Kickstart Number Sense
Core Code Alignment
Mathematics
Other Mathematics
07070000015: Mathematics Electives - Remedial
Other Mathematics
07070000015: Mathematics Electives - Remedial
Recommendation
Recommended Limited
Evaluation
This is an intervention program, and is not intended as a comprehensive Tier 1 solution
It is designed for students struggling with number sense, primarily focusing on K–2 content while supporting access to grade level major work. It follows a spiraled progression centered on 13 essential skills, using small-group instruction, multi-modal activities, and routines to build conceptual understanding—especially in addition and subtraction—and support procedural skills and fluency,. The program includes simple tasks and word problems, requiring minimal differentiation or scaffold removal. It helps build foundational understanding and supports the development of standards-aligned skills. Mathematical Practice (MP) standards are embedded throughout instruction, reinforcing the major work. Assessment tools include initial and exit assessments, pre/post-tests, and daily progress monitoring sheets. These primarily measure basic skills, with mathematical application assessed only when teachers connect them to aligned tasks within lessons.
Educators Using These Materials
No educators found.
Material Categories
Intervention
Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No sensitive content was noted. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No evidence of discriminatory practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Maintains constitutional freedom. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| No evidence of advertising, e-commerce or political interest. | ||||||
Focus and Coherence (Non-Negotiable)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | Meets all non-negotiable requirements | NA | NA | Does not meet the non-negotiable requirements. *see narrative for determination of which requirement(s) was not met | ||
| This K–2-aligned intervention program uses a spiraled, grade-by-grade progression to build conceptual understanding in early math—especially addition and subtraction—through small group lessons. While primarily focused on K–1 content, it supports access to major work across K–3 without interfering with current grade-level instruction. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| The materials focus on developing number sense and conceptual understanding, supporting fluency and procedural skills, but they are not a comprehensive Tier 1 program. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| The program emphasizes number sense and understanding facts like number bonds. The routines and lesson structure are designed to help develop both fluency and procedural skills however, fluency isn’t the primary focus. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| The program is designed so that each stage focuses on 13 essential skills. The lessons spiral with multi-modal activities that support those skills. Each lesson includes simple word problems related to the skill, with focused and purposeful practice time. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| While these interventions, do not necessarily align with a student's current grade level standards, they do support the development of an understanding of the standards. The MP standards connected to lessons here are a focus for the work of the intervention program. They strengthen the Major Work. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Most MP standards are addressed multiple times, except MP.8 (regularity in repeated reasoning), which is not covered. These alignments are detailed in the standards document. However the program doesn’t explicitly label tasks as MPs, it embeds skills like modeling, using tools, and looking for structure throughout instruction | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The entire program is based on mathematical reasoning of Number Sense with an emphasis on looking for patterns and structures. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| Context of the story problem scenarios are simple and likely familiar to most students. Lessons include: hands-on activities, partner talk, cooperative games and manipulatives. Lesson instructions are available in English and Spanish only. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| This intervention program is designed specifically for students struggling with number sense to help them access prior and current standards. It’s not meant for a broad range of learners, and the simple tasks require minimal differentiation or scaffold removal. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| This intervention program is designed for students struggling with number sense, using hands-on activities, partner talk, games, and manipulatives. It focuses on targeted skills and supports engagement and progress toward grade-level success through multiple strategies and representations. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| A variety of images and objects reflect multiple Ethnic backgrounds. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| The stories and anecdotes that are used in instruction are applicable to various demographics and contexts students are familiar with. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Assessment occurs both informally on a daily basis and through progress monitoring, as well as formal initial and exiting placement assessments. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The assessments focus on measuring basic skills and do not include mathematical application unless teachers intentionally connect them to lesson tasks. While they assess skill proficiency, deeper understanding is measured through purposeful, aligned tasks within the lessons. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807