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.

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 addition and subtraction within 20.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 100.

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 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.

This three-act math task utilizes videos and questioning to help students explore addition and subtraction within 50.

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.

Students solve 3 digital math addition fact puzzles in order to escape the jungle (1-find their way through the cave, 2-sneak past the sleeping lions to get to the jeep, and 3-opening the treasure chest for the key to the jeep!)
Addition to 20

Thumbnail Image Citation: Bouwhuis, Laura. "Escape the Jungle" Google Sites, 12 July 2022, https://sites.google.com/alpinedistrict.org/escapethejungle/home

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.

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 100.

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

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.

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.