assessment literacy, including being able to create, select, and effectively use classroom assessments, and being able to select and effectively interpret and use results from assessments (Kobett, B. M., & Wray, J. A., 2016). Additionally, MTSS involves understanding and implementing the critical components of the Utah Multi-Tiered System of Supports (UMTSS) Framework for Mathematics (i.e.., Team-based Problem Solving, High-quality Instruction, and Data-based Decision Making) and understanding and implementing effective intervention strategies. This microcredential is the first of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s ability to implement equitable assessment practices. It shows an understanding of that fact that when access and equity have been successfully addressed, student outcomes—including achievement on a range of mathematics assessments, disposition toward mathematics, and persistence in the mathematics pipeline—transcend, and cannot be predicted by students' racial, ethnic, linguistic, gender, and socioeconomic backgrounds (NCTM, 2014. Access and equity in mathematics education). This microcredential is the second of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s ability to understand and respond to progressions related to the coordinate plane by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine students' understanding of the coordinate plane. This microcredential is the fourth of five in the Elementary Mathematics Endorsement: Understand and Implement Concepts of Measurement Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of analyzing characteristics and properties of 2-D and 3-D figures. It involves their ability to understand and respond to progressions related to analyzing characteristics and properties of 2-D and 3-D figures by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It also includes the teacher's ability to select, use, and adapt mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine students' understanding of analyzing the characteristics and properties of 2-D and 3-D figures. This microcredential is the third of five in the Elementary Mathematics Endorsement: Understand and Implement Concepts of Measurement Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of fluency and their ability to understand and support students in building procedural fluency from conceptual understanding over time. This includes planning and implementing instruction and assessment to support fluency in mathematics based on current fluency related research, as well as using and analyzing formative and summative assessments to determine where students are in building procedural fluency from conceptual understanding. This microcredential is the fifth of five in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of whole number addition and subtraction. It includes their ability to understand and respond to learning trajectories related to whole number addition and subtraction, including conceptualizations, problem types, properties, strategies, and representations, by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It also involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine where students are in learning of whole number addition and subtraction. This is the third of five microcredentials in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of place value concepts, as well as their ability to plan appropriate learning trajectories, to implement effective teaching practices that help students understand and use place-value concepts, and to use and analyze formative assessments to determine where students are in learning trajectories. This microcredential is the second of five in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of whole number multiplication and division. It includes his/her ability to understand and respond to learning trajectories related to whole number addition and subtraction, including conceptualizations, problem types, properties, strategies, and representations by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It also involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine where students are in the learning of whole number addition and subtraction. This microcredential is the fourth of five in the Elementary Mathematics Endorsement: Whole Number Multiplication and Division Stack. These microcredentials can be earned in any order.

This microcredential is the first in the Cause and Effect in Science microcredential stack. This stack, when completed, meets Requirement Area #4 of the Elementary Science Endorsement. Through this microcredential, applicants identify causal relationships and mechanisms to explain changes and predict phenomena in life science, physical science, and earth and space science concepts through planning and carrying out investigations.

This microcredential is the second in the Cause and Effect in Science microcredential stack. This stack, when completed, meets Requirement Area #4 of the Elementary Science Endorsement. Through this microcredential, applicants demonstrate the ability to ask and refine scientific questions that lead to descriptions and explanations of causal relationships that can be empirically tested as a way to understand the natural world.

This microcredential is the fourth in the Cause and Effect in Science microcredential stack. This stack, when completed, meets Requirement Area #4 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

This microcredential is the first in the Classroom Practice in Science microcredential stack. This stack, when completed, meets Requirement Area #6 of the Elementary Science Endorsement. Through this microcredential, applicants identify how crosscutting concepts and disciplinary core ideas support sensemaking.

This microcredential is the second in the Classroom Practice in Science microcredential stack. This stack, when completed, meets Requirement Area #6 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to prepare and enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

This microcredential is the third in the Classroom Practice in Science microcredential stack. This stack, when completed, meets Requirement Area #6 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

This microcredential is the first in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an understanding of matter and energy in systems through developing and using models.

This microcredential is the second in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential educators demonstrate an understanding of science discourse by critiquing and revising models of matter and energy.

This microcredential is the third in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to prepare and enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

This microcredential is the fourth in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.