The Acadience Math Alignment to Utah Core State Standards in Mathematics is a guiding document that aligns the Acadience Math measures to the Utah Core State Standards in Mathematics. It aligns the Concepts and Applications measure by item type.
The focus of the Accurate Counting intervention is counting known quantities with one-to-one correspondence. This intervention works on counting up to ten objects or pictures that are in a straight line.
The focus of the Adding Up to Four Two-Digit Numbers intervention is adding two-digit numbers with base ten blocks.There are four phases to this intervention. Phases 1 to 3 focus on adding 2 two-digit numbers and progress from no regrouping to regrouping in both the ones and tens. Phase 4 focuses on adding 3 or 4 two-digit numbers.
Analyzing Classroom-Wide Acadience Math Results is a guiding document that suggests methods for analyzing and understanding Acadience Math results for a whole class.
Analyzing School-Wide or LEA-Wide Acadience Math Results is a guiding document that suggests methods for analyzing and understanding Acadience Math results for a whole school or district.
The focus of the Building and Writing Three-Digit Numbers intervention is the number of hundreds, tens, and ones that make a three-digit number. It has three phases. Phase 1 is an introduction to the use of place value charts, base ten blocks, and number cards. Phases 2 and 3 move from three-digit numbers that have zero tens and zero ones to all kinds of three-digit numbers.
The focus of the Comparing Quantities and Numbers up to Ten intervention has three phases. Phase 1: Use a matching strategy to compare groups of objects. Phase 2: Use a counting strategy to compare groups of objects. Phase 3: Compare written numbers 1 to 10.
The focus of the Comparing Two-Digit Numbers intervention is to use base ten blocks to help compare two two-digit numbers and use the appropriate symbol to record the result.
The focus of the Comparing Two Three-Digit Numbers intervention is using base ten blocks to compare the numbers and then using symbols >, <, =, to record the results of the comparison.
The focus of the Count to Know How Many intervention has two phases. Phase 1: Count and write the number of objects up to 20 and understand that the quantitiy stays the same even if objects are moved into different shapes or line. Phase 2: Count out the requested number of objects up to 20 and write the number of objects.
Data Analysis and Instructional Support Planning with Acadience Math Results is a guiding document that suggests guiding questions to analyze a student's performance, not just the score, on each measure, as well as targeted learning intention examples, and intervention resource examples.
The focus of the Division with Arrays intervention is using arrays to solve division problems with a known number of rows or a known number of objects in each row.
The focus of the Finding Ten More or Ten Less intervention is to mentally the number that is ten more or ten less. This intervention has two phases that begin with using base ten blocks, moves to drawings and the hundred chart, and then moves onto mental math. Phase 1: Find the number which is ten more. Phase 2: Find the number which is ten less.
The focus of the Find the Next Number from 11-99 intervention is saying and writing the next number up to 99. It has two phases that use base ten blocks. Phase 1 focuses on the next number within a ten. Phase 2 focuses on the next number over the transition over ten, like 59 to 60.
The focus of the Find the Number Before intervention is saying and writing the number that is before or one less than a number up to 99. It makes use of a place value chart and base ten blocks.
The focus of the Fractions and Their Parts intervention is understanding fractions as equal parts, their written form, and the terms numerator and denominator. It has two phases. Phase 1 uses paper folding. Phase 2 uses drawing and introduces the vocabulary terms..
From Data to Instructional Response is a guiding document that is a flow chart from screening assessments, like Acadience Math, to selecting and implementing a targeted intervention. It gives suggestions on how to design an instructional response to a student's data and current performance.
The focus of the Identifying Fractions on a Number Line intervention is marking, labeling, and naming fractions on a number line. It has two phases that start with a 0 to 1 number line and moves to a 0 to 2 number line.
Measuring Growth with Pathways of Progress is a guiding document that explains what Pathways of Progress is and how to utilize the growth information it provides.
The Menu of Resources for Using Acadience Math Results is a compliation of links to resources for data analysis, instructional decisions, and intervention.