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.

Analyzing Classroom-Wide Acadience Math Results is a guiding document that suggests methods for analyzing and understanding Acadience Math results for a whole class.

This three-act math task utilizes videos and questioning to help students explore number combinations.

This three-act math task utilizes videos and questioning to help students explore counting and joining sets.

Find some pre-made number tents for integers and degrees, as well as a blank set of number tents to create your own number tents.

Want to know how to set up clothesline math in your classroom? Read this post and find a few different methods. Then, choose which one works best for your classroom culture.

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.

This three-act math task utilizes videos and questioning to help students explore counting and patterns.

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.

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.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 20.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 20.

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.

The focus of the Numbers 11 to 19 with Ten Frames intervention is using ten-frames to count and name numbers 11 to 19. It includes counting on from 10 and using number cards to show the two-digit total.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.